Secondary School Reading

Secondary School Reading

How reading expectations changein the secondary grades

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Reading: The extraction of meaning from text

Revising How We Think of Reading

and Instruction

Not just

decoding th

e words

This Is Your Brain…on Reading!Outdated Paradigm:

Teacher assigns reading

Student expected to read for homework

Test (objective questions): Did you read?

not necessarily

This Is Your Brain…on Reading!

Assign

Read

Test

not necessarily

Advantages:1.Traditional, familiar2.High comfort level for teacher

This Is Your Brain…on Reading!

Assign

Read

Test

not necessarily

Result:Skilled readers?Unskilled readers?

Active Paradigm

Assign

Establish reader expectations and purpose; activate prior knowledge pre-view

Read

with a purpose; monitor understanding and repair lapses; visualize and connect

Model

Effective readerbehaviors

Create Meaning

Generate Q’sCreate a visualRecord responsesMark text…

Assess

For intended purpose

Result: Skill-based and content-based durable learning

1. Assign

3. Read

2.Model

4. Create Meaning

5. Assess

Advantage: Is an Investment

1. Assign

3. Read

2.Model

4. Create Meaning

5. Assess

•Student’s ability to learn more than I can talk-teach

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Cornell Notes (aka: 3 column notes)

Learn to create meaning from text:

Formulate a questionthat you think the text answers:

Write phrases thathelp to answer the question.

Formulate sentences that answer the question.

Let t

ime

elap

se.

What there’s more of: What there’s less of:

Abstract words

Latinate words (prefix, stem, suffix)

Long and complex sentences

More independent, informational text expected

Pronoun-referent confusion

Tables, charts, maps, flow charts

Expectation of prior knowledge

Domain-specific reading instruction

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Elements of Strategic Comprehension Instruction

Building Background Knowledge (Vocab)

Supervised Practice

Scaffolding(Providing Supports)

Application of theStrategies

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Strategies

Think of reading as a process:

Before

During

After

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Skimming Scanning Reading for full meaning

Getting a quick overview Searching for specific information

Reading for details and inferences; re-reading isexpected; consultation ofoutside sources may benecessary; text may havemultiple interpretations

Consider the reading expectations your students. To what extent do they do these three kinds of reading?

For what purposes? How are they assessed? Do they understand the demands ofdifferent reading experiences? Do they need support? If so, where can they get it?

Studying

Rehearsal;memorization

Strategies


Before:

Preview: Establish expectations Meet new words Extract main ideas


Strategies


Before:

Activate Prior Knowledge:

•Knowledge through facts•Knowledge through experience•Knowledge through imagination


Strategies


Before:

Establish a purpose for reading:

What am I looking for?


Strategies


During:

Monitor for comprehension and adjust pace and focus

Reread unclear part Seek outside help Establish a better “base coat” of prior knowledge (scaffolding)


Strategies


During:

Make meaning happen:

Visualize Mark text

Sub-summarize Generate questions


What am I looking for?

The “processing voice” What do I already know about this?

Should I be skimming, scanning, reading, or studying this? Maybe it would help

to talk about this with a partner.

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Strategies


During:


Make connections: To other readings To self To world


Strategies


During:


Find the pattern


The Importance of PatternsCommon Patterns in Text:• Narration and description

• Classification• Definition• Example • Cause and Effect

• Comparison and contrast

• Sequence; Process Analysis

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Text Patternsdes

criptio

n

narr

ativ

eProcessanalysis

definition

classification

example

Cause & effect

comparison

&

contrast

This looks like a classification pattern.

This looks like a classification pattern.

There’s probably definition and example.

So I’ll make a chart.

Look for the cause & effect pattern in tonight’s reading

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Supporting Reading in Sec. Classes

Encourage students to find patternsModel your thinking as a readerEstablish reading expectationsEncourage marking text Encourage “reading talk” (socialization)

Teach genre-specific features

In an editorial, you’ll find the main idea repeated in different words throughout the editorial.

The headings and sub-titleswill tell you the main ideasin the textbook. Read thesefirst, then go back and readthe text.

In the Constitution,the sentences are verylong. The Constitutionis a rule book. Figure outhow the language istelling you a rule.


Mini-Lessons to Improve Reading10-15 Minutes

Purpose: to integrate skills teaching with content teaching “Teaching kids how to be smart.”

Procedure: 1. Write the name of the mini-lesson on

the board 2. Inform the students of its purpose 3. Spend no more than 5 minutes explaining the concept 4. Give 5-10 minutes of reading practice

5. Re-state the purpose


Mini-Lessons

• “Window Shopping”• “Word Previews”• “What Am I Fishing For?”


Mini-Lesson #1 “Window Shopping”

BEFORE

Let’s just do somewindow shopping to getthe main ideas before westart to read.

We’ll take about 7minutes to page through thechapter. Look at the pictures, the headings, the graphics andother special visuals.

Now let’s just jot downa few ideas about whatwe expect to find in thischapter.


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Mini-Lesson #2 “Word Previews”

BEFORE

Let’s see whatwe already know aboutthese new wordsin tonight’s reading.

Think about

phrases as well as single words.

Send up some words andphrases that you would liketo know more about: Maybe some language that you’veheard before--




Mini-Lesson #3 BEFORE“What Am I fishing for?”

Let’ read like we’re going on afishing expedition. What are we looking for? How will we know where to find the good stuff?

Let’s bait our hooks withquestions: What answers towhat questions are we tryingto catch here?


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Mini-Lesson #4 “Think-Aloud”

Modeling whathappensDURINGreading

I don’t get thispart– I’ll go backa few sentences.

Maybe this means…

Oh, OK, thisis like…

What’s thisillustration about?


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Mini-Lesson #5 “I Can Relate”

DURING

This is just likeVoldemort, whenhe…

This is like what Dick Cheneysaid to WolfeBlitzer whenWolfe asked himabout…

Remember when Dadhit the yellow jackets’ nest with the weed-whacker?

…to text

…to world

…to self



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Mini-Lesson #5 Finding My Way Back

DURING

What do I already know that is like this?

Where does this fit into the “closet” of information in my own brain?

What does this remind me of?

When I lose comprehension, I say: How is this like me, my world, the larger world?



Mini-Lesson #6 Four Gears of Reading:

Skimming:

(First Gear)

Tomorrow we’ll bestarting the chapteron the Enlightenment




I’ll be asking you abouttwo famous philosophersof the period, Voltaire andRousseau. Scanning:

(Second Gear)



I’ll be collecting two pages ofnotes on this chapter.

Reading fulltext (third gear)


And the fullunit test will countas 30% of your secondquarter grade.

Studying (fourth gear)

Graphic Organizers

For Common Textual Patterns

What would be the best graphic organizer for today’s reading?


Description

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Cause and EffectKey Words:

Because Therefore

Thus So

If…then

As a result..

Resulting in..

Affect(s)…Effect(s)…

Leads to…

Cause(s)…

Definitionis

(subject, expressed as a noun)

(Place the subject into a general category.)

THAT

Name the specific characteristics of the subject that distinguish it from othermembers of its category.

Example

}is an example of

.

(its features)

Comparison/Contrast

Classification

Process Analysis

Steps:

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

Often used in math, science, technology, foreign language

Building Background Knowledge

Four Indirect Ways to Build Background Knowledge

Multiple exposures to targeted information

Both linguistic and non-linguistic manipulation of information

Vocabulary development: explicit and implicit instruction

Virtual experiences

Vocabulary Instruction to Build Background Knowledge to Improve Reading Comprehension:

How can I provide multiple exposures to new words?

Vocab/BK I

How can I promote vocabulary learning through both verbal and non-verbal means?

How can I use both explicit and implicit instruction for academic vocabulary development?

How can I promote student use of new academic vocabulary in their speech during class?

Virtual Experiences That Build Background Knowledge

• Reading• Social interaction• Educational TV, movies• Websites

“Reading is not completely a how-to skill. It’s a knowledge-based skill.”

E. D. Hirsch

Strategies: Set a purpose Determine importance Monitor for comprehension Pre-read, re-read etc.

Background Knowledge, esp. Vocabulary

SSR (Sustained Silent Reading)

20 minute sessionsTwice- three times weeklyMore than one yearStudent choiceNo formal accountabilityWide choice of reading materials

Problem-solving Role Playing

Presentations Special Projects

Learning Through Social Communication

What opportunities do students have to use subject area language by speaking and listening to each other?

Vocab/BK II

Target Word:

Notional Set:(The Neighboorhood) Other words that go with this topic

Morphological Set: The other forms that this word can take by using suffixes and prefixesNoun: diversity; diversificationVerb: to diversify; divertAdj: diverse; divergentAdv: diversely ; divergently

Lexical Set: SynonymsvarietypanoplyRangeheterogeneity

Grammatical Set: The way in which this word is used in a sentence; the words that may surround it:

The diversity ofThe diversity in

Connotative SetPositive, Negative, or NeutralTechnical/Scholarly or Conversational/InformalMetaphorical or LiteralUsed euphemistically

Dimensions of Word Knowledge

…racism, prejudice, mixingvariety, affirmative actionethnic groups, sexual orientationdifferences

Etymological Set: Root; combining formsDi- two (divide, dissect, difference) diagonal, dyad)Vers: turn (reverse, universe, vertical, inverse, obverse, converse, versus)

diversity

Vocabulary Connections I

word

math/science meaning

conversational meaning:

Visual: math/science sentence:

conversational sentence:

Examples: function, property, reaction, origin,tangent, variable, solve, mean, graphic,base, extreme, factor,fact, imaginary, rational,Irrational, determinepower, prime, product, multiple, operation, radical, remainder,range, regular, proof,difference, cell, value,area, cube, root, plot,complementary, common,depression, digit, operation,frequency…

Vocabulary Connections I

word

Meaning (for this class)

conversational meaning:

Visual: Sentence (for this class)

conversational sentence:

Writing is not speech

Lacking care in presentation:

No margins;Illegible handwriting;No difference between a period and a comma;Capitalization rules not observed, inc.no obvious difference between lower case and capitals

Lacking detail at the sentence level:

Few modifiers:few pre and post noun adjective structures

few adverbial structures few prepositional phrases no use of verbals no use of appositives few introductory structures in sentences; lacking lead-in from one sentence to the next (lacking awareness of reader needs)

Lacking sentence integrity:

(Unintentional) fragments, run-ons, comma splicesNo complex sentences; few sophisticated or compound structuresLacking sense of subject-verb agreement

Lacking sense of patterns in English language spelling: …ght …ea …ie/ei suffixes

The sentence-making kit

Fold over index card:It is true that….

in, on, at, for, with (useful prepositions)Inside:

Coordinating conjunctions: and, but, so Common subordinating conjunctions: aaawwubbis: after, as, although, while,

when, until, before, because, if, since

Secondary School Reading

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