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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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    Chap 3 Chap 3 Presentation Transcript

    • Transacting with Text
      Chapter 3
      Megan Thornton
    • 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?
    • 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?
    • 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.
    • 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.
    • 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
    • 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?
    • 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?
    • 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).
    • Aspects of Reading
      Pick me for
      more content
      area reading
      Info!!!
      A variety of strategies
      from All About Adolescent
      Literacy
      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.
    • 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
    • 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?
    • Works Cited
      Adolescent literacy- classroom strategies. (2010). Retrieved from http://www.adlit.org/strategy_library
      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 http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/12
      Reading methods: sq3r. (2009, September 14). Retrieved from http://www.arc.sbc.edu/sq3r.html
      Reading rockets: fluency. (2010). Retrieved from http://www.readingrockets.org/helping/target/fluency
      Readwritethink. (2010). Retrieved from http://www.readwritethink.org/
      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.