Reading Is Our Business

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Reading Is Our Business is based on the book of the same title and describes how to transform passive readers into actively engaged readers who eagerly and effectively use the comprehension strategies that decades of research show that proficient readers use.

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  • How do you transform a school, characterized by high poverty and apathetic readers, into a community of learners where students and teachers are actively engaged in the process of making meaning? How do you create an environment where students passionately make connections, ask questions, visualize the text, determine importance, infer meaning, and synthesize in the classroom, the Library Media Center, the lunchroom and even at recess? What role does the Library media specialist play in creating a book-loving, learning community? The staff of Lansdowne Elementary, a Title 1 Baltimore County Public School, gathered in our Library Media Center in the Fall of 2002 to consider answers to these questions.
  • Reading Is Our Business

    1. 1. Reading Is Our Business How You Can Foster Reading Comprehension & Engagement
    2. 2. The Community <ul><li>Located in the southwest section of Baltimore County </li></ul><ul><li>Sixty-one percent of the school’s total enrollment qualify for free or reduced lunch </li></ul><ul><li>Minority population of 23.3% </li></ul><ul><li>Thirty-four percent of our parents had their first child when they were teenagers. </li></ul><ul><li>Sixty-one percent of our kindergarten students do not have someone to read to and with them at home </li></ul>
    3. 3. What was our central issue ? <ul><li>Our students’ decoding skills were increasing, but their comprehension of and engagement with books was not. </li></ul><ul><li>Root Causes: </li></ul><ul><ul><li>Low literacy rates among parents </li></ul></ul><ul><ul><li>Lack of reading models and materials </li></ul></ul><ul><ul><li>Gap in vocabulary development </li></ul></ul><ul><ul><li>Poor nutrition </li></ul></ul><ul><ul><li>Poor health care </li></ul></ul>
    4. 4. What was our solution? <ul><li>Research conducted by Pearson et al. (1992) revealed that proficient readers consistently use the following strategies to construct meaning: </li></ul><ul><ul><li>connecting, </li></ul></ul><ul><ul><li>questioning, </li></ul></ul><ul><ul><li>inferring, </li></ul></ul><ul><ul><li>determining important ideas, </li></ul></ul><ul><ul><li>synthesizing, </li></ul></ul><ul><ul><li>repairing faulty comprehension, </li></ul></ul><ul><ul><li>and monitoring the adequacy of their understanding. </li></ul></ul>
    5. 5. Gradual Release of Responsibility
    6. 6. What does it look and sound like? 3. You do; I help. 4. You do; I watch. 1. I do; you watch. 2. I do; you help. 4. Application <ul><li>Independent Practice </li></ul>2. Guided Practice 1. Demonstration
    7. 12. Must Read Bibliography: <ul><li>Harvey, Stephanie and Anne Goudvis. 2000. Strategies that Work . Markham, Ontario: Pembroke Publishers Limited. </li></ul><ul><li>Miller, Debbie. 2002. Reading with Meaning: Teaching Comprehension in the Primary Grades . New York: Stenhouse Publishing. </li></ul><ul><li>Pearson, P. David, J.A. Dole, G. G. Duffy, and L. R. Roehler. 1992. “Developing Expertise in Reading Comprehension: What Should Be Taught and How Should It Be Taught?” in What Research Has to Say to the Teacher of Reading , ed. J. Farstup and S. J. Samuels, 2 nd ed. Newark, DE: International Reading Association. </li></ul>

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