Camille L. Holmes, M.Ed. Eastfield College Mesquite, Texas No Reading Strategy Left Behind Integrating Reading Strategies Across Content Areas Camille L. Holmes, M.Ed. Eastfield College Mesquite, Texas  

No Reading Strategy Left Behind Using a sticky note, write what you believe the unengaged reader looks like? - What do they do during the reading process?  Jot down your answer and/or draw a picture. No Reading Strategy Left Behind

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The Goal Comprehension is not the goal (Qanwal and Karim, 2014). Teach the reader to interact with the text to construct meaning (Rice, 2009). No Reading Strategy Left Behind

Active Reader vs. Passive Reader Categorize the traits into Active Reader & Passive Reader Passive Reader No Reading Strategy Left Behind

Active Reader vs. Passive Reader Tailor reading assignment Analyze the purpose Adjust speed to suit purpose Question ideas in assignment Compare and connect textbook material with lecture notes Skim headings Understand what you are reading as you go along Read with pencil/highlighter in hand Read all assignments the same Read because it was assigned Read everything at the same speed and the same way Accept whatever is in print as true Study lecture notes and textbooks separately Check the length of an assignment, and then read Read until the assignment is completed Read Active Reader Passive Reader No Reading Strategy Left Behind

No Reading Strategy Left Behind Active Reader vs. Passive Reader Tailor reading assignment Analyze the purpose Adjust speed to suit purpose Question ideas in assignment Compare and connect textbook material with lecture notes Skim headings Understand what you are reading as you go along Read with pencil/highlighter in hand Active Reader

Metacognition Recognition of one’s thinking process and the monitoring of them (Poole, 2014).                                           Think about the reading process  (Thao et al., 2014). No Reading Strategy Left Behind

What Do You See? No Reading Strategy Left Behind

Engaging the Reader Four strategies designed to enhance reading skills and develop metacognition: 1. Previewing [& Guided Questions] 2. Annotation [Chunk it!] 3. Summarizing 4. Graphic Organizers (National Reading Panel Report, 2009). No Reading Strategy Left Behind

Previewing Previewing engages the reader before reading the text. Show students how to browse the material to get an idea of what the text is about (Walton, 2006). No Reading Strategy Left Behind

Previewing a Text Title Author First Paragraph Engages the reader with the structure of the text prior to reading. Title Topic Author Clues about the article First Paragraph Lead in about the overall subject First Sentence- Major Headings Central idea for that section Typographical Aids Color print, boldface font, italics, etc. Last Paragraph Provides a summary McWhorter, K. (2012). Reading Across the Discipline: College Reading and Beyond, Fifth Edition. Saddle River: Pearson, 2012. 35-37. Print. No Reading Strategy Left Behind

Creating Guided Questions Questions you expect to answer during the reading process and directs the search for understanding (McWhorter, 2012 and Traver, 1998). Turn the title & major headings into questions. As you read, look for the answers. Avoid asking close-ended questions. No Reading Strategy Left Behind

Annotating the Text & Marginal Notes Text annotation and marginal notes engage the reader during the reading process. Apply effective coding skills, monitor comprehension, and continually make connections between reader and the information (Wangsgard, 2010).

Annotating the Text & Marginal Notes Form of content analysis in which students mark up elements of the text such as main ideas, argument structure, connections between visuals and vocabulary (Herman & Wardip, 2012). Active [reader’s] strategy that encourages engagement, comprehension and synthesis (Holschoh & Aultman, 2009).

Text Annotation Symbols Ways to Annotate Text Think about what you want the symbols to express/represent while students are actively reading a passage that you would assign. Determine 5-10 symbols to use. Be as consistent as possible. Snapshot of chunks of the passage. As often as possible, model strong marginal notes, have students to practice engaging with the text using marginal notes, and assess. Text Annotation Symbols Marginal Notes

No Reading Strategy Left Behind Annotating the Text & Marginal Notes Text Annotation Symbols Symbol Function Circle unknown words _______________ or Underline/Asterisk next to important information Confusing information Show connection(s) EX Examples 1,2,3,4…/ a,b,c,d… List of ideas or information within the text ! Surprising or new information “T” Test item or Teacher noted I got it

Annotating the Text & Marginal Notes Marginal notes promote interactive reading. Write out definitions List examples Comment with criticisms and insights Summarize sections/chunks Answer questions/Make predictions (Pennington, 2009)

Summarizing After reading a text, summarizing and charts are strategies that help students form concepts after reading (Walton, 2006).

Writing a Summary In the article, “_____________________”, ________ (author) discusses his/her ideas on ___________ (topic). Most of what he/she says seems to support his/her major idea that ________________________________________________________________________ _____________________________ (main idea/thesis). He/she supports this idea with several key pieces of information. First, ________________________________________ _______________________________________.Next, ____________________________ ______________________________________________________________. He/she also says ____________________________________________________________________. Furthermore, ____________________________________________________________. In addition, _____________________________________________. Finally, he/she supports his/her major idea by stating __________________________________________. (adopted from Alexis Botruff, Grand Rapids Community College)

Graphic Organizers for Building Vocabulary Graphic organizers promote understanding with new vocabulary (McKenzie, 2014). A Frayer Model is a four square model, which defines the word, its characteristics and notes examples and nonexamples (Graves, 2006).

Strategy Recap Preview Guided Questions Text Annotation and Marginal Notes Summarizing Graphic Organizers for Vocabulary

You’ve Got Questions…I’ve Got Answers

No Reading Strategy Left Behind Thank You!   Camille.Holmes@dcccd.edu #goandengageyourstudents