An Instructional Framework THE READING PROCESS An Instructional Framework for Content Area Teachers Adapted from a presentation by Dr. Bonnie Hain, FCPS Curriculum Specialist for Reading, English, and Language Arts

Good readers CONSTRUCT, EXTEND, and EXAMINE MEANING as they read… For information. To perform a task. For literary experience.

Constructing Meaning - Building a basic understanding of text Comparable to using a set of plans to build the basic frame of a house. Before reading + during reading = a broad understanding of the text.

Extending Meaning – Elaborating understanding Analogous to finishing the walls, adding trim, and installing the floors, etc. to the frame of the house. Readers add details, support, and explanation to their understanding of text and make connections with other texts or real-life experiences.

Examining Meaning – Evaluating understanding Similar to the owner completing a “walk through” to determine if any corrections or minor changes are needed to “perfect” the project. The reader evaluates his/her understanding of the text using clarifying and questioning techniques.

Paradigm Shift for Understanding The Reading Process: Before Reading Before Reading During Reading During Reading After Reading After Reading

The Sub-processes of Reading: *************************************************************** The READING PROCESS is the blueprint from which understanding is constructed. *************************************************************** The Sub-processes of Reading: Previewing Prereading Initial Reading Reflection Rereading Planning Communication Communicating a Response

Before Reading: PREVIEWING Physically scan the text layout organization text features Genre Compare to previously read texts

Before Reading: PREREADING Establish a purpose for reading Access topic familiarity Build background Teach vocabulary Select strategies needed to construct meaning during the initial reading

During Reading: INITIAL READING Implement the reading plan Decoding (using cueing systems to determine unknown words / meanings) Forming Meaning (using “fix-it” strategies to clarify understanding) Formulate a global understanding of the text Construct the initial response for after-reading tasks

After Reading: REFLECTION Compare pre-reading ideas with ideas derived from initial reading (global understanding). Determine what else needs to be known to make meaning of the text. Revisit the purpose for reading.

After Reading: REREADING Revisit the text to verify, clarify, and revise meaning. Redefine the purpose for reading. Answer questions/make meaning from a variety of stances: Developing interpretation Making a personal response (reader-to-text) Taking a critical stance

After Reading: PLANNING COMMUNICATION Designing a plan to meet the expectations in the response: Topic Audience Purpose Form

After Reading: Communicating a Response Speaking to others (literature circles, book talks, panel discussions, debates, and various other presentation forms) Writing to others (journals, book reports, letters, essays, poems, news articles, etc.) Dramatizing for others (puppet shows, plays, skits, songs, etc.) Drawing for others (annotated illustrations, cartoon strips, models, etc.)

Checking the Response 1 Is there evidence that the reader met the objectives/indicators? Is there evidence that the reader used the text to answer all parts of the questions with partial text support? Is there evidence that the reader used the text to answer all parts of the questions with full text support? Is there evidence that the reader made connections, extensions, and/or examinations using the text? Within- relates the text support to the question Across- synthesizes information throughout the text Between – compares information from two or more texts 1 2 2/3 2 2 3

FRAMEWORK FOR PLANNING/EVALUATING READING LESSONS: Initial reading produces global understanding? Reflection opportunities planned? Checks for extended/examined meaning? Demonstrates success in meeting reading indicator in plan? Includes previewing activity? Reviews topic familiarity? Includes authentic purpose for reading? Independent reading opportunities included?

READING SUB-PROCESSES Lesson Plan Previewing Prereading Initial Reading Reflection Rereading Planning Communication Communicating a Response

Let’s Get to Work!