Reading Beyond the 90 Minute Block

Applying Strategies and Improving Learning Through Application

Reading Across the Content Areas

Traditional Format Reading assignment given Silent or Round Robin reading Discussion/Activity to see if students learned main concepts, what they “should have” learned New Format Prereading activities Activating Prior Knowledge Discussion Predictions Questioning Brainstorming Setting purpose ACTIVE reading Activities to clarify, reinforce, extend knowledge

Three Interactive Elements of Reading

The reader:

what the reader brings to the learning experience Skill level, investigations, motivation, cultural and familial experiences School or grade level community agreement, transfer from reading instruction to application in content

The climate:

the learning context or environment

The text features:

the characteristics of the written text Text, Form And Features

Irvin, Judith L. Strategies to Improve Reading in the Content Areas. Florida State University.

The boys’ arrows were nearly gone so they sat down on the grass and stopped hunting. Over at the edge of the wood they saw Henry making a bow to a small girl who was coming down the road. She had tears in her dress and tears in her eyes. She gave Henry a note which he brought over to the group of young hunters. Read to the boys it caused great excitement. After a minute, but rapid examination of their weapons, they ran down to the valley. Does were standing at the edge of the lake, making an excellent target.

What strategies did you use to read successfully?

Syntax, context, background knowledge, rereading, vocabulary building

Before

•Set a purpose •Activate prior knowledge •Preview the reading •Introduce important vocabulary

During

•Make connections •Check your understanding •Identify confusing parts-use fix up strategies

After

•Reread to find out things you might have missed the first time through •Reflect on what you have learned

Organize Knowledge Activate Prior Knowledge and Set A Purpose for Reading Set a purpose Activate prior knowledge Figure Out What is Important Preview the reading Introduce important vocabulary Ask Questions Find out the Meanings of Unknown Words Make Inference Visualize

Before

Prior Knowledge

The questions that p______ face as they raise ch_____ from in______ to adult life are not easy to an_____. Both fa____ and m_____ can become concerned when health problems such as co____ arise any time after the e_____ stage to later in life. Experts recommend that young ch______ should have plenty of s____ and nutritious food for healthy growth. B_____ and g_____ should not share the same b____ or even sleep in the same r____. They may be afraid of the d______.

Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Than Who?

Aurora: McREL (Mid-continent Regional Education Laboratory),1998

Before

Reading with a Purpose

Fundamental purposes for reading to learn · To grasp a certain message

Activity

· To find important details · To answer a specific question · To evaluate what you are reading · To apply what you are reading · To be entertained

Look at the passage and decide how you would set the purpose for students.

Before

Organizational Preview Checklist

Review the text features, deciding which will help your students understand the content : · Title · First & last paragraphs of the chapter · Headings · Any words set in bold type or repeated · Text boxes · Photos, charts, or pictures & their captions

Before

Teach Organizational Patterns

· · · · · · · Chronological Sequence Comparison and Contrast Concept/ Definition Description Episode Generalization Process/Cause-Effect

Before

How to Activate Prior Knowledge

· · · · K-W-L Predictions Concept Map Preteach Vocabulary

Before

5-10 words a week cumulative Content Areas

Pre-teach Vocabulary before reading text

“ A word is not a crystal, transparent and unchanged; it is the skin of living thought and may vary greatly in color and content according to the circumstances and time in which it is used.”

Oliver Wendell Holmes, Jr.

Tier One Words Tier Two Words Tier Three Words In content areas 3T words can become 2T words

Before

VOCABULARY STRATEGIES

WORD PARTS

Morphemic Analysis

WORD ASSOCIATIONS

Illustrate & Associate

CATAGORIZATION

Semantic Features Map

CONTEXT

Read Alouds & Questioning Clunk Bug

CONCEPT

Frayer Model Concept Definition Map

Activity

· Using your passage choose 3 words and an activity you could use to teach them.

· Make connections · Graphic Organizers · Check your understanding · · · Get the Gist Reciprocal Teaching Partner Reading

What am I doing to make meaning while I read?

What did I just read?

· Use fix up strategies

What will I learn next?

Who or what is it about?

What is most important about the who or what?

Fix Up Strategies

Identifying the confusing parts

Reread the unclear part

Look for familiar chunks and sound it out Look for little words and big words in the word

Substitute a word that makes sense in the sentence.

Reread the sentences before the unclear part.

Ignore the unclear part and read on to see if it gets clearer.

Think about whether you’ve seen the word before, where, and in what context.

Try to connect the unclear part to something you already know.

Reciprocal teaching

Prediction Clarification Questioning Summarizing

•Check for understanding; decide if the purpose was met •Draw conclusion/evaluate information •Apply learning

What did I just learn?

What were the main ideas?

What do I need to do with this information?

Suggestions For Teaching Comprehension Strategies

Before, During, After D, A B, D, A D A D, A B, D B, D, A B, D, A A D, A A

Comprehension Strategies

Get the Gist Reciprocal Teaching Partner Reading Question Answer Relationships Five Step Problem Solving Question Generating

Graphic Organizers

Think Links Venn Diagram Story Frames Note Taking Story Map Page # PreK-1 13-15 21 19 21 22 23 24 11

16 & 17

X X X X X 2-3 X X X X X X X X X X 4-6 X X X X X X X X X X

Start with how things are same or similar. Then add more as needed.

Science Frames

The ____ and the ___ are the same because they both______. In addition, they______________.

They are different because the ____________________, but the ____________________. Also, the____________________ but ______________________ Betsy Rupp Fulwiler, K-5 inquiry Based Science Explain how they are different. You can compare the same property or characteristic in the same sentence.

Be the Learner

· · Using your passage select an appropriate comprehension strategy to apply to the text.

On chart paper create a visual model of your comprehension of the passage using the strategy.

Understanding Math Story Problems

Layers of Understanding Math Story Problems

· · · · · Decoding and Vocabulary Ability to analyze the problem Selection of strategy/ application Ability to justify or explain thinking Extend or generalize

5-Step Problem Solving

1.

2.

3.

4.

Restate the problem/question Find needed data: Plan what to do: Find the answer: 5.

Answer Check -Is your answer reasonable?

Learning with Math Stories by Grade Level Presentation Discussion Apply & Extend Adapted from Reading and Writing to Learn Mathematics: A guide and Resource Book (p. 67)

•

Reread to find out things you might have missed the first time through

•

Reflect on what you have learned

After

Before Reader Climate Text

•

Set a purpose

•

Activate prior knowledge

•

Preview the reading

•

Introduce important vocabulary

•

Make connections

•

Check your understanding

•

Identify confusing parts-use fix up strategies

During

Intentional Independent Reading

The Application of Skills This is a great book!

Practice & Performance

The Big Debate Independent Reading Silent Reading

· · · ·

Intentional Independent Reading vs..

Sustained Silent Reading S.S.R.

Student chooses any book to read Book may be above reading level No checking by teacher No writing involved · · · ·

I.I.R.

Student chooses any book to read with teacher guidance Student reads mostly “Just-Right” books Teacher monitors comprehension Student keeps a reading record

The Effects of Independent Reading

•

Improves Reading Performance

•

Increases Vocabulary

•

Builds Background Knowledge

In-School

Where & When

Out-of-School

Outside the School Day

· · ·

Instructional Time Not Affected Home & School Connection Personal Reading Materials

Inside the School Day

· · · ·

Environment Variety of Materials Available Selecting a “just-right” book Building a community of readers

Community Agreements

· · · If the teacher cannot control the home environment, what are some strategies teachers can suggest to parents that would help provide a location that’s conducive to reading?

If having access to a “Just-Right” book or any book is limited or non-existent, what are some ways teachers can provide their students with materials to read at home?

Does student accountability have to be the responsibility of the parent?

It’s Not About Time!

·

What we need to focus on is what is happening during Intentional Independent Reading in the classroom, not how long should it last.

Essential I.I.R. Components

·

Book Choice

·

Teacher’s Role

·

Student Participation

“The Just-Right Book”

· · ·

It looks interesting. I can read most of it.

After I’ve read the book I can tell someone what it’s about.

Role of the Teacher

Establishes an environment which:

·

Promotes accountability as students are recording what they read.

· ·

Provides student-teacher interactions to form a community of readers.

Allows students to select the “Just Right” book of various genres.

Student Participation

· · ·

Book Selection Accountability Be a participant in the conversation

The Challenge Awaits Us