Ra Presentation

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Ra Presentation

  1. 1. READING APPRENTICESHIP <ul><li>strategies for active, effective reading </li></ul>
  2. 2. TEACHING READING STRATEGIES: BRUSH STROKES <ul><li>Importance of reading (in general) and reading effectively </li></ul><ul><li>Know thyself </li></ul><ul><ul><ul><li>Personality Type </li></ul></ul></ul><ul><ul><ul><li>Multiple Intelligences </li></ul></ul></ul><ul><li>Reading history </li></ul><ul><li>How to approach reading </li></ul><ul><ul><li>Reciprocal teaching </li></ul></ul><ul><li>Building upon the basics </li></ul><ul><ul><li>QAR, Context Clues, Visualization, SWBS, Predicting/Using text tools </li></ul></ul>
  3. 3. Why Do We Read? why reading is important <ul><li>The ability to read allows people to encounter and interpret creativity, culture, language, history, and ideology (a system of ideas and ideals). </li></ul><ul><li>Reading offers a glimpse-sometimes more-of how life’s greatest personal and public challenges might be met and measured. </li></ul><ul><li>Reading allows everyone the opportunity to develop and express a point of view. </li></ul><ul><li>Reading allows you to understand multiple perspectives on an issue and, at the same time, know where you stand in relation to it all. This is a priceless life skill. </li></ul><ul><li>Reading can expand your sense of reality and awaken you to new possibilities. </li></ul>
  4. 4. <ul><li>Establish personality types as well as strengths and weaknesses </li></ul><ul><li>Discuss the multiple intelligences and determine the students’ M.I. </li></ul><ul><li>Create a reading history </li></ul>
  5. 5. Reading History How did we get here? How did we get here? <ul><li>Students often say that they “don’t like to read.” But why? </li></ul><ul><li>Reading history allows students to examine their experiences (good, bad or indifferent) with reading throughout their lives. </li></ul><ul><li>Reading history explains to the teacher what may have happened that caused a student to not enjoy reading. </li></ul>
  6. 6. <ul><li>QUESTION </li></ul><ul><li>CLARIFY ISSUES </li></ul><ul><li>SUMMARIZE </li></ul><ul><li>PREDICT </li></ul>RECIPROCAL TEACHING WHAT EFFECTIVE READERS DO WHAT EFFECTIVE READERS DO
  7. 7. QUESTIONING: QAR question-answer relationship question-answer relationship <ul><li>RIGHT THERE: The answer to this question can be found IN ONE PLACE (sentence) in the text. </li></ul><ul><li>THINK AND SEARCH: To arrive at the answer to this question, the reader must piece together different parts of one or more texts. In other words, the answer must be constructed from information you read in several sentences throughout the text. </li></ul><ul><li>ON MY OWN: This type of question invites the reader to make a personal connection to something they have experienced or are experiencing. </li></ul><ul><li>AUTHOR AND ME: The response to this question asks the reader to consider the authors perspective/ position or the context of the piece they are reading as well as their own experiences and views to formulate a response. </li></ul>
  8. 8. CLARIFYING ISSUES STRATEGY #1: CONTEXT CLUES CONTEXT CLUES <ul><li>Typically when students struggle to understand what they are reading it is because they are unfamiliar with the vocabulary. </li></ul><ul><li>Teaching students to use context clues to decipher difficult text is one way to tackle this issue. </li></ul>
  9. 9. CLARIFYING ISSUES STRATEGY #2 VISUALIZATION VISUALIZATION <ul><li>Picture the people, places, and events being described to help you understand what’s happening. </li></ul>
  10. 10. SUMMARIZING: somebody-wanted-but-so somebody-wanted-but-so <ul><li>Somebody = characters, people, groups, nations </li></ul><ul><li>Wanted = goal,objective,mission, desired end </li></ul><ul><li>But = conflict,what prevented goal being attained, process they needed to go through </li></ul><ul><li>So = resolution,outcome,end </li></ul>
  11. 11. PREDICTING before - during - after before - during - after <ul><li>Using textual clues and guides to forecast content </li></ul><ul><ul><li>practicing forecasting </li></ul></ul><ul><ul><li>finding signals </li></ul></ul><ul><ul><li>using guidelines </li></ul></ul>
  12. 12. RESOURCES <ul><ul><li>Reading for Understanding . Eds. R. Schoenbach, C. Greenleaf, C. Cziko, L. Hurwitz. San Francisco: Jossey-Bass, 1999. </li></ul></ul><ul><ul><ul><ul><ul><li>chapter 5 is particularly helpful </li></ul></ul></ul></ul></ul><ul><ul><li>Beers, Kylene. When Kids Can’t Read What Teachers Can Do . Portsmouth: Heinemann, 2003. </li></ul></ul>

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