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I Read But I Dont Get It


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I Read But I Dont Get It

  1. 1. I Read It, But I Don’t Get It“Some kids are born good readers and some kids aren’t. I’ve always been a bad reader and I always will be. It’s too late for me.”<br />By: Melissa Antonelli and Jaclyn Clark<br />
  2. 2. Comprehension Strategies for Adolescent Readers<br />
  3. 3. Part 1: Setting the Stage FAKE READING<br />“I faked comprehension for years. I knew it would eventually catch up with me. But I didn’t know what to do. I thought I was just born a bad reader.”<br />Cris Tovani Author<br />Influenced by Ken Goodman and Frank Smith<br />-- Involved in PEBC<br /> Writter’s on Mosaic of Thought<br />
  4. 4. “What do you do if you read every page but still have no idea what the book is about”<br />Fake Reading<br />Establishing Expectation<br />Cheating on book reports!<br />Disarming the Defenses<br />“Struggling readers are embarrassed”<br />Form used to bring out literacy<br />Realities of reading<br />Teacher are busy!<br />Resistive Readers (Lisa)<br />Word Callers (Mike)<br />Meaning from print<br /> 8 out of 22 high school students can read the science textbook <br />
  5. 5. Part 2: In Support of Strategic ReadingPurpose for Reading Access Tools<br />Reader’s Purpose Affects Everything <br /> Thinking aloud: making sense of the text<br />Planning for think alouds<br />Select a short piece of the text<br />Foresee difficulties<br />Read and share thinking telling students what you are doing<br />Point out trigger words<br />Marking Text: teach codes and have students practice<br />Double Entry Journals <br />
  6. 6. Part 2: In support of Strategic Reading Continued<br /><ul><li>Comprehension Constructors
  7. 7. Background knowledge
  8. 8. Read text
  9. 9. Write down questions while reading
  10. 10. Write a response to text
  11. 11. Find answers to questions in text
  12. 12. Modeling
  13. 13. Share real world reasons for reading
  14. 14. Monitor your own reading </li></li></ul><li>Strategic Reading<br />Fix It!<br />Tracking Confusion to its Source<br />Strategies to start<br />Connections: text to text, text to self, text to world<br />Prediction<br />Stop and think about reading<br />Ask a question<br />Write about reading<br />Visualize <br />Print Conventions<br />Retell<br />Patterns in text structure<br />Adjust reading pace<br />World Monitoring: recognizing confusion<br />Voices while reading: reciting text, talking to text<br />Camera playing <br />Catch wandering mind<br />Ability to retell<br />Clarify Literal Questions<br />Keep track of characters<br />Listening to author<br />Hearing <br />Reciting voice<br />Conversation voice<br />Interacting voice<br />Distracting voice<br />Isolate Confusion and look for confusion signals<br />
  15. 15. “Algebra? This is chemistry! What do I need algebra for?”<br />Connecting the new to the known<br />Importance of interrelated knowledge (academic reading overlaps) <br />Differentiate between personal knowledge and experience<br />Relate to readers<br />Visualize<br />Avoid boredom<br />Pay attention<br />Listen to others<br />Read actively<br />Connection repairs connection<br />What Do You Wonder?<br />Teach students how to ask questions about text<br />Outlandish Responses: Taking the Inferences Too Far<br />Not all responses to reading are correct<br />Inference <br />Practice continually,<br /> Personal stamp on text<br />What’s the Plan?<br />One strategy doesn’t work all the time<br />Strategies take time to teach<br />
  16. 16. Part 3: Access Tools<br />Double Entry Diaries<br />Comprehension Strategies<br />Coding Sheets<br />
  17. 17.
  18. 18. Opinions<br />Opinion<br />Great real life examples of how reading strategies are applied<br />Strategies need to be modeled, repeated, and practiced <br />These strategies are applicable to all readers<br />Modeling must start with practice on the teacher’s part <br />Confused readers must have ongoing help with strategies and guidance if original strategy doesn’t work<br />Reading is interactive not passive<br />Opinion Justified<br />Page 102: Story illustrates inference with hippos and implication that one hippo is scared of a movie from his actions only<br />Page 102 Practice, practice, practice <br />Page 24 purpose is everything<br />Page 42 Listening to author’s words<br />
  19. 19. Citation <br />Tovani, C. (2000). I Read It, But I Don't Get It. Portland, Maine: Stenhouse Publishers.<br />