Reading for Information Integrating Reading and Information Skills into the Secondary Curriculum.
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Transcript of Reading for Information Integrating Reading and Information Skills into the Secondary Curriculum.
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Reading for Information
Integrating Reading and Information Skills into the
Secondary Curriculum
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Increase Student Achievement
The Bottom Line
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Reading and LearningLearning and Reading
Use o
f In
form
ati
on
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• Experienced through the 5 /Senses
• Observe; Examples
• Reasoning—drawing conclusions, inferences
• Use of information to experience the world in new ways
What is this?
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Did you know?
Shift Happens 3.0 for 2008 - Newly Revised Edition
Created by Karl Fisch, and modified by Scott McLeod; Globalization & The
Information Age.
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Developing Strategic Readers
Philosophy
• How do learners learn?
• How is content expressed?
• Are we teachers of Reading?
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Sentences
Words
* Syllables
* Onset-Rime
* Individual
Phonemes
1:1
Graphemes
(Digraphs, Trigraphs, Vowel Teams)
Blends
Word Families
Syllable Types
Morphemes
Roots / Affixes
Word Origin
Orthography
Connect letters
and sounds
Teach letter names
Created by Dr. Carol Tolman
PHONOLOGY
* Steps most supported by research in phonology to improve reading and spelling skills.
Instructional Progression for Decoding
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DIGITAL NATIVESThe 21st Century Learner
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Digital Learners
Are you an “Engaged Teacher”?
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1. Inquire, think critically, and gain knowledge.
2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
3. Share knowledge and participate ethically and productively as members of a democratic society.
4. Pursue personal and aesthetic growth.
Learners use skills, resources, & tools to:
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Reading Comprehension
Schema
Metacognition
Use of Information
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Reading is a process skill
Reading is a meaning seeking process. Effective readers are active, not passive. They take some time before they begin to read a text to:
• activate prior knowledge
• preview the passage (vocabulary and structure of the text)
• make predictions
• establish a purpose
• generate questions
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Student Achievement on Standardized Tests• Identifying similarities and differences— 45 G
• Summarizing and note taking— 34 G
• Nonlinguistic representations— 27 G
• Cooperative learning— 27 G
• Setting objectives & providing feedback— 23 G
• Questions, cues, and advance organizers— 22 G
Instructional Strategies
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Developing Strategic Readers
Incorporate R-B Instructional Strategies
Integrate Reading Comprehension Strategies
Support The AFAR Project
Collaborate
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Developing Strategic Readers
• Activating or building background knowledge
• Using sensory images
• Questioning
• Making predictions and inferences
• Determining main ideas
• Using Fix-Up options
• Synthesizing
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Developing Strategic Readers
• Across all disciplines, teachers have identified a need to strengthen students' ability to read for information...to develop strategic and active readers.
• Learning is a social process. It increases when students collaborate. It increases when teachers collaborate.
• Build your own personal learning network
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Developing Strategic Readers
• The meaning of a text is not contained in the words on a page. It is constructed by the reader.
• The single most important variable in learning with texts is a reader's prior knowledge.
• How well a reader comprehends a text also depends on metacognition, one's ability to think about and control his thinking process before, during, and after reading.
• Reading and writing are integrally related.
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Developing Strategic Readers
• Activating or building background knowledge
• Using sensory images
• Questioning
• Making predictions and inferences
• Determining main ideas
• Using Fix-Up options
• Synthesizing
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Developing Strategic Readers
Activating or building background knowledge
• Provides critical support for understanding
• Text to self connections
• Text to text connections
• Text to world connections
• Teachers should model thinking
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Building ConnectionsMake connections to the text (subject)
before, during, and after reading.
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Before Reading
Activating prior knowledge—
Build background knowledge
Making Predictions
Setting A Purpose
Building Connections
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During Reading
Passages/Sections
Ask questions
Use of text to defend positions/statements
Read aloud passages of importance
Building Connections
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After ReadingCheck for
understanding
Graphic organizers (charts, graphs,
diagrams)
Vocabulary activities
Discuss implications and main ideas
Building Connections
Goat, oral mucosa. There is a large erosion (ruptured vesicle) on the rostral mandibular buccal mucosa.(Iowa State University, The Center for Food Security and Public Health)
Credit: PIADC
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Comprehension Activities
Graphic Organizers- Allow students to preview text, stay focused on text and retell text.
1. Variety available to use
2. Commercially created or can be student/teacher madehttp://www.edhelper.com/teachers/graphic_organizers.htm
3. Any kind of visual or organizational tool
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Developing Strategic Readers
Using sensory images• Significant aspect of our background
knowledge and schemas (create memories)
• Most powerful memories are attached to sensory experiences
• Multiple intelligences theory (Gardner)
• Use of literary devices (similes and metaphors)
• Use of digital multimedia
• Use of nonlinguistic representation
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Sensory ImagesIs a picture is worth a 1000 words?
Do pictures tell a story?
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Developing Strategic Readers
Questioning• Lifelong skill—should be taught across
the curriculum.
• Essential component of comprehension, of conduction research, and of critical thinking.
• Provides focus and a path for learning.
• Who, what, where, when, why and how
• Useful for assessing and reflecting
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Developing Strategic Readers
Making predictions and inferences• Specific types of questioning strategies
– I predict that…– My guess is that…– I suspect that…– I think this clue means that…– I knew this would happen next because…
• Evidence within the text
• Readers active interaction with the text
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Developing Strategic Readers
Determining main ideas• Excess of information—teach to recognize
distinctions that should be drawn between data, information, knowledge and wisdom.
• The important thing
• Summarize learning—learn to take effective notes
• Key to making sense and using information to generate knowledge
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Developing Strategic Readers
Using Fix-Up options• Reader is able to realize when he/she has lost
comprehension– Re-reading– Reading ahead– Figuring out unknown words
• When the reader no longer can visualize the text inside his/her head
• Information is not stored in memory, resulting in the significance of the text is not found
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Developing Strategic Readers
Synthesizing• Putting it all together– sort and evaluate
• Reader analyzes the information and filters it through his/her interpretation (point of view)
• Reader makes value judgments
• Reads & evaluates to use ideas and information and communicates what was learned to others
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Developing Strategic Readers
• Activating or building background knowledge
• Using sensory images
• Questioning
• Making predictions and inferences
• Determining main ideas
• Using Fix-Up options
• Synthesizing
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Developing Strategic Readers
What we need to do as educators—Participate in the AFAR project
Know what the reading level is for each of your students so you can make interventions
Know what the reading level is for your textbook and other reading assignments you give
Develop and practice specific strategies to assist and promote reading in your students
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CollaborateA key to successful teaching
practice.
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Personal Learning Communities
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Developing Strategic Readers
Incorporate R-B Instructional Strategies
Integrate Reading Comprehension Strategies
Support The AFAR Project
Collaborate
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BibliographyGraphic: Goat mouth, "Image Database: Foot and Mouth Disease." The Center for Food Security and Public Health. Iowa State University. 29 Jul 2009 <http://www.cfsph.iastate.edu/DiseaseInfo/ImageDB /imagesFMD.htm>.Finchler, Judy. Testing Miss Malarkey. Broadway, NY:
Scholastic, 2000. Print.Marzano, Robert J., . "Classroom Instruction that Works." Integrating Technology into the Classroom using Instructional Strategies (Teaching, Learning, & Technology Guide). © 2007. Cherry Creek Schools. 29 Jul 2009 <http://www.tltguide.ccsd.k12.co.us
/instructional_tools/Strategies/Strategies.html>.
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BibliographyMoreillon, Judi. Collaboratiave strategies for teaching reading comprehension: maximizing your impact. Chicago: American Library Association, 2007. Print."Standards for the 21st Century Learner."American Association of School Librarians. 1st. 2007. Print.
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Let’s Have a Great Year!