Chapter 10 - 12 UNLOCKING the full meaning of texts.
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Transcript of Chapter 10 - 12 UNLOCKING the full meaning of texts.
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Chapter 10 - 12UNLOCKING the full meaning of texts.
pg. 266 paraphrasing Mark Twain,
" ...the student who does not read words correctly has little advantage over the student who cannot read them correctly."
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I am a reading teacher. I am a content area teacher.
What general techniques will help my students?
THE BASICS:
ex. LMS word - archbishop
ex. Re-read a sentence with voice
·Fluency- yes it's the rate but especially the skill to group words together to reflect MEANING & TONE
·Decoding -deciphering text to identify the SPOKEN word it represents
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Decode this word
ghoti
Phonics rules may not apply!
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What general techniques will help my students?
THE BASICS CONT.:
·Comprehension - students need decoding, fluency , & vocabulary to
distinguish between important & trivial details.
·Vocabulary - word base (pg. 271), " research suggests a 10,000 word gap exists between students of privilege and students from less advantaged backgrounds by 10th grade."
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Reading = Investment
How do I get "The biggest bang for my buck?"
Transaction cost (hurdle rate) must cost me as little as possible when my currency is time and student attention.
=time &student attention
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Where do I start?
With DEAR?
SSR?
SURF?
DIRT?direct instructional reading time
drop everything and read
silent sustained reading
silent uninterrupted reading for fun
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Whatever you call it, how do we ensure there is accountability?
What techniques can we emphasize for fluent(non-robotic) reading?
How can I make certain my instruction becomes
highly leveraged?
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Accountability: focus their reading with a question they respond to at the end of reading. (Nothing general that anyone could answer).
A F L
ACCOUNTABILITY
Back toAFL
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Fluency: re-read parts of troubling sentences, model expression, shorten the reading duration, & use drama (for voice & inflection)
A F L
FLUENCY
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Clip #23 & 24
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Random readers: students stay on track
A F L : LEVERAGE
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Durations: unpredictable ; struggling readers don't get the same quantity to read
Bridging: short teacher read alouds, placeholders for discourse
Oral Cloze: Let student end the sentence you begin about the reading (good as recap or summary)
Placeholder: hold your place & track me
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Decoding- student comprehension builds with cohesive understanding rather than echo-correction (spelling rules, punch the error, mark the spot)
Fluency- read aloud, read with expression, students read with expression, check punctuation, re-read
Vocabulary - teach the words and use them, do not substitute for simpler words or synonyms-- the specific words used create meaning in texts.
Comprehension Made Easy (Accessible)
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With those around you discuss how you check for COMPREHENSION:
Before?
During?
After?
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Before
During
After
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Things to check for COMPREHENSION
·Colloquial expressions or syntax·Level your Bloom's Taxonomy questions between the low & high order questions
·Perhaps provide students with a "Big Picture" (read aloud, exemplars, animoto, Prezi, youtube....)
·Front load words or concepts·Do a pre-reading summary
·Front load a question students will find the answer to in the passage
·Take frequent breaks to recognize the gaps in understandings (and Q & A)
Do a B - D - A (before - during -after)
---B---
---D---
---A---·Summarize the text to reinforce testable ideas·Reinforce text to text connections or text to world (text to self is of lower comprehension value)
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Teacher Strategies for Reading
Noticing - without a focal point students notice immaterial material
Connecting - again ; to what?
Picturing - read a section & create an image (not so different from the 4 Fold Vocabulary or Inspiration concept maps)
Wonder - Teaches models "musing" or "metacognition" aloud
Predicting - anchor your question to a specific focus
Figure Out & Infer - unpack a key phrase, define a word, underline a piece of evidence
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