Transcript Reading Strategies Training Module

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I can explain the 7 key
reading strategies in the
KCLM model.
I can target the development
of these strategies in unit
and lesson planning to
support struggling readers.
2
It must be remembered that the purpose of
education is …
not to fill the minds of students with facts, it
is not to reform them, or amuse them, or
to make them expert technicians in any
field. It is to teach them to think, if
that is possible, and always to think for
themselves.
-- Robert Hutchins
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PK
S
M/C
Activating/
Accessing Prior
Knowledge
Determining
Important Ideas
and
Summarizing
Monitoring and
Clarifying
Understanding
V
Visualizing
S/R
Synthesizing
& Retelling
I/P
Inferring and
Predicting
Q
Asking
Questions
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Being strategic
promotes growth
and development
in all areas of the
curriculum.
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“Highly unsettling for some to come into close contact with them.
Far worse to gain control over them and then to deliberately
inflict pain on them. The revulsion caused by this punishment is
so strong that many will not take part in it at all. Thus there
exists a group of people who seem to revel in the contact and
the punishment as well as the rewards associated with both.
Then there is another group of people who shun the whole
enterprise; contact, punishment, and rewards alike. Members of
the first group share modes of talk, dress, and deportment.
Members of the second group however are as varied as all
humanity. Then there is a group of others not previously
mentioned, for the sake of whose attention this activity is
undertaken. They too harm their victims though they do it
without intention of cruelty. They simply follow their own
necessities, however, they may inflict the cruelest punishment of
all. Sometimes but not always they themselves suffer as a
result.”
(Stiggins, 1991)
These strategies
are …
•Consistently under-taught
•Rarely benchmarked
•Not in state curriculum documents
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“A great amount of
time is spent
‘mentoring,’
‘practicing,’ and
‘assessing,’ but
little time is
actually spent
teaching students
how to understand
and comprehend.”
--Durkin
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A deliberate cognitive process of

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
selecting,
enacting,
monitoring/regulating behavior.
An action one can take
to perform a task,
 solve a problem,
 find an answer.

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…strategies are useful mainly when the student is
grappling with important but unfamiliar content.
Becoming a Nation of Readers, 1985
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PK
S
M/C
Activating/
Accessing Prior
Knowledge
Determining
Important Ideas
and
Summarizing
Monitoring and
Clarifying
Understanding
V
Visualizing
S/R
Synthesizing
& Retelling
I/P
Inferring and
Predicting
Q
Asking
Questions
13
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
Every child comes to school with a
“frame” made of their experiences since
birth.
Some students have a frame that looks
like garden lattice.
Some students have a skinny little
frame.

All day long, we throw “dirt clods” at
their frames.
Which frame will more dirt clods stick to?
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By age 3, kids from well off families have
a working vocabulary of 1116 words.
Kids from working class families have
749 words.
Kids from welfare have a mere 525
words.
Word poverty leads to idea poverty.
You have to know stuff to read stuff.
(New Knowledge has to have Old
Knowledge to stick to.)
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Reading 14 minutes a day means reading
1,000,000 words a year.
Preschool and children’s books expose
students to more challenging vocabulary
than prime-time television.
For vocabulary development, children
should have text that is 3 years above
their age/grade level.
Text-Dependent Questioning, prior to
independent reading, can build
vocabulary/background knowledge
using complex text.
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Creating a mental image
Making a picture in your head
MODEL, MODEL, MODEL
Ask students to draw the picture they see
in their head
Ask students to write about the picture
they see in their head
As you visualize, pay attention to the “actions you are taking
or the thinking process” that help you make the picture in
your head.
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Our small, soft hands blistered quickly
at the start of each summer, but Daddy
never let us wear work gloves, which he
considered a sign of weakness. After a
few weeks of constant work, the bloody
blisters gave way to hard-earned calluses
that protected us from pain. Long after
the fact, it occurred to me that this was a
metaphor for life – blisters come before
calluses, vulnerability before maturity.
--From My Grandfather’s Son: A Memoir by Clarence Thomas
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Turn and talk to the
person next to you
about what actions
you took as a
reader to help you
visualize the scene.
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
Students ask questions, while reading,…
 If they are curious about something in the
text
 If they want to predict what will happen
 If they want to make something more clear
Asking the right questions allows good
readers to focus on the most important
information in a text.
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What part of the passage didn’t you
understand?
What words were unfamiliar?
What do you think the author is trying to say?
Did the author mention this before? What did
he say about it?
Are there any charts or graphics that might
help you understand?

Synthesizing is
the process
whereby a
student merges
new information
with prior
knowledge to
form a new idea,
perspective, or
opinion, or to
generate insight.
Uses schema
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1.maypole
6.poverty
2.abundance
7.eyepiece
3.villagers
8.coffers
4.majestic
9.sorcery
5.terraced
10.faith
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Clarify
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36
Clarify
Question
On-the-Surface____
Under-the-Surface
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38
Clarify
Question
Summarize
On-the-Surface____
Under-the-Surface
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40
Question
Clarify
On-the-Surface____
Under-the-Surface
Summarize
Predict and Infer
Why?
Confirmed? Yes__ No__
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Clarify
• Three Way Tie
• 4-Square Vocabulary
• Rate Your
Knowledge
Question
• Most Important
Word
•Mind Mapping
• Think-Pair-Share
Summarize
• Quick Write
• Word Sort
•Connect the Words
Predict and Infer
• Quick Write
• Text Impressions
• QAR
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PK
S
M/C
Activating/
Accessing Prior
Knowledge
Determining
Important Ideas
and
Summarizing
Monitoring and
Clarifying
Understanding
V
Visualizing
S/R
Synthesizing
& Retelling
I/P
Inferring and
Predicting
Q
Asking
Questions
48
REFLECTION
 I can explain the 7 key reading strategies
in the KCLM model.
 I can target the development of these
strategies in unit and lesson planning to
support struggling readers.
49
Afflerbach, Peter; Pearson, P. David; Paris, Scott G. “Clarifying Differences
Between Reading Skills and Reading Strategies.” The Reading Teacher,
February 2008.
Almasi, Janet. Teaching Strategic Processes in Reading. Guilford Press:
November 2002.
Anderson, Richard., Elfrieda H. Hiebert, Judith A. Scott and Ian Wilkinson.
Becoming A Nation of Readers. National Academy of Education 1985.
Beers, Kylene. When Kids Can’t Read What Teachers Can Do.
Heinemann: October 2002.
Buehl, Doug. Classroom Strategies for Interactive Learning. International
Reading Association: 2001..
Durkin, D. (1978-1979).”What classroom observations reveal about reading
comprehension instruction”. Reading Research Quarterly, 14(4), 241-533.
Evans, Richard Paul &Jonathan Linton. The Spy Glass. Simon and Schuster
Books : 2000.
Fisher, Robert. “Thinking about Thinking: Developing Metacognition in
Children.” Retrieved from the World Wide Web:
http://www.teachingthinking.net/thinking/web%20resources/robert_fish
er_thinkingaboutthinking.htm. June 2010.
Hutchins, Robert. “A Nationwide Inquiry on Problems Confronting America’s Youth”.
The Elementary School Journal. University of Chicago Press 1935.
“Questions Before During and After.” Teacher Vision. Retrieved from the World Wide
Web: http://www.teachervision.fen.com/skill-builder/readingcomprehension/48617.html. June, 2010.
Schwartz R. & Perkins D. (1989) Teaching Thinking-Issues and Approaches, Pacific Grove,
CA: Midwest Publications.
Silver, Harvey F , Richard W. Strong & Matthew J. Perini. The Strategic Teacher:
Selecting the Right Research-Based Strategy for Every Lesson. ASCD: 2007.
Thomas, Clarence. My Grandfather’s Son. Harper, 2007.
“Visualizing.” Teacher Vision.. Retrieved from the World Wide Web:
http://www.teachervision.fen.com/reading-comprehension/skillbuilder/48791.html. June 2010.
Weir, Carol. “Using Embedded Questions to Jump-Start Metacognition in Middle
School Remedial Readers”. Journal of Adolescent & Adult Literacy, Vol. 41, No. 6
(Mar., 1998), pp. 458-467.
Zwiers, Jeff. Building Reading Comprehension Habits. International
Reading Association: 2004.