Brooke before and after comp presentor notes
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Brooke before and after comp presentor notes

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  • I heard Manya said not to make text to self connections. This may be a CCSS thing but it is true in one aspect. It needs to be relatable. Students may not be able to make connections to being at the beach or Disney World but they can connect to catching fireflies, washing cars, family dinners, cookouts, etc.

Brooke before and after comp presentor notes Brooke before and after comp presentor notes Presentation Transcript

  • Adolescent toolkit:http://programs.ccsso.org/projects/adolescent_literacy_toolk it/resources_for_teachers/10620.php
  • Sticky Notes• Self-monitoring strategies or fix-up strategies for students to do themselves (ex. During test!)• Exactly the same as college students actively reading in their textbooks!• Uses sticky notes to tab specific points of interest or points of strategy application in a text during reading. It helps readers engage with text and focus on specific aspects of the reading process. It requires them to consciously apply reading strategies – and to think metacognitively about these strategies, in other words, to think about and articulate their thinking. And most importantly, it builds readers who are active participants, not passive recipients, of the reading process.
  • Sticky Note Uses (teach and model each use for a sufficient period of time)• Making Connections: Comprehension is a transaction between the reader and the text (Louise Rosenblatt, 1978). Uses schema/background knowledge Adrienne Greer suggests that students “BIBB – Bring It Back to the Book. Effective Prompt (lower grades): When I read __________, I made a connection to ________ because __________. View slide
  • Sticky Note Uses• Visualizations: Mental Images, Mind Movies Students purposefully construct visual – or other sensory – images to support comprehension Students could do a quick sketch on their post-it note of the image that comes to their mind. View slide
  • Sticky Note Uses• Predicting: Not just random guesses Good readers use clues in the text to anticipate future events! Most important part of predicting: Using the clues in the text to come up with a reasonable and credible thought. Students can track their own thinking as they confirm or correct their predictions. (I think it it….Now I think it is…..)
  • Sticky Note Uses• Drawing Inferences: Good readers infer all the time they just don’t know it! Part of the challenge is teaching students to recognize an inference and understand both the textual clues and the background knowledge they needed to draw on in order to make the inference. I think….., Now I think…., My thinking changed because….. What I read What I know What I infer
  • Sticky Note Uses• Vocabulary: Highlighted Word What I think/know How I might it means remember it
  • Sticky Notes• After: Make sure you model each strategy until students are capable of completing it on their own. Can share with a partner or small group Make sure students don’t do a lot of writing – this takes away from important reading time Might want to set parameters on # of sticky notes allowed.
  • Try it with a magazine independently then share as a small group.Pick the one most interesting post-it to share with the whole group!
  • Partner Reading Research-based fluency strategy used with readers who lack fluency. Purpose: supporting each other through the oral reading of connected text Supports and enforces student modeling and reinforcement of quality reading behavior Improves fluency, reading rate, word attack skills Ear to ear, knee to knee
  • Partner Reading Fishbowl first time…maybe with a neighbor teacher, administrator, or someone wandering around outside your classroom! Hold students accountable Be purposeful about pairing (high/low, high/high, problem pairs, special needs {learning, emotional}) Encourage pairs to ask questions as they read (“what was your page about?”, “What was your favorite part?”)A NO ROUND ROBIN!!!! (why?)
  • Partner Reading• More to evoke ideas: Summarize the section read Ask a question to clarify meaning of a word or idea Identify an important question that is answered by the passage Relate the content to a personal situation or real-life example Share a reading skill that was useful during reading
  • Partner Reading React to the ideas in some way that reflects analysis or evaluation of the reading: • Agree or disagree with the content or the author’s point of view • Discuss the style or logical development of the writer • Draw inferences from the reading • Compare or contrast this passage with the other readings or ideas. • Identify effective use of a writing skill.Initially teachers may slect the passage, have students read itquietly, write if finished early, all pair, pairs share, then allread the next assigned section.
  • Try it!• Use a text on your table• Partner with the person sitting next to you• You read a paragraph/page (if short) and have partner “say something”• Then switch• Complete “say something” a couple of times each
  • Comprehension Strategies USE ACROSS CONTENT AREAS!!!! Conscious plans – set of steps that good readers use to make sense of text. Comprehension strategy instruction helps students become purposeful, active readers who are in control of their own reading comprehension. Metacognition: Good readers use metacognitive strategies to think about and have control over their reading. Requires active engagement
  • Comprehension Monitoring Strategies Before Reading: they might clarify their purpose for reading, make predictions, preview the text (picture walk) During Reading: students might monitor their understanding, adjust their reading speed to fit the difficulty of the text and “fix” any comprehension problems they have After Reading: students check their understanding of what they read
  • Comprehension Strategies ACTIVELY READ pages 14-16 in Handout