Power Tools for Literacy Strategies for Learning

What will we learn? We will explore reading comprehension through explicit comprehension instruction, beginning reading, during reading, and after reading strategies. We will view and discuss several developing vocabulary strategies. We will participate in a reading comprehension strategy which will target your higher achieving students.

Empowering Strategic Learning The Magnificent Seven Comprehension Strategies Explicit Comprehension Instruction Comprehension Bookmarks Comprehension Reflection Prompts Reading with a Purpose

The Magnificent Seven Comprehension Strategies Make connections Ask questions Visualize Infer Determine important information Synthesize Monitor comprehension The Magnificent Seven Comprehension Strategies

Making connections We ask our students to make connections to their experience, reading material or to the world or we call this text to the self, text to text or text to world.

Making connections * Students say to themselves That reminds me of . . . It made me think of . . . I read another book where . . . This is different from . . . I remember when . . . *

Students ask themselves . . . What is the author saying here? I wonder what I would have done in this situation? What is the author’s message? What is the author talking about? What does the author mean here? Does the author explain this clearly? The point is for students to formulate questions when they read. They probably do this at other times in their life. Good to relate to something the students are familiar, a tv show or a movie, in The Prestige, one character I kept asking why is he in the movie? What is his purpose?

Be sure to ask questions from the underlined levels Bloom’s Taxonomy Evaluation Synthesis Analysis Application Comprehension Knowledge Be sure to ask questions from the underlined levels Make sure that your teachers are asking questions for each of the underlined levels as well as the more common recall questions. I used the question cards to help me remember to ask those questions. Teachers can also highlight (not literally) in some way the questions from the teachers edition that ask higher order thinking questions. These can be found on the reference cards provided by William and Mary as well as on the RPS Instructional CD for secondary. *

Ask Questions Reading is thinking Ask questions before, during and after reading Clarify and gain understanding Of author and of themselves Good readers ask questions when they read

Visualize Create a picture in your head What are you doing? do you see? do you smell? do you feel? Good readers create a picture in their heads Haven’t you ever been disappointed in a movie you saw after you read the book? Imagine you are on vacation, answer these questions and share with a partner.

Visualize Dolphins live description eat Visualizing not only includes making a mental picture in your head, it also includes using drawings, graphs and tables to visually make sense of the text. *

Drawing inferences What is known + clues from the text = judgment Must find proof Because reading is thinking good readers are always trying to figures things out and come up with their own conclusions

Drawing inferences QAR- Question Answer Relationships What might you infer about this man from the picture? In the Book Questions Right There Search and Locate In My Head Author and Me On My Own

Drawing Conclusions Drawing Inferences vs. Text + MUST Background Knowledge + Text FIND PROOF

Determining Important Ideas Weed out unimportant details Including but not limited to Main idea Theme Major events Facts the author wants the reader to know Good readers are able to eliminate minor details and pick out the most important ones

Determining Important Ideas Fiction & Nonfiction Determining Important Ideas The students will ask themselves . . . The big idea is . . . The most important ideas are . . . So far I have learned that . . . This is important because . . . I can use this information to help me . . . This idea is similar to . . . This idea changed my mind because . . .

Building Comprehension Before Reading After Reading During reading

Before Reading Strategies: Powerful Predictions First Lines Concept Sort

“Powerful Predictions” Before Reading “Powerful Predictions”

First Lines Read the beginning sentences from a book and then make predictions about that book. This technique helps students focus their attention on what they can tell from the first lines of a story, play, poem, or other text. As students read the text in its entirety they discuss, revisit and/or revise their original predictions.

Concept Sort used to familiarize students with the vocabulary of a new topic or book provide students with a list of terms or concepts from reading material Students place words into different categories based on each word's meaning

During Reading Strategies Jigsaw Reciprocal Teaching Concept Map

Jigsaw cooperative learning strategy that enables each student of a "home" group to specialize in one aspect of a topic Students meet with members from other groups who are assigned the same aspect, and after mastering the material, return to the "home" group and teach the material to their group members.

Jigsaw Activity Establish home groups. Count off to 5 and join your numbers group. Read the selection. Complete Text Evidence form. Return to your home group to teach your fellow teachers your portion. Select one Speaker for the group share.

students become the teacher in small group reading sessions. Reciprocal Teaching students become the teacher in small group reading sessions. students lead group discussions using four strategies: summarizing, question generating, clarifying, and predicting.

Concept Map helps children organize new information helps students to make meaningful connections between the main idea and other information. easy to construct and can be used within any content area.

Simple Example inclusive concepts arranged

More Complex Example

After Reading Mental Memory (Mind Movie) Souvenirs Story Wheel

Mental Memory (Mind Movie) Readers connect the author's writing with a personal picture Through guided visualization, students learn how to create mental pictures as they read.

Souvenirs concrete memories that children can use to retell and share something they have read -a circle of foil to look like a shiny fish scale -a die cut in the shape of a dog colorful tissue shaped into a butterfly -a seed -cut-out of a stove top hat -a small shell -a bug sticker Rainbow Fish Dog Breath Butterfly Alphabet Book How a Seed Grows Abraham Lincoln Out of the Ocean It's Disgusting and We Ate It

Story Wheel students visualize story elements and practice summarizing

Resources http://www.readingrockets.org/strategies/visual_imagery http://classroom.jc-schools.net/read/Souvenirs.htm http://ecrp.uiuc.edu/v8n2/birbili.html YouTube