Reading Activities (pre, during, post)
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Reading Activities (pre, during, post)

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Reading Activities (pre, during, post) Reading Activities (pre, during, post) Document Transcript

  • Reading Strategies Toolkit Double Entry JournalQuote from Text w/page # Explanation of Importance, Personal Connection, Agreements, Disagreements, Interpretations.Jennifer McCarty Plucker, EdD Page 1
  • Reading Strategies Toolkit Triple Entry JournalQuote from Text w/page Explanation of Importance, Questions I have# Personal Connection, Agreements, Disagreements, Interpretations.Jennifer McCarty Plucker, EdD Page 2
  • Reading Strategies ToolkitReading:________________ Name:__________________Pages:______________Please be thorough and thoughtful in your questions andcomments. In the circle, write down at least three questions that you have going around in your brain after or as you are reading this article. In the triangle, write down what you feel are at least three of the main points of this article.Jennifer McCarty Plucker, EdD Page 3 View slide
  • Reading Strategies Toolkit In the square, write down at least three ideas that the author has that you agree with. Or three parts you really enjoyed from this reading. The ideas are square with you.Name:Date:Reading:Jennifer McCarty Plucker, EdD Page 4 View slide
  • Reading Strategies ToolkitIt says I say And so. . . .Here you take a quote from Here you give your reason Here you discuss how thisthe text that catches your why you chose the quote or relates to other people, history,attention. what you have to say about it. our society, or discuss its overall importance1.)2.)3.)4.)5.)6.)7.)Jennifer McCarty Plucker, EdD Page 5
  • Reading Strategies ToolkitDuring Reading Activity What? So What? Now What?What? What is the article/chapter about? Summarize/Paraphrase the mainideas below:So What? What does this mean for me, my (future) students, our school?Why is this important?Now What? What do I do with what I have learned from this reading?Jennifer McCarty Plucker, EdD Page 6
  • Reading Strategies ToolkitName:Date:Reading:It says I say And so. . . .Here you take a quote from Here you give your reason Here you discuss how thisthe text that catches your why you chose the quote or relates to other people, history,attention. what you have to say about it. our society, or discuss its overall importance1.)2.)3.)4.)5.)6.)7.)Jennifer McCarty Plucker, EdD Page 7
  • Reading Strategies ToolkitReader Response StartersTapping Prior Knowledge Forming Interpretations • I already know that… • What this means to me is… • This reminds me of… • I think this represents… • This relates to… • The idea I’m getting is…Asking Questions Monitoring • I wonder why… • I got lost here because… • What if… • I need to reread the part where… • How come… • I know I’m on the right track because…Predicting • I’ll bet that… Revising Meaning • I think… • At first I thought ____, but now… • If _____, then… • My latest thought about this is… • I’m getting a different picture here because…Visualizing • I can picture… • In my mind I see… Analyzing the Author’s Craft • If this were a movie… • A golden line for me is… • This word/phrase stands out for me because…Making Connections • I like how the author uses ___ to • This reminds me of… show… • I experienced this once when… • I can relate to this because… Reflecting and Reacting • So, the big idea is…Adopting an Alignment • A conclusion I’m drawing is… • The character I most identify with • This is relevant to my life because… is… • I really got into this story when… • I can relate to this author because… Evaluating • I like/ don’t like ____ because… • This could be more effective if… • The most important message is…Jennifer McCarty Plucker, EdD Page 8
  • Reading Strategies Toolkit Previewing the Topic4interestingfacts3Details everyStudent should knowFrom your article2Questions you haveAfter reading your text1Thing you want toLearn more aboutJennifer McCarty Plucker, EdD Page 9
  • Reading Strategies Toolkit C What does the front cover show us about what we might visualize in the story? Covers What does the back cover tell us about the story (words, pictures, ect.) A What is the author’s background? Has he/ she written any other stories like this? Author What were they about? Are the characters the same in each story? T What can we predict about the story based on the title? What are your predictions? Title A For whom is this written? Author P Read page 1 and think/write about what the story may be about? Page 1 U With what we have thought about so far, what message or purpose might the author Underlying have for the readers? Message L What do the illustrations tell us? (If there are not illustrations, look at cover Look at visuals pictures) T What have you learned about setting/ characters? What do you think will Time, Place, happen to them? charactersJennifer McCarty Plucker, EdD Page 10
  • Reading Strategies Toolkit Three, Two, OneName: _____________________Date: _____ Hour: _____Three things I learned:Two questions I now have:One thing I will do or change as a result:Jennifer McCarty Plucker, EdD Page 11
  • Reading Strategies Toolkit1 2 3 4 5Answering Retelling Merging Thinking with Acquiring Knowledge Actively UsingLiteral Content NewQuestions KnowledgeTo answer Retelling Real understanding Once you’ve merged your With newliteral shows that you takes root when you thinking with the content, insights andquestions, can organize merge your thinking you can begin to acquire understandingstudents can your thoughts with the content by knowledge and insight. s you canskim and scan sequentially connecting, inferring, You can learn, understand, actively usefor answers and and put them questioning, and remember. This knowledgerequire just in your own determining shows deep and applyshort term words. Shows importance, understanding. what you havememory. short-term synthesizing, and learned to theLiteral recall recall of events reacting to experiences,does not in a narrative information. situations, anddemonstrate and bits of Understanding begins circumstancesunderstanding. information in here. in your daily nonfiction. lives to Does not, in expand and of itself, understanding demonstrate and even take understanding. action.Types of Types of Types of Questions Types of Questions Types ofQuestions Questions Questionsasked asked/statem ents madeHow many. . .? What What do I think? What did I learn that I What do IWhat is. . .? happened is. . . What did I learn? think is important to want to doWhere did. . .? It is about. . . What does this remember? Why is it about this?Who was. . .? I read. . . remind me of? important? Why do I want First. . .Second. What do I wonder? Why does it matter? to take . .Third. . What do I visualize? What do I think are some action? When did. . .? What do I infer? big ideas here? Is there a way I observe. . . What makes me say What do I think the I could get that? author/photographer/arti involved? What made me think st/musician What areas of this? wants me to get out of could I get this? involved in? What is the tone/mood of What is my the piece? plan? How does this relate to something in my life that needs action? Anticipation Guide (+Why) From ISD 196Jennifer McCarty Plucker, EdD Page 12
  • Reading Strategies ToolkitAnticipation guides or prediction guides activate a student’s prior knowledge and set a purposeor framework for the reading. They are most useful when the text contains controversial issues,problems, or opinions about a topic.Procedure:1. Identify major concepts in the reading or lesson.2. Create statements that question certain notions, beliefs, or opinions.3. Have students mark their responses of agreement or disagreement in the “Before Reading” column and then have students give reasons for their opinions by answering the “Why?” question on the left under each statement.4. Have students read the text.5. After reading or other follow-up activities, have students mark the “After Reading” column and fill in the “Why?” section on the right under each statement.6. Conduct a discussion comparing the before and after results. Your discussion should refer to evidence in the text and should cover students’ reasons for changes in their before and after answers.EXAMPLE:A = Agree strongly a = Agree somewhat d = Disagree somewhat D = Disagree strongly Before Reading After Reading ____ 1. Romeos’ impulsiveness, rashness, and immaturity caused him problems. _____Why? Why? _____ 2. Nothing is worth dying for. _____Why? Why? _____ 3. People who live by the sword die by the sword. _____Why? Why? _____ 4. A person cannot change the role that fate has ordained for him or her. _____Why? Why?Jennifer McCarty Plucker, EdD Page 13