November 2007 Come Read With Me Interactive workshop École Elsie Mironuck School
Tonight’s focus:  <ul><li>Comprehension strategy:  Sensory imagery* </li></ul><ul><li>Decoding strategy:  Breaking into sy...
Break out group <ul><li>Level appropriate books for readers </li></ul>
Why worry about reading? <ul><li>People aren’t born good readers.  </li></ul><ul><li>Reading is an essential life-long too...
When reading:  <ul><li>The mind is active. </li></ul><ul><li>The reader is decoding a message. </li></ul><ul><li>The reade...
Our purpose- <ul><li>We want our young readers to feel that reading is: </li></ul><ul><ul><li>Vivid </li></ul></ul><ul><ul...
Sensory Images <ul><li>Sensory images are formed from the reader’s personal experiences.  </li></ul><ul><li>Sensory images...
Sensory images could be: <ul><ul><li>Pictures </li></ul></ul><ul><ul><li>Smells </li></ul></ul><ul><ul><li>Tastes </li></u...
Creating, organizing and more. <ul><li>Creating sensory images is an ongoing creative act. </li></ul><ul><li>As sensory im...
Why worry? <ul><li>Not creating sensory images is a type of sensory deprivation.  </li></ul><ul><li>Without sensory images...
Can we monitor reading?  <ul><li>Readers who are creating sensory images have a ‘movie’ playing in their head.  </li></ul>...
How to troubleshoot…  <ul><li>The goal is to get the ‘movie’ started again! </li></ul><ul><li>Is there is a lack of unders...
What should sensory images look like? <ul><li>Each person’s sensory imagery is different! </li></ul><ul><li>Sensory images...
Not creating sensory imagery? <ul><li>Readers who aren’t creating sens imagery are: </li></ul><ul><ul><li>Unable to retell...
What can be done to help? <ul><li>Sharing personal sensory images helps! </li></ul><ul><ul><li>Be explicit and direct! </l...
Sensory Imagery <ul><li>Questions? </li></ul>
Decoding strategies- Why? <ul><li>The building block of reading.  </li></ul><ul><li>Reinforces primary practices of letter...
Difficult words for readers <ul><li>Difficult words are important and need to be read.  </li></ul><ul><li>Tackling difficu...
Give it a try! <ul><li>Read this word:    Dimethypolysiloxane  </li></ul><ul><li>Was it difficult?  </li></ul><ul><li>Did ...
Breaking words down into syllables <ul><li>Each reader will encounter difficult words. </li></ul><ul><li>When you find tou...
Back to the salad dressing… <ul><li>Let’s review Dimethypolysiloxane  </li></ul><ul><li>Break it down into syllables! </li...
Decoding strategy <ul><ul><ul><ul><ul><li>Questions? </li></ul></ul></ul></ul></ul>
<ul><li>Time to put these strategies to practice. </li></ul><ul><li>Plenary session </li></ul>
Identifying visual imagery <ul><li>Read together.  </li></ul><ul><li>While reading, identify specific words that evoke sen...
Revisit your reading notes <ul><li>Review all the tagged words  </li></ul><ul><li>Talk about them </li></ul><ul><li>Talk a...
Come Read With Me <ul><li>Questions? </li></ul>
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Come Read With Me

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Slides from my first session of Come Read With Me.

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Come Read With Me

  1. 1. November 2007 Come Read With Me Interactive workshop École Elsie Mironuck School
  2. 2. Tonight’s focus: <ul><li>Comprehension strategy: Sensory imagery* </li></ul><ul><li>Decoding strategy: Breaking into syllables </li></ul><ul><li>Level appropriate books for readers </li></ul><ul><li>*Sensory imagery is taken directly from the “7 Keys of Comprehension” by Susan Zimmermann and Chrys Hutchins. </li></ul>
  3. 3. Break out group <ul><li>Level appropriate books for readers </li></ul>
  4. 4. Why worry about reading? <ul><li>People aren’t born good readers. </li></ul><ul><li>Reading is an essential life-long tool. </li></ul><ul><li>Reading is a skill that develops over time. </li></ul><ul><li>We want success for our students. </li></ul><ul><li>We must work together to foster healthy readers. </li></ul>
  5. 5. When reading: <ul><li>The mind is active. </li></ul><ul><li>The reader is decoding a message. </li></ul><ul><li>The reader is making connections. </li></ul><ul><li>The senses are interpreting stimulus. </li></ul>
  6. 6. Our purpose- <ul><li>We want our young readers to feel that reading is: </li></ul><ul><ul><li>Vivid </li></ul></ul><ul><ul><li>Exciting </li></ul></ul><ul><ul><li>Memorable </li></ul></ul><ul><ul><li>A journey for the mind </li></ul></ul><ul><ul><li>FUN! </li></ul></ul>
  7. 7. Sensory Images <ul><li>Sensory images are formed from the reader’s personal experiences. </li></ul><ul><li>Sensory images trigger memories and feelings. </li></ul><ul><li>Sensory images are pictures that form in your mind. </li></ul><ul><ul><li>These images help all readers understand what they are reading. </li></ul></ul>
  8. 8. Sensory images could be: <ul><ul><li>Pictures </li></ul></ul><ul><ul><li>Smells </li></ul></ul><ul><ul><li>Tastes </li></ul></ul><ul><ul><li>Sounds </li></ul></ul><ul><ul><li>Feelings </li></ul></ul><ul><ul><li>Sights </li></ul></ul>
  9. 9. Creating, organizing and more. <ul><li>Creating sensory images is an ongoing creative act. </li></ul><ul><li>As sensory images are created, the mind organizes them to make sense of the story. </li></ul><ul><li>Creating sensory images is what hooks a reader to a story. </li></ul>
  10. 10. Why worry? <ul><li>Not creating sensory images is a type of sensory deprivation. </li></ul><ul><li>Without sensory images, readers miss out on the best part of reading. </li></ul><ul><li>Someone who is not producing sensory imagery may not be comprehending. </li></ul>
  11. 11. Can we monitor reading? <ul><li>Readers who are creating sensory images have a ‘movie’ playing in their head. </li></ul><ul><li>Fuzzy picture, no sound, no image? </li></ul><ul><ul><li>These indicate that there is a lack of understanding. </li></ul></ul>
  12. 12. How to troubleshoot… <ul><li>The goal is to get the ‘movie’ started again! </li></ul><ul><li>Is there is a lack of understanding? What to do? </li></ul><ul><ul><li>Stop! </li></ul></ul><ul><ul><li>Reread! </li></ul></ul><ul><ul><li>Look up certain words. </li></ul></ul><ul><ul><li>Ask for help! </li></ul></ul>
  13. 13. What should sensory images look like? <ul><li>Each person’s sensory imagery is different! </li></ul><ul><li>Sensory images allow the reader to be part of the story. </li></ul><ul><li>If a reader is engaged, chances are they are creating sensory images. </li></ul><ul><li>Readers who produce sensory images demonstrate that they are understanding. </li></ul>
  14. 14. Not creating sensory imagery? <ul><li>Readers who aren’t creating sens imagery are: </li></ul><ul><ul><li>Unable to retell in their own words. </li></ul></ul><ul><ul><li>Unable to describe characters, setting, or events in story. </li></ul></ul><ul><ul><li>Disinterested in reading further due to lack of interest in story. </li></ul></ul>
  15. 15. What can be done to help? <ul><li>Sharing personal sensory images helps! </li></ul><ul><ul><li>Be explicit and direct! </li></ul></ul><ul><ul><li>Explain what you see as you read! </li></ul></ul><ul><ul><li>Paint them a picture with words! </li></ul></ul><ul><ul><li>Go beyond the words on the page! </li></ul></ul><ul><ul><li>Elaborate! </li></ul></ul><ul><ul><li>Be creative! </li></ul></ul>
  16. 16. Sensory Imagery <ul><li>Questions? </li></ul>
  17. 17. Decoding strategies- Why? <ul><li>The building block of reading. </li></ul><ul><li>Reinforces primary practices of letter and syllable sounds. </li></ul><ul><li>Helps students become ‘unstuck’ when reading. </li></ul><ul><li>Helps the sensory images flow. </li></ul>
  18. 18. Difficult words for readers <ul><li>Difficult words are important and need to be read. </li></ul><ul><li>Tackling difficult words can be tough but there are ‘tricks’. </li></ul><ul><li>What do you do to read difficult words? </li></ul>
  19. 19. Give it a try! <ul><li>Read this word: Dimethypolysiloxane </li></ul><ul><li>Was it difficult? </li></ul><ul><li>Did you have a strategy to read it? </li></ul><ul><li>Did the strategy you used help you to read the word properly? </li></ul>
  20. 20. Breaking words down into syllables <ul><li>Each reader will encounter difficult words. </li></ul><ul><li>When you find tough words- break them down into syllables. </li></ul><ul><li>Practice saying the syllables slowly, piece by piece. </li></ul><ul><li>Start placing syllables together reading the entire word rather then individual syllables. </li></ul>
  21. 21. Back to the salad dressing… <ul><li>Let’s review Dimethypolysiloxane </li></ul><ul><li>Break it down into syllables! </li></ul><ul><ul><li>Di-met-(t)hy-po-ly-si-lox-ane </li></ul></ul><ul><li>Let’s practice this word in syllables! </li></ul><ul><ul><li>Repeat the syllables twice. </li></ul></ul><ul><li>Now, read the word rather than the syllables. </li></ul>
  22. 22. Decoding strategy <ul><ul><ul><ul><ul><li>Questions? </li></ul></ul></ul></ul></ul>
  23. 23. <ul><li>Time to put these strategies to practice. </li></ul><ul><li>Plenary session </li></ul>
  24. 24. Identifying visual imagery <ul><li>Read together. </li></ul><ul><li>While reading, identify specific words that evoke sensory imagery with a post-it. </li></ul><ul><li>Read the text together from start to end. </li></ul>
  25. 25. Revisit your reading notes <ul><li>Review all the tagged words </li></ul><ul><li>Talk about them </li></ul><ul><li>Talk about your visual imagery </li></ul><ul><li>Make connections </li></ul><ul><li>Encourage and respect all comments </li></ul>
  26. 26. Come Read With Me <ul><li>Questions? </li></ul>
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