Setting a Purpose for Reading - LUSD Staff Development Day Grades3-5
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This document outlines a 7-step process for setting a purpose for reading a text: 1. Select an appropriate text based on complexity factors 2. Analyze the text to determine learning objectives 3. Develop necessary background knowledge 4. Divide the text into meaningful chunks 5. Set a purpose for reading each chunk 6. Generate text-dependent questions 7. Include step asides to explain vocabulary or concepts The goal is to engage students through a close reading of the text to fully comprehend what it says, how it works, and what it means.
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Purposes of-reading
The document discusses the various purposes of reading, including to search for simple information, skim quickly, learn from texts, integrate information, write, critique texts, and for general comprehension. It also discusses reading strategies such as specifying a purpose, planning steps, previewing, predicting, checking comprehension, and connecting ideas. Finally, it examines models of reading including bottom-up, top-down, and interactive models as well as specific models like the Psycholinguistic Guessing Game Model and Interactive Compensatory Model.
The psychology of reading
The document discusses various theories and models of the psychology of reading. It describes the bottom-up, top-down, interactive, and metacognitive models of reading. The bottom-up model views reading as a linear process of decoding letters into words. The top-down model emphasizes using context and prior knowledge to understand text. The interactive model sees reading as using both bottom-up and top-down processes simultaneously. The metacognitive model focuses on readers' thinking about their own reading processes. The document also discusses schema theory and several other specific theories and researchers that have contributed to the understanding of reading psychology.
Types of Reading
The document discusses different types of reading categorized into reading according to purpose, reading performance/rate of understanding, reading instruction programs, and the PISA reading framework. It describes various reading types such as skimming, scanning, intensive reading, extensive reading, and remedial reading. It also discusses reading strategies like shared reading, guided reading, and strategic reading.
Reading for information
This document discusses reading for information. It explains that reading for information is a lifelong skill used to understand non-fiction texts, newspapers, research papers and more. It helps readers identify text features, understand an author's purpose, and organize important points through summaries. The document also encourages exposing children to non-fiction to develop their reading skills and familiarize them with the structure of informational texts. Finally, it stresses the importance of integrating reading for information skills across school curricula to reinforce these skills in various academic disciplines.
Process of Reading
Reading is an active process that involves a transaction between the reader's background knowledge and the text. It is constructive, as readers use their schema to make inferences and derive meaning. Reading comprehension depends on the reader's prior knowledge, ability to understand the language of the text, and ability to understand the message. Readers use both top-down and bottom-up processing, applying their expectations while taking in elements from the text. Multiple types of knowledge, such as syntactic, morphological, world, and topic knowledge, help readers make sense of a text.
Reading as a Skill
This document discusses effective reading strategies and activities for language learners. It emphasizes that reading should be an interactive and engaging skill where students are encouraged to respond to and discuss what they read. It also highlights several important reading strategies like skimming, scanning, predicting, and extensive reading. The document concludes that reading provides opportunities to improve students' language skills while stimulating discussion.
comprehension and levels of comprehension
Comprehension involves fully understanding written text. It has several levels from lowest to highest:
1. Literal level involves understanding facts and details directly stated.
2. Interpretive level involves drawing inferences and understanding implied meanings.
3. Applied level involves extending ideas to new situations.
Factors like motivation, background knowledge or schema, and metacognition affect a reader's ability to comprehend. Readers must understand words, ideas, sequences, causes and effects, and think critically about texts.
Lecture 2 reading process & models of reading
This document discusses different models of the reading process from a psycholinguistic and sociolinguistic perspective. It describes two main models:
1. Bottom-up models view reading as a linear process that begins with individual letters and sounds and builds up to words, sentences and overall meaning. This model focuses on basic decoding skills.
2. Top-down models see the reader's prior knowledge and expectations as guiding their understanding of the text. Readers make predictions and sample the text to confirm or adjust their hypotheses. This model emphasizes the role of higher-level thinking.
The document also notes the interactive nature of reading, involving multiple language levels within texts as well as social and intertextual influences between
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Purposes of-reading
The document discusses the various purposes of reading, including to search for simple information, skim quickly, learn from texts, integrate information, write, critique texts, and for general comprehension. It also discusses reading strategies such as specifying a purpose, planning steps, previewing, predicting, checking comprehension, and connecting ideas. Finally, it examines models of reading including bottom-up, top-down, and interactive models as well as specific models like the Psycholinguistic Guessing Game Model and Interactive Compensatory Model.
The psychology of reading
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Types of Reading
The document discusses different types of reading categorized into reading according to purpose, reading performance/rate of understanding, reading instruction programs, and the PISA reading framework. It describes various reading types such as skimming, scanning, intensive reading, extensive reading, and remedial reading. It also discusses reading strategies like shared reading, guided reading, and strategic reading.
Reading for information
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Process of Reading
Reading is an active process that involves a transaction between the reader's background knowledge and the text. It is constructive, as readers use their schema to make inferences and derive meaning. Reading comprehension depends on the reader's prior knowledge, ability to understand the language of the text, and ability to understand the message. Readers use both top-down and bottom-up processing, applying their expectations while taking in elements from the text. Multiple types of knowledge, such as syntactic, morphological, world, and topic knowledge, help readers make sense of a text.
Reading as a Skill
This document discusses effective reading strategies and activities for language learners. It emphasizes that reading should be an interactive and engaging skill where students are encouraged to respond to and discuss what they read. It also highlights several important reading strategies like skimming, scanning, predicting, and extensive reading. The document concludes that reading provides opportunities to improve students' language skills while stimulating discussion.
comprehension and levels of comprehension
Comprehension involves fully understanding written text. It has several levels from lowest to highest:
1. Literal level involves understanding facts and details directly stated.
2. Interpretive level involves drawing inferences and understanding implied meanings.
3. Applied level involves extending ideas to new situations.
Factors like motivation, background knowledge or schema, and metacognition affect a reader's ability to comprehend. Readers must understand words, ideas, sequences, causes and effects, and think critically about texts.
Lecture 2 reading process & models of reading
This document discusses different models of the reading process from a psycholinguistic and sociolinguistic perspective. It describes two main models:
1. Bottom-up models view reading as a linear process that begins with individual letters and sounds and builds up to words, sentences and overall meaning. This model focuses on basic decoding skills.
2. Top-down models see the reader's prior knowledge and expectations as guiding their understanding of the text. Readers make predictions and sample the text to confirm or adjust their hypotheses. This model emphasizes the role of higher-level thinking.
The document also notes the interactive nature of reading, involving multiple language levels within texts as well as social and intertextual influences between
Models of Reading
The document discusses several models of the reading process:
1. Bottom-up models emphasize decoding written text and deriving meaning linearly. Top researchers include P.Gough.
2. Top-down models prioritize meaning over structure. Top researcher is K.Goodman. Meaning does not require full word identification.
3. Interactive models combine bottom-up and top-down processes, recognizing that good readers are skilled decoders and interpreters. Researcher is Tierney.
4. Emerging models include Rumelhart's perceptual and cognitive process model, and Stanovich's interactive-compensatory model accounting for reading purpose. Anderson and Pearson presented a schema-theoretic view of comprehension relying
Developmental reading 1
The document discusses several theoretical models of reading:
- The traditional view sees reading as decoding written symbols into sounds with meaning residing in the text.
- The cognitive view sees reading as an interactive process where the reader makes predictions using background knowledge.
- The metacognitive view sees reading as involving thinking about one's reading process and using strategies like setting a purpose.
It also provides tips for implementing reading theories with examples like preparing students with background information, discussing the reading purpose, and encouraging active reading techniques during the reading process.
Lecture 4 reading models (2)
The document discusses several models of reading, including interactive and new literacy approaches. It describes interactive approaches as emphasizing the role of prior knowledge and incorporating both top-down and bottom-up processing. Several interactive models are then outlined, including Rumelhart's interactive model involving meaning construction through text interactions. Stanovich's interactive-compensatory model allows for compensation across different processing levels. Schema-theoretic and sociocultural new literacy approaches view reading as an interactive process of integrating new and old information within social contexts. The Pearson/Tierney and Mathewson models also conceptualize reading as an interactive meaning-making process.
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This document discusses developing students' reading skills. It emphasizes the importance of reading skills and provides tips for instructors. Some key points include:
- Reading skills are important for students' development and should be regularly practiced.
- Instructors should include reading skill development as a course objective and provide guidance to students.
- A variety of in-class activities can help practice skills like skimming, scanning, and summarizing. This keeps reading engaging for students.
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Critical reading involves the active examination of a text by analyzing language choices, connecting to prior knowledge and experiences, evaluating evidence, and questioning both the text and one's own interpretations. When reading critically, readers aim to understand an author's argument and main ideas, organize information, make judgments and opinions, and gain a deeper understanding of what was read. Some benefits of critical reading are discovering an author's perspective, organizing topics, aiding comprehension of difficult materials, and developing opinions based on evidence.
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The document discusses the importance of reading in college and the workplace. It identifies three stages of reading: before, during, and after. For each stage, it provides strategies to improve comprehension and retention, such as preparing by setting goals, eliminating distractions, and taking notes while reading to engage with the text. These strategies can help readers identify when they disconnect from the text and aid understanding. The document emphasizes the importance of reading skills for success in college and career.
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The document discusses promoting reading among students and provides principles and strategies for teaching reading. It recommends encouraging students to read often and extensively for pleasure and language improvement. Some suggested activities include establishing a classroom library, book clubs, scanning exercises, and having students respond to content rather than just focusing on construction. The document also analyzes the sequence of a sample reading lesson.
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The document discusses the top-down approach to teaching reading. It has 6 key features: 1) it allows readers to decode text without understanding each word, 2) it helps recognize unfamiliar words through meaning and grammar cues, 3) it emphasizes reading for meaning over individual words, 4) it engages readers in meaning activities rather than focusing on word skills, 5) it considers reading sentences, paragraphs and full texts as the core of instruction, and 6) it identifies how much and what type of information is derived from reading. The goal of reading is constructing meaning from the text rather than translating words.
Comprehension
Comprehension involves the ability to understand what is read through either oral or silent reading. There are four levels of comprehension: literal, interpretative, critical, and application. The literal level focuses on identifying important information explicitly stated. The interpretative level requires making inferences about what is implied. The critical level involves making judgments about the validity or worth of what is read. The application level combines understandings from the lower levels to develop new ideas and insights.
Reading models dev. read
This document summarizes several models of the reading process:
- Bottom-up models emphasize decoding text in a linear fashion. Top-down models use prior knowledge to derive meaning. Interactive models combine bottom-up and top-down processes.
- Emerging models include Rumelhart's model emphasizing both perceptual and cognitive processes, and Stanovich's interactive-compensatory model relying on bottom-up and top-down processes depending on reading purpose and knowledge.
- Schema theory and Anderson and Pearson's view focus on how schemata (prior knowledge) aid comprehension through relationships, inferences, and relying on subject knowledge.
Kra close reading
This document discusses the importance and benefits of close reading instruction. It states that close reading of complex texts has been linked to significant gains in student proficiency. Close reading requires multiple readings of short text excerpts and uses text-dependent questions to help students gain a deep understanding. It emphasizes using close reading across all subjects to meet Common Core literacy standards. Effective close reading includes limiting initial activities, focusing discussions on the text, and having students connect ideas to the real world.
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The document discusses the interactive nature of the reading process. It involves three participants - the writer, the text, and the reader. Reading requires both top-down and bottom-up processing. Top-down processing uses the reader's background knowledge and expectations to interpret the text, while bottom-up processing relies on linguistic cues from the text. Effective reading integrates both top-down and bottom-up processing as the reader interacts with the text using their prior knowledge and reading strategies.
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This document summarizes several models of the reading process:
- The bottom-up model emphasizes decoding text in a linear fashion. The top-down model prioritizes meaning over structure and uses background knowledge. The interactive model combines bottom-up and top-down processes.
- Rumelhart's (1977) and Stanovich's (1980) models view reading as both a perceptual and cognitive process that depends on the reader's purpose, knowledge, and interaction with the text.
- Anderson and Pearson's (1983) schema-theoretic view focuses on how background knowledge stored in memory influences text comprehension.
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The document provides strategies to improve reading comprehension skills. It discusses the SQ3R reading strategy which involves surveying, questioning, reading, reciting, and reviewing the text. Key terms are also defined, including close reading, university reader, contextual reading, and critical thinking. Close reading requires analyzing patterns, polarities, problems, and puzzles in the text. A university reader is someone who enjoys reading and can read critically. Contextual reading demonstrates discernment skills and the ability to read between the lines. Critical thinking involves analysis, evaluation, and synthesis using higher-order thinking skills.
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This chapter introduces the background, research question, objectives, significance, limitations, and definitions of key terms for the study. The background discusses how reading is an active mental process that involves using both direct and implicit information. Three main reading models are described: bottom-up, top-down, and interactive. The research question aims to determine the effect of schema theory on reading comprehension for fourth semester students. The objective is to know if schema theory affects reading scores. The significance is that the results could help improve teaching techniques and student motivation. The study is limited to fourth semester students in one academic year. The hypothesis is that there will be a significant difference in reading scores between students who are given schema versus those who are not.
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This document discusses close reading of non-fiction texts. It defines close reading as carefully examining how authors use language and details to convey ideas. Close reading helps students analyze an author's central idea, perspective, and use of evidence. The document outlines strategies for close reading such as rereading, noting key details, and discussing how the author structures information. It emphasizes teaching close reading across grades and subjects to develop strong reading comprehension skills.
Schema theory
- Schema theory proposes that background knowledge plays an important role in comprehension. Readers use their existing knowledge to make sense of new information in a text.
- Traditional language teaching focused on the text itself but schema theory emphasizes the importance of the reader's background knowledge. Comprehension involves an interaction between what is known by the reader and the information in the text.
- Teachers can help readers comprehend texts better by selecting materials that relate to students' backgrounds and providing necessary cultural context cues when needed to activate the appropriate background schemas.
Assignment
This document discusses various reading comprehension strategies. It identifies seven core strategies taught in classrooms: activating background knowledge, questioning the text, drawing inferences, determining importance, creating mental images, repairing understanding, and synthesizing information. It also discusses strategies for speed reading such as skimming and scanning. Skimming involves looking for main ideas by reading topic sentences and dropping down through paragraphs. Scanning is used to find specific information by focusing on key words. The document contrasts intensive reading, which involves close analysis, and extensive reading, which is done more quickly for pleasure or information. It provides examples of classroom reading techniques such as activating prior knowledge, setting purpose, and tasks like predicting, gathering information, and summarizing.
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Models of Reading
The document discusses several models of the reading process:
1. Bottom-up models emphasize decoding written text and deriving meaning linearly. Top researchers include P.Gough.
2. Top-down models prioritize meaning over structure. Top researcher is K.Goodman. Meaning does not require full word identification.
3. Interactive models combine bottom-up and top-down processes, recognizing that good readers are skilled decoders and interpreters. Researcher is Tierney.
4. Emerging models include Rumelhart's perceptual and cognitive process model, and Stanovich's interactive-compensatory model accounting for reading purpose. Anderson and Pearson presented a schema-theoretic view of comprehension relying
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The document discusses several theoretical models of reading:
- The traditional view sees reading as decoding written symbols into sounds with meaning residing in the text.
- The cognitive view sees reading as an interactive process where the reader makes predictions using background knowledge.
- The metacognitive view sees reading as involving thinking about one's reading process and using strategies like setting a purpose.
It also provides tips for implementing reading theories with examples like preparing students with background information, discussing the reading purpose, and encouraging active reading techniques during the reading process.
Lecture 4 reading models (2)
The document discusses several models of reading, including interactive and new literacy approaches. It describes interactive approaches as emphasizing the role of prior knowledge and incorporating both top-down and bottom-up processing. Several interactive models are then outlined, including Rumelhart's interactive model involving meaning construction through text interactions. Stanovich's interactive-compensatory model allows for compensation across different processing levels. Schema-theoretic and sociocultural new literacy approaches view reading as an interactive process of integrating new and old information within social contexts. The Pearson/Tierney and Mathewson models also conceptualize reading as an interactive meaning-making process.
Reading skill
This document discusses developing students' reading skills. It emphasizes the importance of reading skills and provides tips for instructors. Some key points include:
- Reading skills are important for students' development and should be regularly practiced.
- Instructors should include reading skill development as a course objective and provide guidance to students.
- A variety of in-class activities can help practice skills like skimming, scanning, and summarizing. This keeps reading engaging for students.
power point PBL
This document discusses reading and methods for testing reading comprehension. It defines reading as a complex process involving word recognition and comprehension. Reading comprehension involves cognitive processes when a person reads. The document outlines abilities needed for reading like language, graphics, ideas and style. It lists strategies for reading comprehension such as identifying purpose, decoding, guessing meaning, and using notes. The document discusses selecting test passages and designing tasks for perceptive, selective, interactive and extensive reading.
Reading skill
This document discusses reading skills and the reading process. It defines reading as a complex skill involving word recognition and comprehension. There are different types of reading like skimming, scanning, and close reading. Effective reading involves both bottom-up processing of decoding words and top-down use of background knowledge. Most models of reading are interactive, with the reader using both linguistic and conceptual knowledge simultaneously. The document outlines the key stages of planning and guiding a reading lesson, including pre-reading, while-reading, and post-reading activities.
Critical reading presentation
Critical reading involves the active examination of a text by analyzing language choices, connecting to prior knowledge and experiences, evaluating evidence, and questioning both the text and one's own interpretations. When reading critically, readers aim to understand an author's argument and main ideas, organize information, make judgments and opinions, and gain a deeper understanding of what was read. Some benefits of critical reading are discovering an author's perspective, organizing topics, aiding comprehension of difficult materials, and developing opinions based on evidence.
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The document discusses the importance of reading in college and the workplace. It identifies three stages of reading: before, during, and after. For each stage, it provides strategies to improve comprehension and retention, such as preparing by setting goals, eliminating distractions, and taking notes while reading to engage with the text. These strategies can help readers identify when they disconnect from the text and aid understanding. The document emphasizes the importance of reading skills for success in college and career.
Teaching reading
The document discusses promoting reading among students and provides principles and strategies for teaching reading. It recommends encouraging students to read often and extensively for pleasure and language improvement. Some suggested activities include establishing a classroom library, book clubs, scanning exercises, and having students respond to content rather than just focusing on construction. The document also analyzes the sequence of a sample reading lesson.
The top down approach
The document discusses the top-down approach to teaching reading. It has 6 key features: 1) it allows readers to decode text without understanding each word, 2) it helps recognize unfamiliar words through meaning and grammar cues, 3) it emphasizes reading for meaning over individual words, 4) it engages readers in meaning activities rather than focusing on word skills, 5) it considers reading sentences, paragraphs and full texts as the core of instruction, and 6) it identifies how much and what type of information is derived from reading. The goal of reading is constructing meaning from the text rather than translating words.
Comprehension
Comprehension involves the ability to understand what is read through either oral or silent reading. There are four levels of comprehension: literal, interpretative, critical, and application. The literal level focuses on identifying important information explicitly stated. The interpretative level requires making inferences about what is implied. The critical level involves making judgments about the validity or worth of what is read. The application level combines understandings from the lower levels to develop new ideas and insights.
Reading models dev. read
This document summarizes several models of the reading process:
- Bottom-up models emphasize decoding text in a linear fashion. Top-down models use prior knowledge to derive meaning. Interactive models combine bottom-up and top-down processes.
- Emerging models include Rumelhart's model emphasizing both perceptual and cognitive processes, and Stanovich's interactive-compensatory model relying on bottom-up and top-down processes depending on reading purpose and knowledge.
- Schema theory and Anderson and Pearson's view focus on how schemata (prior knowledge) aid comprehension through relationships, inferences, and relying on subject knowledge.
Kra close reading
This document discusses the importance and benefits of close reading instruction. It states that close reading of complex texts has been linked to significant gains in student proficiency. Close reading requires multiple readings of short text excerpts and uses text-dependent questions to help students gain a deep understanding. It emphasizes using close reading across all subjects to meet Common Core literacy standards. Effective close reading includes limiting initial activities, focusing discussions on the text, and having students connect ideas to the real world.
Reading for communication
The document discusses the interactive nature of the reading process. It involves three participants - the writer, the text, and the reader. Reading requires both top-down and bottom-up processing. Top-down processing uses the reader's background knowledge and expectations to interpret the text, while bottom-up processing relies on linguistic cues from the text. Effective reading integrates both top-down and bottom-up processing as the reader interacts with the text using their prior knowledge and reading strategies.
Reading models
This document summarizes several models of the reading process:
- The bottom-up model emphasizes decoding text in a linear fashion. The top-down model prioritizes meaning over structure and uses background knowledge. The interactive model combines bottom-up and top-down processes.
- Rumelhart's (1977) and Stanovich's (1980) models view reading as both a perceptual and cognitive process that depends on the reader's purpose, knowledge, and interaction with the text.
- Anderson and Pearson's (1983) schema-theoretic view focuses on how background knowledge stored in memory influences text comprehension.
Reading workshop
The document provides strategies to improve reading comprehension skills. It discusses the SQ3R reading strategy which involves surveying, questioning, reading, reciting, and reviewing the text. Key terms are also defined, including close reading, university reader, contextual reading, and critical thinking. Close reading requires analyzing patterns, polarities, problems, and puzzles in the text. A university reader is someone who enjoys reading and can read critically. Contextual reading demonstrates discernment skills and the ability to read between the lines. Critical thinking involves analysis, evaluation, and synthesis using higher-order thinking skills.
The Effect of Schema Theory on Reading Comprehension
This chapter introduces the background, research question, objectives, significance, limitations, and definitions of key terms for the study. The background discusses how reading is an active mental process that involves using both direct and implicit information. Three main reading models are described: bottom-up, top-down, and interactive. The research question aims to determine the effect of schema theory on reading comprehension for fourth semester students. The objective is to know if schema theory affects reading scores. The significance is that the results could help improve teaching techniques and student motivation. The study is limited to fourth semester students in one academic year. The hypothesis is that there will be a significant difference in reading scores between students who are given schema versus those who are not.
Navigating Nonfiction Reading and Writing
This document discusses close reading of non-fiction texts. It defines close reading as carefully examining how authors use language and details to convey ideas. Close reading helps students analyze an author's central idea, perspective, and use of evidence. The document outlines strategies for close reading such as rereading, noting key details, and discussing how the author structures information. It emphasizes teaching close reading across grades and subjects to develop strong reading comprehension skills.
Schema theory
- Schema theory proposes that background knowledge plays an important role in comprehension. Readers use their existing knowledge to make sense of new information in a text.
- Traditional language teaching focused on the text itself but schema theory emphasizes the importance of the reader's background knowledge. Comprehension involves an interaction between what is known by the reader and the information in the text.
- Teachers can help readers comprehend texts better by selecting materials that relate to students' backgrounds and providing necessary cultural context cues when needed to activate the appropriate background schemas.
Assignment
This document discusses various reading comprehension strategies. It identifies seven core strategies taught in classrooms: activating background knowledge, questioning the text, drawing inferences, determining importance, creating mental images, repairing understanding, and synthesizing information. It also discusses strategies for speed reading such as skimming and scanning. Skimming involves looking for main ideas by reading topic sentences and dropping down through paragraphs. Scanning is used to find specific information by focusing on key words. The document contrasts intensive reading, which involves close analysis, and extensive reading, which is done more quickly for pleasure or information. It provides examples of classroom reading techniques such as activating prior knowledge, setting purpose, and tasks like predicting, gathering information, and summarizing.
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The document summarizes strategies for improving reading comprehension. It discusses connecting students to texts before, during, and after reading through building background knowledge, understanding text structure, establishing a purpose, and writing about or discussing what was read. It also addresses assessing whether students can comprehend textbook passages independently and providing support through pre-reading activities and simplified materials when needed. Formative assessment techniques are recommended to identify students struggling with reading speed, comprehension, or vocabulary.
Elementary comprehension and analysis
This document outlines an agenda for a professional development workshop on comprehension and analysis of text in a foreign language. The workshop focuses on comprehension strategies, conceptualizing the reading process, and distinguishing abilities like deriving meaning and metacognition. It includes objectives, presentations on topics like the metacognitive view, making text connections, and text complexity. Group activities are also outlined to practice skills like comparing texts and choosing relevant information.
Reading comprehension
1. The document discusses comprehension, which is defined as a passage used to test students' ability to understand content and infer meanings.
2. It describes three levels of comprehension: literal, interpretive, and applied. Literal involves facts and details, interpretive involves inferences and reading between lines, and applied involves analysis and synthesis.
3. The document emphasizes the importance of comprehension for academic and professional success, as it allows students to construct meaning from text, master complex concepts, and accurately interpret written information.
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1. The document discusses comprehension, which is defined as a passage used to test students' ability to understand content and infer meanings.
2. It describes three levels of comprehension: literal, interpretive, and applied. Literal involves facts and details, interpretive involves inferences and context clues, and applied involves analysis and synthesis.
3. Developing comprehension skills is important for academic and professional success as it allows students to construct meaning from texts, master complex concepts, and accurately interpret written information.
Read
1. The document discusses goals and techniques for teaching reading, including the three stages of the reading process: pre-reading, while-reading, and post-reading.
2. During pre-reading, teachers use strategies like predicting, setting the scene, skimming, and scanning to facilitate comprehension. While-reading focuses on understanding through questions, inferences, and information transfer.
3. Post-reading tasks provide opportunities for students to relate what they read to their own knowledge and produce language based on what they learned.
Reading Comprehension
Assignment submitted by students of 5EEE of batch 2012-16,Amity University.
Members:
Priya Banerjee - A2324612003
Sharon Elizabeth Koshy - A2324612009
Anamika Manna - A2324612076
The reader: defining the construct of reading ability.
The reader: defining the construct of reading ability.
Assessing Reading. (2000). J. Charles Alderson. Cambridge: Cambridge University Press.
Chapter four
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This document outlines the four stages of the writing process: planning, drafting, revising, and editing. It provides details on the key activities and steps involved in each stage.
The planning stage involves brainstorming topics, conducting research, taking notes, and developing a thesis statement and outline. Drafting entails creating a rough draft with an introduction, body, and conclusion. Revising is the process of critically evaluating and improving the draft through additions, deletions, and reorganizations. Editing is the final stage where technical errors are corrected to produce a polished final version. Mastering academic writing requires practice, and both reading and writing can help develop stronger skills over time.
SJSD Comprehension Strategy Professional Development
Slides from Professional Development on February 19, 2013 in the St. Joseph School District regarding the importance of Comprehension Strategies in the implementation of the Common Core.
History Camp 2015 - Decoding and Applying Common Core for Public Historians: ...
This document summarizes Mark Gardner's presentation on using close reading strategies from the Common Core State Standards to analyze 19th century historical sources. It discusses key aspects of close reading like rereading texts, using textual evidence to support claims, and asking text-dependent questions. Examples are provided of annotating images and responding to informational texts. The presentation emphasizes applying different "lenses" or perspectives to find patterns and develop understanding of source materials. The goal is to help public historians work with students to closely interrogate primary sources.
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Chart 2 pre reading strategies
This document discusses motivating students to read. It defines motivation and discusses intrinsic and extrinsic motivators. Some tips for motivating students to read include proposing engaging activities, creating interest, encouraging goal-setting, allowing student choice, and helping students find interesting topics. The document provides examples of motivating activities and practices and directions for discussing a text and rating motivation.
Reading and writing
Reading can be either oral or silent. There are two main types of reading: intensive and extensive. Intensive reading involves close analysis of short texts to understand details, implications, and relationships. It is classroom-based and focuses on linguistic elements. Extensive reading involves reading larger quantities for pleasure and general understanding. It aims to build reading confidence and is done independently outside of class. Both can be evaluated through comprehension exercises, but extensive reading is generally assessed through reader reflections and reports.
Red4348 ppt rdg
This document provides strategies to use before, during, and after reading to improve comprehension. Some key strategies mentioned include using a KWL chart to activate prior knowledge before reading, having students use a facts chart to identify main ideas and supporting details during reading, and using exit slips or oral reports for students to reflect on and summarize what they learned after reading. The document emphasizes breaking passages into smaller chunks, differentiating instruction, and using graphic organizers to help students understand and engage with texts.
Red4348 ppt rdg
This document provides strategies to use before, during, and after reading to improve student comprehension. It describes several strategies for each stage including using text structure and frontloading vocabulary before reading. During reading, teachers can have students use strategies like identifying the main idea and supporting facts or breaking up passages into chunks. After reading, strategies involve summarizing, reflecting through exit slips or literature-based thematic units, and giving oral reports. The goal is to actively engage students both cognitively and physically throughout the reading process.
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Meredith liben processing_the_ela_shifts_presentation[1]
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- 1. SETTING A PURPOSE FOR READING
- 2. STEP 1: SELECT TEXT • Consider the three factor of text complexity • Quantitative (measured by computer) • Qualitative (measured by a person) • Reader and Task (measured by judgment) • Goal is “Productive Struggle” • Text worth reading
- 3. MEASURING TEXT COMPLEXITY Measuring Text Complexity: Three Factors Qualitative evaluation of the text: Levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative evaluation of the text: Readability measures and other scores of text complexity Matching reader to text and task: Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)
- 4. STEP 2: ANALYZE THE TEXT • What do you want students “to know” after reading the text? (content objective) • What do you want students “to do” with the text? (skill objective) • Is there challenging syntax, concepts, or vocabulary that could impede comprehension?
- 5. SET AN OVERALL PURPOSE FOR READING • Understanding what you want student “to know” and “do” will help determine the overall purpose for reading.
- 6. STEP 3: DEVELOP BACKGROUND KNOWLEDGE • Determine background knowledge necessary for understanding the text • Information not found in the text • Connecting previously taught concepts • Critical vocabulary (usually concepts, but could be tier 2 anchor vocabulary) • Penguin Chicks: Antarctica is the coldest place on earth (cold even in summer). Penguins are birds. • Concept: Animals have found ways to survive nearly everywhere on earth. What physical features help them survive?
- 7. STEP 4: DIVIDE TEXT • Meaningful chunks • Where are the logical meaning or skill building sections? • Where are the natural breaks for checking for understanding? • Does the skill building require steps? • How does each section help students meet your learning objective (both content and skill)?
- 8. STEP 5: SET A PURPOSE FOR READING FOR EACH CHUNK • Based on what you want students to know and do from this “chunk,” set the purpose for reading. • “Read to find out…” • Penguin Chicks 1st chunk, 1st read: • Read to find out the environment where the Emperor Penguin lives paying attention to the words that describe that place. • 2nd read: Read to find out other details about the emperor penguin.
- 9. STEP 6: TEXT DEPENDENT QUESTIONS • 80-90% of CCSS reading standards require text dependent analysis • Similar percentage of questions should reflect this • Can only be answered by referring explicitly back to the text • Not just literal questions • Penguin Chicks: • Based on the information we have so far, what problem can we identify?
- 10. STEP 7: STEP ASIDES • Tier 2 vocabulary: seamless step asides that provide student-friendly explanations • Penguin Chicks: • preen = if a bird preens itself, it cleans itself and makes its feather smooth • Explanations of grammatical structures • Help unpack complex sentences • Penguin Chicks: • ____ called a ______ (synonyms)
- 11. 1ST TASK: DETERMINE NEXT SEVERAL “CHUNKS” • Where are the logical breaks for meaning and skill building? • Pages two and three of Penguin Chicks • Keep your overall purpose for reading in mind
- 12. TASK #2: SET A PURPOSE FOR READING FOR EACH CHUNK • What do you want students to know and do with this chunk of text?
- 13. TASK #3: TEXT-DEPENDENT QUESTIONS • Questions related to your purpose for reading • Questions related to your skill objective (for example, cause and effect:
- 14. CLOSE READING Close reading requires a substantial emphasis on readers figuring out a high quality text. This "figuring out" is accomplished primarily by reading and discussing the text (as opposed to being told about the text by a teacher or being informed about it through some textbook commentary). TIMOTHY SHANAHAN (University of Illinois @ Chicago) Don’t go around the text- Go through it!
- 15. PROCESS OF CLOSE READING • 1st Reading: What does the text say? • Key Ideas and Details (standards 1-3) • 2nd Reading: How the text works? • Craft and Structure (standards 4-6) • 3rd Reading: What does the text mean? • Integration of Knowledge and Ideas (standard 7-9)