This document discusses various aspects of reading instruction including print knowledge, phonemic awareness, phonics, sight words, fluency, comprehension, vocabulary, strategies, and instruction approaches. It provides examples of explicit instruction strategies such as comprehension monitoring, cooperative learning, and graphic organizers. Implicit instruction examples discussed are reader response and literature circles, with online discussions as a way to incorporate new literacies. A variety of resources are referenced for additional reading strategies and lessons.

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
• Phonics
– 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.
• Fluency
– 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
fluency.

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
• Comprehension
– 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
• Vocabulary
– 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
• Strategies
– 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.
Pick me for
more
content
area
reading
Info!!!
A variety of
strategies
from All About
Adolescent
Literacy

11. Instruction
• Explicit
– 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
• Summarization
Click for peer reviewed lessons from
IRA and NCTE

12. Instruction
• Implicit
– 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.