Every Teacherisa Reading Teacher


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Every Teacherisa Reading Teacher

  1. 1. Every Teacher is a Reading Teacher
  2. 2. Two ways to support struggling readers… <ul><li>Effective Instruction of Comprehension </li></ul><ul><li>Vocabulary Strategies </li></ul>
  3. 3. Effective Comprehension Instruction <ul><li>Think Alouds: </li></ul><ul><li>Predict or update personal thinking </li></ul><ul><li>Note most important information in text </li></ul><ul><li>Imagery </li></ul><ul><li>Question </li></ul><ul><li>Connect </li></ul><ul><li>Clarify </li></ul><ul><li>Summarize </li></ul>
  4. 4. Predictions <ul><li>What will happen next? </li></ul><ul><li>What is the author trying to help me learn? </li></ul>
  5. 5. Imagery <ul><li>Can I see the characters, setting and action? </li></ul><ul><li>Can I see images of cause effect or sequence? </li></ul><ul><li>Can I see the process being described by the text? (water cycle, War of 1812, perimeter) </li></ul>
  6. 6. Questioning <ul><li>Why does this new fact make sense? </li></ul><ul><li>Why is the author talking about Huck Finn in this chapter on the reconstruction period? </li></ul><ul><li>Who, What, Where, When, Why and How? </li></ul>
  7. 7. Connecting <ul><li>How is ________ like ___________? </li></ul><ul><li>How is the war in Iraq like the civil war ? </li></ul><ul><li>How is a rectangle like a square ? </li></ul>
  8. 8. Clarifying <ul><li>When the information does not make sense, ask for clarification or reread. </li></ul><ul><li>Do I have questions that can be answered if I reread the text? </li></ul><ul><li>Read the sentence or paragraphs…Does it make sense? Can I recall what I just read? </li></ul>
  9. 9. Summarize <ul><li>Can I summarize the information that I just read? </li></ul>
  10. 10. Strategies to enhance comprehension <ul><li>Teacher models the Think Aloud process. Continue process until students become proficient. </li></ul><ul><li>Note taking while reading. </li></ul><ul><li>Text mapping using graphic organizers. (Google graphic organizers) </li></ul><ul><li>Partner read, mapping, discussion. </li></ul>
  11. 11. Comprehension…what it is and what it’s not. <ul><li>Comprehension is.. </li></ul><ul><li>Becoming proficient in the Think Aloud process </li></ul><ul><li>Becoming an actively engaged reader. </li></ul><ul><li>Using metacognition by asking if I need more information in this area? Do I understand what I have just read? How is my knowledge different now? </li></ul><ul><li>Comprehension is not… </li></ul><ul><li>Just reading words of the text. </li></ul><ul><li>Filling out worksheets!!! </li></ul><ul><li>Students are not strategic in comprehension until they become active readers on their own. </li></ul>
  12. 12. <ul><li>When students are taught effective comprehension strategies they tend to want to read more. </li></ul>
  13. 13. Comprehension Information <ul><li>LARC Literacy Achievement Research Center </li></ul><ul><li>Zimmerman, S. & Hutches, C. (2003). 7 Keys to Comprehension: How to help kids read it and get it! New York. Three Rivers Press </li></ul>
  14. 14. Vocabulary Instruction <ul><li>Effective vocabulary instruction…. </li></ul><ul><li>Encourages students to read a wide variety of high quality material including fiction and non-fiction. </li></ul>
  15. 15. The more students read the higher their vocabulary <ul><li>If a fifth grade student reads one hour a day five days a week at a moderate rate of 150 wpm they will encounter 2,250,000 words in their reading. </li></ul><ul><li>We know that students learn between 5 and 10 percent of previously unknown words from a single reading. This accounts for at least 2,250 new words students learn from context every year. </li></ul>
  16. 16. Powerful influences in students vocabulary growth <ul><li>Reading, reading, reading!!!!!!! </li></ul><ul><li>High quality reading materials. </li></ul><ul><li>Wide variety of reading materials. </li></ul><ul><li>Interesting, active vocabulary instruction. </li></ul>
  17. 17. Effective Vocabulary Instruction <ul><li>Make learning words fun! </li></ul><ul><li>Explain new vocabulary. Draw attention to distinctive features of written language. </li></ul><ul><li>Encourage students to play with words to create interest and a desire to know more about words </li></ul><ul><li>Having students look up the word in the dictionary and write the definition is ineffective. </li></ul><ul><li>Have students draw pictures or use hand gestures to illustrate a new word. </li></ul>
  18. 18. Effective Vocabulary Instruction <ul><li>Teach the synonym or antonym of the word. </li></ul><ul><li>Provide example sentences (Mom’s kitchen is in chaos.) (After Hurricane Katrina New Orleans was in chaos.) </li></ul><ul><li>Discuss the difference between new and related words. (Debris, trash, garbage, and waste.) </li></ul><ul><li>Google “vocabulary instruction” to discover new and exciting ways enhance reading. </li></ul>
  19. 19. Effective Comprehension and Vocabulary Instruction… <ul><li>Are essential for struggling readers. </li></ul><ul><li>Should be intentional and purposeful. </li></ul><ul><li>Must be taught in such a way so that all students have the opportunity to achieve academic success. </li></ul>
  20. 20. And rebmemer… <ul><li>Aoccdrnig to rseaecrh at Hravard Uinervtisy, it deosn't mttaer waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. </li></ul>
  21. 21. <ul><li>Or… </li></ul><ul><li>it cuold be bcuseae too mcuh parytnig has totlaly msesed up yuor mnid. </li></ul>