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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
    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.
    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
  • 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
    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
    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
    Pick me for
    more content
    area reading
    A variety of strategies
    from All About Adolescent
    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.
  • 11. Instruction
    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
    Click for peer reviewed lessons from IRA and NCTE
  • 12. Instruction
    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 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.