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Academic Reading 1AHE Professional Learning

Your Presenter:

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Name Tents

Place name in the middle of both sides!

Name

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Norms

Ask questions

Engage fully

Integrate new information

Open your mind to diverse views

Utilize what you learn

Used with permission of Learning Forward, www.learningforward.org. All rights reserved.

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What’s in your camera roll?

• From your camera roll, choose a picture that highlights a good memory

• Be prepared to explain why the picture is memorable

• Pair/share• Debrief

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Essential Question

How can we use pre-reading strategies to develop students’ critical reading skills and increase comprehension of rigorous texts?

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Learning Outcome

Develop in students the understanding of and ability to use pre-reading strategies to read and discuss challenging material in order to experience success in rigorous academic environments.

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Academic Reading

Quick write: • What do you know about your students’

ability to read critically and analyze text?• Is reading ability a barrier to success in

your course?

Table talk

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Research

Compliance with course reading is 20-30%

Therefore, over 70% of students have not read assigned readings

Burchfield & Sappington, 2000; Hobson, 2003; Marshall, 1974; Self, 1987

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The Reading Process

Planning for Reading:

Establish a Purpose

Understanding Academic

Vocabulary

Pre-Reading

Interacting with the Text

Extending Beyond the

Text

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Establishing Reading Purpose

• Why do students need to establish a purpose for reading?

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Establishing Reading Purpose

The House– Pichert, James W., and Richard C. Anderson.

“Taking Different Perspectives on a Story.” Journal of Educational Psychology, 69.4 (1977): 310.

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The Reading Process

Planning for Reading:

Establish a Purpose

Understanding Academic

Vocabulary

Pre-Reading

Interacting with the Text

Extending Beyond the

Text

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Acquiring New Vocabulary

5 Steps to Language Acquisition:– Having sources to encounter new words

(dictionary, etc.)– Getting a clear image or visual– Learning the meaning of words– Making a strong memory connection between

the forms and the meanings of the words– Using the words

Hatch, E., & Brown, C. (1995). Vocabulary, semantics and language

education, Cambridge, UK: Cambridge University Press

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ODM: Learning and Retaining Academic Vocabulary

• Provides four different strategies to help learn and retain new academic vocabulary words. – Footnotes – Language journals– Flashcards– Graphic organizers

• http://www.youtube.com/watch?v=F_-cWYzIEq4&feature=youtu.be

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Vocabulary Awareness

Word Know it Seen it (don’t know it)

No idea

Definition

Illness burden

Morbidity

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The Reading Process

Planning for Reading:

Establish a Purpose

Understanding Academic

Vocabulary

Pre-Reading

Interacting with the Text

Extending Beyond the

Text

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Pre-reading: “Inside” the Text

Individually, pre-read the text:– Scan for organization (introduction, summary,

tables, graphs, visuals)– Look for organizational signals (headings,

subheadings, font, bold, italics)– Review your Vocabulary Awareness sheet

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Pair-Share

What did you notice in the text?

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Pre-reading:“Outside” the Text

Connections:– Text to self– Text to text– Text to world

Keene, E. O., & Zimmermann, S. (1997). Mosaic of

thought. Portsmouth, NH: Heinemann.

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Pre-reading: “Outside” the Text

K: What do I know?

W: What do I want to know?

L: What will I learn?

A: What will I be able to apply?

What do I know about the content?

What prior knowledge can I bring up?

What content will I absorb?

What can I apply in this/other sections, other courses, the world?

KWLA: Content Anticipation Table

Prediction:

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3-2-1

How can we engage students in pre-reading “inside” and “outside” the text?

• 3-2-1 debrief:– 3 ways we can encourage students to pre-

read inside and/or outside the text– 2 benefits to pre-reading– 1 area of student “push-back” you anticipate

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The Reading Process

Planning for Reading:

Establish a Purpose

Understanding Academic

Vocabulary

Pre-Reading

Interacting with the Text

Extending Beyond the

Text

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Marking the Text

To mark the text:• Circle key terms• Underline author’s claims• Bracket supporting evidence

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Reading Task

• Read the Abstract, Introduction, and Discussion • Prompt:

– In the article, “The Healthy College Student: The Impact of Daily Routines on Illness Burden,” the author claims that daily health routines may impact how often students get sick. However, the author also suggests that students who engage in these behaviors are happier. Read to see what you think.

– As you read, circle key terms, underline claims, and bracket supporting evidence.

– Be prepared to discuss in a “debate-like” format.

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Continuum Line

“Students who engage in health routines that may increase illness are happier.”

Agree --------------------------------Disagree

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2 Sided Discussion

Discuss:• Take a side: Do you agree or disagree with the

statement: – “Students who engage in health routines that

increase illness are happier.”

Debrief:• Bridge the gap:

– Meet in the center– Say a “last word”

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Sole Mate Debrief

• Revisit the Essential Question:– How can we use pre-reading strategies to

develop students’ critical reading skills and increase comprehension of rigorous texts?

• Quick write• Sole mate pair

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• T—Thing-What one THING will you take away from today’s work that you will do to ensure success for all of your students?

• A—Action-What ACTION will you take on that one THING?

• B—Barriers-What BARRIERS do you foresee that may come up as a result of you taking ACTION on that one THING?

• B—Benefits-What BENEFITS will result because you overcame those BARRIERS and took ACTION on that one THING?

T A B B

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