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Chap 3


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PLF Chapter 3- Updated and fixed so slides 6 and 7 show!

PLF Chapter 3- Updated and fixed so slides 6 and 7 show!

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  • 1. Transacting with Text Chapter 3 Megan Thornton
  • 2. The Successful Reader • Is active and motivated • Uses schema • Takes a stance • Acquires approaches to text • Monitors reading • Links reading to prior knowledge • Needs time to read Point to Ponder: How would you describe a successful reader?
  • 3. Aspect of Reading • Print Knowledge – Instruction should build on prior knowledge. – Instruction can be effective in older grades in terms of word parts. – Instruction can include using print referencing during read alouds. (Zucker, Ward, & Justice) Point to Ponder: How do you teach the beginning aspects of reading such as print knowledge, fluency, and phonics?
  • 4. Aspects of Reading • Phonemic Awareness • Phonics – Students need to be taught the four cues. – Students need to write. – The purpose is not for students to memorize rules. – Students need to practice what they learn.
  • 5. Aspects of Reading • Sight Words – Students need opportunities to read and write. • Fluency – Students need to practice with a variety of texts. – Students need to read on the appropriate level. Follow me for Reading Rocket’s ideas to target fluency.
  • 6. Fluency and Technology Point to Ponder: Would you consider using iPods as a part of fluency instruction? Why or why not? To see a video about how to incorporate fluency and technology, click here
  • 7. Aspect of Reading • Comprehension – Needs to be taught across all curricula • SQ3R is one method to encourage comprehension during content area reading. Point to Ponder: Do you teach note taking skills as a part of your reading instruction?
  • 8. Aspects of Reading – Taught using before, during and after strategies • Before: Brainstorming, Questioning, Connecting • During: Questioning, Rereading, Taking notes • After: Discussing, Presenting, Writing • Reciprocal Teaching can incorporate several strategies to lead to student independence (Marcell, DeCleene, Juettner) Point to Ponder: Has anyone tried reciprocal teaching? How did it work?
  • 9. Aspects of Reading • Vocabulary – Learning word strategies are important • Students need to practice using context clues (Greenwood). – Wide reading can increase vocabulary – Teacher read alouds can be used to enhance student vocabulary. – Some specific strategies that work are PAVE, The Frayer Model, Concept Circles, Semantic Mapping, and Analogies (Greenwood).
  • 10. Aspects of Reading • Strategies – Strategies should be taught in all content areas. • Pitcher, Martinez, Dicembre, Fewster, and McCormick found that adolescents still struggle with comprehending content area texts (2010). – Before Reading strategies activate schema – During Reading strategies help students to construct meaning while reading. – After Reading strategies can expand thinking. Pick me for more content area reading Info!!! A variety of strategies from All About Adolescent Literacy
  • 11. Instruction • Explicit – Instruction uses the whole text. – Comprehension is never mastered. – There may be multiple answers. – Strategies from the National Reading Panel that are helpful: • Comprehension monitoring • Cooperative learning • Graphic and Semantic Organizers • Question Answering and Question Generating • Story Structure • Summarization Click for peer reviewed lessons from IRA and NCTE
  • 12. Instruction • Implicit – Teacher is the guide. – Examples are reader response or literature circles. • Reader response can be conducted online (Larson). – Students are grouped by book choice and post in an online forum. – The online format allows for inclusion of new literacies. – Students need the opportunity to discuss. • Online discussion can provide more time for students to discuss as they can access it at home. Point to Ponder: What are some instruction strategies that have worked well in your classroom?
  • 13. Works Cited • Adolescent literacy- classroom strategies. (2010). Retrieved from • Greenwood, S. C. (2010). Conten are readers: Helping middle-level students become word aware (and enjoy it!). The Clearing House, 83, 223-229. • Larson, L. C. (2009). Reader response meets new literacies: Empowering readers in online learning communities. The Reading Teacher, 62(8), 638-648. • Marcell, B., DeCleene, J., & Juettner, M. R. (2010). Caution! Hard hat area! Comprehension under construction: Cementing a foundation of comprehension of strategy usage that carries over to independent practice. The Reading Teacher, 63(8), 687- 691. • Pitcher, S. M., Martinez, G., Dicembre, E. A., Fewster, D., & McCormick, M. K. (2010). The literacy needs of adolescents in their own words. Journal of Adolescent and Adult Literacy, 53(8), 636-645. • Reading in the content areas: strategies for success. (2006, September). Retrieved from • Reading methods: sq3r. (2009, September 14). Retrieved from • Reading rockets: fluency. (2010). Retrieved from • Readwritethink. (2010). Retrieved from • Zucker, T. A. , Ward, A. E., & Justce, L. M. (2009). Print referencing during read-alouds: A technique for increasing emergent readers' print knowledge. The Reading Teacher, 63(1), 62-72.