DURING READING….
description
Transcript of DURING READING….
![Page 1: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/1.jpg)
DURING READING….
February 6, 2008
![Page 2: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/2.jpg)
Which way is the bus below traveling? To the left or to the right?
![Page 3: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/3.jpg)
Can't make up your mind?
Look carefully at the picture again.
Still don't know?
![Page 4: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/4.jpg)
Pre-schoolers all over the United State s were shown this picture asked the same
question. 90% of the pre-schooler's gave this answer.
"The bus is traveling to the left."
When asked, "Why do you think the bus is traveling to the left?"
They answered:
"Because you can't see the door to get on the bus."
![Page 5: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/5.jpg)
Due today….Feb 6
• Submit, as in turn in, your questioning charts and reflection.
• Discuss in detail the lesson(s) in which you tried (or observed) a pre-reading strategy or strategies (some of you have already done this).
• Discuss a lesson(s)* in which you made “inferences” more transparent in your classroom OR discuss summary lesson.
![Page 6: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/6.jpg)
Metacognition
Knowing when comprehension is failing –
– Self-Monitoring Comprehension– Having Fix-up Strategies
![Page 7: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/7.jpg)
Establishing COMPREHESION ROUTINES
Routines are for in-class reading*, to practice “What Good Readers Do” to monitor comprehension:
![Page 8: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/8.jpg)
Comprehension Routines
• Teach using Guided Release of Instruction Model – I do– We do– You do (with partner, alone)
• Guided Reading – chunk the text
![Page 9: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/9.jpg)
Guided Reading (During/Collaborative)
• Reciprocal Teaching
• SAIL
• Reciprocal Questioning
• QtA
• Say Something
• Repeated Reading
• Save the last word
![Page 10: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/10.jpg)
Reciprocal Teaching
• Predicting
• Questioning
• Clarifying
• Summarizing
• Reciprocal Teaching Plus– Respond: Analyzing author’s
perspective/choices [handout]
![Page 11: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/11.jpg)
Reciprocal Teaching
• 30 minutes; Groups of 4-5
• “Teacher” models all 4 (or 5) for a chunk of text (paragraph to chapter)
• Students assume (and rotate) roles
• DI – can assign weaker students to an easier role, or summary, which will occur after he/she has heard the previous 3/4
![Page 12: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/12.jpg)
SAILStudents Achieve Independent Learning
• Predicting
• Visualizing
• Questioning
• Clarifying
• Making Associations (Connecting)
• DI – can assign weaker students to an easier role (Visualizing? Making personal connections?)
![Page 13: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/13.jpg)
Reciprocal Questioning
• Students take turns posing qustions and answering them *
• Show students that “answers” are only as clear and direct as the quality of the question [prompt students to clarify unclear questions]
• [no passes allowed]
![Page 14: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/14.jpg)
QtAQuestion the Author
• Beck & McKeown (1996)
• Focuses on collaborative questioning through guided reading
• Promote HOTS
• Gives kids confidence in their ability to challenge the text
• HANDOUT
![Page 15: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/15.jpg)
Say Something
• Usually paired reading
• Students take turns – predicting, – questioning, – commenting, – connecting
![Page 16: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/16.jpg)
Save the last word…
• Paired or small group
• Students decide (and justify decision) what single word [OR most important sentence/ quote ] is the most critical word [OR most important quote] for understanding a small segment of text.
• Takes NO time but really does get at comprehension
![Page 17: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/17.jpg)
Reading Primary Source Materials
• RAFTS PLUS• ASH, 2002, adopted from Santa, 1988
ROLE PERSPECTIVEAUDIENCE LOCATION/DATEFORM USETOPIC/PURPOSE SUMMARY
ASH HANDOUT
![Page 18: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/18.jpg)
Repeated Reading revised from p. 183
1. Read independently (use active reading protocols: underlining, circling, etc.– Rate reading from 1-5:
1 = no understanding (makes no sense)
5 = perfect understanding (could teach it)
2. Read again, but read for a particular purpose (teacher set)– Rate reading 1-5
3. Read again, noting text structure– Rate reading 1-5
[handout]
![Page 19: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/19.jpg)
Jigsaw
• For large chunks of text
• Good opportunity for struggling students to receive support from stronger students
![Page 20: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/20.jpg)
Jigsaw
• Divide class into groups (4 or 5) and have students count-off;
• All the “1s” join other 1s to become an “expert” on a pre-determined chunk of text. 2s, 3s, 4s (and 5s) form similar groups;
• Original groups reconvene, and experts “teach” their chunk of text to others.
![Page 21: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/21.jpg)
Independent Reading
Once teachers know that students can recognize when comprehension is failing and students are familiar with fix-up strategies that work for them, provide opportunities that promote active reading
![Page 22: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/22.jpg)
SQ3R
• Usually best for text that has clear heading/subheadings, but can be used with presentation-type materials [e.g., a power point!]
![Page 23: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/23.jpg)
SQ3R
• Usually best for text that has clear heading/subheadings, but can be used with presentation-type materials [e.g., a power point!]
• A Before, During, & After protocol (need to add “analyze” protocol for critical thinking)
![Page 24: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/24.jpg)
SQ3R• Skim/Survey (preview w/ attention to
intro/cc and structure)
• Question (turn headings to questions)
• Read (answering/revising questions as you go)
• Recall (retell)
• Review
![Page 25: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/25.jpg)
SQ3R• Skim/Survey (preview w/ attention to intro/cc and
structure - Before)• Question (turn headings to questions - Before)• Read (answering/revising questions as you go -
During)• Recall (retell - After)• Review (After)
• DI – can assign weaker students to an easier role – question, recall or review
• Drawback – need to add a critical thinking component!
![Page 26: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/26.jpg)
QUESTIONS
• Teach students to ask questions throughout – BDA – and not just factual questions!
• Include “reader questions” – genuine questions one might have
![Page 27: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/27.jpg)
Speaking of QUESTIONS…
• Teach students to ask questions throughout – BDA – and not just factual questions!
• Include “reader questions” – genuine questions one might have
![Page 28: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/28.jpg)
QUESTIONSBEFORE DURING AFTER
With answers in the text
With answers I must find by thinking about the book & my own experience
With no certain answers
To clarify meaning
About what’s coming next
About the author’s intent
About the author’s style or craft
About the text’s format
A variation of “Interactive Notes”
![Page 29: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/29.jpg)
Active Reading Protocols
• Sticky Notes or margin notes – code
• To increase metacognitive awareness of process, code all margin comments:R – “this reminds me of….”
V – “I can picture….”
E – “My emotional response is….”
A – “The author’s attitude seems to be…”
Q – “I question/wonder about….”
![Page 30: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/30.jpg)
Note codes – cont’d.
I – “I think that or believe that…”
* – “This is important* because…”
! – “This is interesting because…”
? – “I don’t get this….”
[Buehl, 2002]
![Page 31: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/31.jpg)
Two-Column Notes MAIN IDEA DETAIL
SUMMARY:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
![Page 32: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/32.jpg)
2-Column VariationsMAIN IDEA DETAIL QUESTION
SUMMARY:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
![Page 33: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/33.jpg)
2-Column VariationsMAIN IDEA DETAIL Comment/Connection
Inference
![Page 34: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/34.jpg)
Looking forward…March 5th – Dawn Downes, EdD
Using Graphic Organizers
to Support Comprehension
Class 8 - March 10?
Class 9 – April 2
Class 10 - Final Portfolio Reviews (as/if necessary)
![Page 35: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/35.jpg)
Table of Contents• Study student profiles [+ ongoing updates]• Reading journals for all readings [ongoing: Burke and QARs for
Charts & Graphs handout]• Evaluation of 3 course materials (text, teacher handouts, tests,
etc.) [October]• Questioning pie charts and reflection [November]• Lessons:
– Pre-reading strategy - description of lesson(s) and reflection on how it worked with your study students [December]
– Inference lesson OR Summary lesson - description of lesson(s) and reflection on how it worked with your study students [January]
– During Reading strategy - description of lesson(s) and reflection on how it worked with your study students [February]
![Page 36: DURING READING….](https://reader036.fdocuments.us/reader036/viewer/2022070405/56813f5b550346895daa27ee/html5/thumbnails/36.jpg)
Lesson Plan
Please include the following in your “During Reading” lesson –
– Course Concept: – [Essential Question or Enduring Understanding (lesson-specific)]:– Relevant GLEs/PIs:– Rationale (Why did you choose this strategy for this class for this concept?):– Materials:– Teaching Methods – Identify the Strategy and describe the modeling/teaching activities: – Follow-up Activities &/ Reflection: