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Hawkins County Professional Development
January 3, 2014
Noelle Smith
Greene County Schools, Greeneville, TN







Title: Effective Reading Strategies
Headings for subsequent pages :
o Foldables
o Concept Sorts
o Anticipation Guides
o Think Alouds
o Coding/Marking the Text
o Double Journal Entry
o RAFT Writing
Deserts

Mountains

Oceans

Pond

Bays

Cathedral Spires

Plateau

Creek

Hills

Canals

Canyons

Flatlands

Bluffs

Forests

Reservoir

Prairie

Stream

Plains

Cliff

Coves

Lake

Rivers

Categories selected may
include but are not
limited to the following:
1. By land or water
2. By topography
3. By size
4. Made by man
5. Regions of the USA
(Coastal or Inland)
18
-7.32

31

5/8

2.333333… Square root
.
of 16

1/2

9.8

4.5632189
54

6.8

Square Root
of 12

0

1.5

-99

-45

-78

15/3

12

72.6

35%

Column Headings:
Whole number that is not a
natural number
Integers that are not whole
numbers
Rational numbers
Natural numbers
Real numbers
Irrational numbers
Rational numbers that are not
whole, natural, or integers
Questioned

Called

Melancholy

Gloomy

Traveled

Forlorn

Woeful

Replied

Stated

Asked

Shouted

Whispered

Lumbered

Diminutive

Small

Mournful

Sorrowful

Miserable

Hilarious

Crestfallen

Ambled

Mammoth

Dejected

Laughable

Witty

Immense

Enormous

Huge

Towering

Minuscule

Exclaimed

Remarked

Depressed

Sidesplitting

Humorous

Microscopic

Demanded

Amusing

Colossal

Gigantic

Staggered

Strutted

Tiny

Compact

Downcast

Hiked

Paraded

Despondent
Statement

1. A prokaryote is a single-celled organism
lacking a nucleus and other membrane
bound organelles.
2. Cell Theory states that cells are the basic
unit of structure and function in living
things.
3. A nucleus contains almost all of a
eukaryotes genetic material.
4. Chlorophyll is a pigment in plants which
captures light energy during photosynthesis.
5. Osmosis is the movement of water across
a selectively permeable membrane.
6. Cells form tissues.
7. Organs form cells.

Before
Reading
T or F

After
Reading
T or F

Proof
Page and
Line

Correction
(only if necessary)
Tru
e

False

Statement
Mexico has 31 States
Zona Rosa is the poorest section of Mexico
City.
Guadalajara is Mexico’s largest city.
Veracruz is important to Mexico because it
has large deposits of oil.
Tijuana & San Diego are linked cities.
Monterrey is an important city in Northern
Mexico.
A maquiladoras is a way in which people
mock each other.
Yucatan Peninsula is the wealthiest region
in Mexico.

Correct
Answer

Proof
High School Think Aloud Reading:
http://vimeo.com/10118244
CODE IDEAS
BK = Background Knowledge
? = Question/Confusing
passage
I = Inference
P = Prediction
TS = Text to Self Connection
TW = Text to World
Connection
TT = Text to Text Connection

Give it a whirl!
Civil Disobedience by Henry
David Thoreau
Notes from the text/book
Students write verbatim lines from the text

Notes from my mind/My
response
Respond with:
•Personalization/Connection to self
•Connection to world
•Connection to other text
•Question
•Statement
•Reaction
•Visualization
•Inferences
•Synthesize
****Encourage students to respond in
multiple ways
Role

Audience

Format

Topic

Square Root

Whole Number

Love Letter

Explain relationship

Fraction

Baker

Directions

to double the recipe

Improper Fraction

Mixed Numbers

Reconciliation Letter

How we’re more alike
than different

Prime Number

Rational Numbers

Instructions

Rules for divisibility

Exponent

Jury

Instructions to he jury Laws of exponents
Repeating Decimal

Repeating Decimal

Set of rational
numbers

Petition

Proving you belong to
a set
Role

Audience

Format

Topic

Nerve Cell

The Brain

Rap

Demand that the brain
listen to your pain

Zygot

Friends

Travelogue

Describe your journey
from one cell to a
mulitcelluar organism

DNA Molecule

mRNA

Commercial

Entice messenger RNA to
help you transcribe &
translate.

Red Blood Cell

Lungs

Thank You Note

Journey through the
circulatory system



















Angelo, T.A. & Cross, K.P. (1993). Classroom assessment techniques: A handbook for college teachers, 2nd edition. San Francisco:
Jossey-Bass Publishers.
Baumann, J.F., Jones, L.A., & Seifert-Kessell, N. (1993). Using think alouds to enhance children's comprehension monitoring abilities.
The Reading Teacher, 47, 184-193.
Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Brining words to life: Robust vocabulary instruction. New York: Guliford.
Beers, K. (2003). When kids can't read: What teachers can do. Portsmouth, NH: Heinemann.
Buehl, D. (2001). Classroom strategies for interactive learning. Newark, DE: International Reading Association.
Davey, B. (1983). Think-aloud: Modeling the cognitive processes of reading comprehension. Journal of Reading, 27(1), 44-47.
Hoyt, L. (2002). Make it real: Strategies for success with informational texts. Portsmouth, NH: Heinemann.
Fisher, D. & Ivey, G. (2006). Creating literacy-rich schools for adolescents. Alexandria, VA: Association for Supervision and Curriculum
Development.
Fisher, D. & Ivey, G. (2007). Evaluating the interventions for struggling adolescent readers. Journal of Adolescent & Adult Literacy,
50(3), 180-189.
Fitzgerald, J. & Graves, M. (2004/5). Reading supports for all. Educational Leadership, 68-71.
Marzano, R.J. (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandria,
VA: Association for Supervision and Curriculum Development.
Olshavsky, J. E. (1977). Reading as problem-solving: An Investigation of Strategies. Reading Research Quarterly, 12(4), 654-674.
Pardo, L. (2004). What every teacher needs to know about comprehension. The Reading Teacher. 58(3), 272-280.
Rozzelle, J., & Scearce, C. (2009). Power tools for adolescent literacy. Bloomington, IN: Solution Tree Press.
Tovani, C. (2000). I read it, but I don't get it: Comprehension strategies for adolescent readers. Portland, ME: Stenhouse Publishers.
“Vocabulary Sort.” The Teachers Desk. 05 May 2006. Retrieved from: <http://www.teachersdesk.org/vocabsort.html>.
Sinatra, R. (2000). Teaching learners to think, read and write more effectively in content subjects. The Clearing House, 73(5), 266273.
Wood, K. (2001). Literacy strategies across the subject areas. Toronto: Allyn and Bacon.
Wilhelm, J. D. (2001). Improving Comprehension with Think-Aloud Strategies. New York: Scholastic Inc.

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Effective reading strats across the curriculum_Hawkins County

  • 1. Hawkins County Professional Development January 3, 2014 Noelle Smith Greene County Schools, Greeneville, TN  
  • 2.
  • 3.
  • 4.   Title: Effective Reading Strategies Headings for subsequent pages : o Foldables o Concept Sorts o Anticipation Guides o Think Alouds o Coding/Marking the Text o Double Journal Entry o RAFT Writing
  • 5. Deserts Mountains Oceans Pond Bays Cathedral Spires Plateau Creek Hills Canals Canyons Flatlands Bluffs Forests Reservoir Prairie Stream Plains Cliff Coves Lake Rivers Categories selected may include but are not limited to the following: 1. By land or water 2. By topography 3. By size 4. Made by man 5. Regions of the USA (Coastal or Inland)
  • 6. 18 -7.32 31 5/8 2.333333… Square root . of 16 1/2 9.8 4.5632189 54 6.8 Square Root of 12 0 1.5 -99 -45 -78 15/3 12 72.6 35% Column Headings: Whole number that is not a natural number Integers that are not whole numbers Rational numbers Natural numbers Real numbers Irrational numbers Rational numbers that are not whole, natural, or integers
  • 8. Statement 1. A prokaryote is a single-celled organism lacking a nucleus and other membrane bound organelles. 2. Cell Theory states that cells are the basic unit of structure and function in living things. 3. A nucleus contains almost all of a eukaryotes genetic material. 4. Chlorophyll is a pigment in plants which captures light energy during photosynthesis. 5. Osmosis is the movement of water across a selectively permeable membrane. 6. Cells form tissues. 7. Organs form cells. Before Reading T or F After Reading T or F Proof Page and Line Correction (only if necessary)
  • 9. Tru e False Statement Mexico has 31 States Zona Rosa is the poorest section of Mexico City. Guadalajara is Mexico’s largest city. Veracruz is important to Mexico because it has large deposits of oil. Tijuana & San Diego are linked cities. Monterrey is an important city in Northern Mexico. A maquiladoras is a way in which people mock each other. Yucatan Peninsula is the wealthiest region in Mexico. Correct Answer Proof
  • 10. High School Think Aloud Reading: http://vimeo.com/10118244
  • 11.
  • 12. CODE IDEAS BK = Background Knowledge ? = Question/Confusing passage I = Inference P = Prediction TS = Text to Self Connection TW = Text to World Connection TT = Text to Text Connection Give it a whirl! Civil Disobedience by Henry David Thoreau
  • 13. Notes from the text/book Students write verbatim lines from the text Notes from my mind/My response Respond with: •Personalization/Connection to self •Connection to world •Connection to other text •Question •Statement •Reaction •Visualization •Inferences •Synthesize ****Encourage students to respond in multiple ways
  • 14. Role Audience Format Topic Square Root Whole Number Love Letter Explain relationship Fraction Baker Directions to double the recipe Improper Fraction Mixed Numbers Reconciliation Letter How we’re more alike than different Prime Number Rational Numbers Instructions Rules for divisibility Exponent Jury Instructions to he jury Laws of exponents Repeating Decimal Repeating Decimal Set of rational numbers Petition Proving you belong to a set
  • 15. Role Audience Format Topic Nerve Cell The Brain Rap Demand that the brain listen to your pain Zygot Friends Travelogue Describe your journey from one cell to a mulitcelluar organism DNA Molecule mRNA Commercial Entice messenger RNA to help you transcribe & translate. Red Blood Cell Lungs Thank You Note Journey through the circulatory system
  • 16.                   Angelo, T.A. & Cross, K.P. (1993). Classroom assessment techniques: A handbook for college teachers, 2nd edition. San Francisco: Jossey-Bass Publishers. Baumann, J.F., Jones, L.A., & Seifert-Kessell, N. (1993). Using think alouds to enhance children's comprehension monitoring abilities. The Reading Teacher, 47, 184-193. Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Brining words to life: Robust vocabulary instruction. New York: Guliford. Beers, K. (2003). When kids can't read: What teachers can do. Portsmouth, NH: Heinemann. Buehl, D. (2001). Classroom strategies for interactive learning. Newark, DE: International Reading Association. Davey, B. (1983). Think-aloud: Modeling the cognitive processes of reading comprehension. Journal of Reading, 27(1), 44-47. Hoyt, L. (2002). Make it real: Strategies for success with informational texts. Portsmouth, NH: Heinemann. Fisher, D. & Ivey, G. (2006). Creating literacy-rich schools for adolescents. Alexandria, VA: Association for Supervision and Curriculum Development. Fisher, D. & Ivey, G. (2007). Evaluating the interventions for struggling adolescent readers. Journal of Adolescent & Adult Literacy, 50(3), 180-189. Fitzgerald, J. & Graves, M. (2004/5). Reading supports for all. Educational Leadership, 68-71. Marzano, R.J. (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA: Association for Supervision and Curriculum Development. Olshavsky, J. E. (1977). Reading as problem-solving: An Investigation of Strategies. Reading Research Quarterly, 12(4), 654-674. Pardo, L. (2004). What every teacher needs to know about comprehension. The Reading Teacher. 58(3), 272-280. Rozzelle, J., & Scearce, C. (2009). Power tools for adolescent literacy. Bloomington, IN: Solution Tree Press. Tovani, C. (2000). I read it, but I don't get it: Comprehension strategies for adolescent readers. Portland, ME: Stenhouse Publishers. “Vocabulary Sort.” The Teachers Desk. 05 May 2006. Retrieved from: <http://www.teachersdesk.org/vocabsort.html>. Sinatra, R. (2000). Teaching learners to think, read and write more effectively in content subjects. The Clearing House, 73(5), 266273. Wood, K. (2001). Literacy strategies across the subject areas. Toronto: Allyn and Bacon. Wilhelm, J. D. (2001). Improving Comprehension with Think-Aloud Strategies. New York: Scholastic Inc.