The Core Six/Strategy #1: Reading for Meaning NW Ohio HSTW/MMGW *Mary Anne Preston Literacy Coach *Connie Hanke LDC Coach

Objectives:  Three Reasons for Using Reading for Meaning with CCSS  Research Behind Reading for Meaning  Using Reading for Meaning in the Classroom  Samples of Reading for Meaning  Planning Considerations for Reading for Meaning  Writing Extension: 3X3 Framework

Handouts:  Understanding Lexiles  Aligning Reading for Meaning Statements to Anchor Standards for Anchor Standard Concepts and Sample Statements and Handout  7 Keys to Comprehension  Almost Everything Can Be ‘Read’ for Meaning  3 X 3 Writing Frame  Support/Refute Organizer for Tops & Bottom, 5 Highlights, Think-Pair-Share and Round Robin, Because, Human Barometer  Capturing Student-Memory Box  Evaluation

3 Reasons for Using “Reading for Meaning”  Text Complexity: CCSS call for increasing the complexity of texts to build skills of proficient readers for extract meaning in challenging texts. In order to know if a text is challenging enough for students, teachers need to know two things: Student’s reading levels The Lexile level of the text (See Lexile Handout in Packet)

3 Reasons for Using “Reading for Meaning”  Evidence: Students use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener. Students constructively evaluate others’ use of evidence.

3 Reasons for Using “Reading for Meaning”  The Core Skills of Reading: Identifying main ideas Making inferences Supporting interpretations with evidence (See “Aligning Reading for Meaning Statements to Anchor Standards” for Anchor Standard Concepts and Sample Statements)

The Research Behind “Reading for Meaning”  Durkin discovered that teachers were making false assumptions that comprehension did not need to be taught.  Pressley observed excellent reading begins: before reading, continues during reading, and persists after reading.  Zimmerman/Hutchins identified 7 keys to comprehension. (See Handout “7 Keys to Comprehension”)

Using “Reading for Meaning” in the Classroom  Identify a short text…a poem, an article, a blog post, a primary document, a fable, or a scene from a play. Mathematical word problems, data charts, and visual sources like paintings and photographs… (See Handout “Almost Everything Can Be ‘Read’ for Meaning”)

Using “Reading for Meaning” in the Classroom  Generate a list of statements about the text. Statements can be… Objectively true or false Open to interpretation to provoke discussion/debate Customized to focus on skill: identifying main idea, analyzing characters and ideas

Using “Reading for Meaning” in the Classroom  Introduce the topic of the text and have students preview the statements before they begin reading. Have students think about what they already know about the statements. Use the statements to make predictions about the text. (Strategy: 3 X 3 Writing Frame)

Using “Reading for Meaning” in the Classroom  Have students record evidence for and against each statement while (or after) they read. (See Handout Support/Refute Organizer for Tops & Bottoms) (Strategy: 5 Highlights)

Using “Reading for Meaning” in the Classroom  Have students discuss their evidence in pairs or small groups. Groups should reach a consensus about which statements are supported by the text and which are refuted. If they get “stuck” with any statement: Students should rewrite the statement in a way they better understand it. (Strategy:Think, Pair, Share)

Using “Reading for Meaning” in the Classroom  Conduct a “whole-class” discussion Students share and justify their positions with textual evidence. Help students clarify their thinking Call attention to evidence that may have been missed or misinterpreted. (Strategies: Round Robin, Because)

Using “Reading for Meaning” in the Classroom  Use students’ responses to evaluate their understanding of the reading and their ability to support a position with evidence. (Strategy: Human Barometer)

“Reading for Meaning” Sample Lesson Statements  In The Core Six, from p. 12: Middle School Science 1.Most of the volume of an atom is empty space. 2.The electrons orbit the nucleus of an atom in much the same way that planets orbit the sun. 3.A carbon atom is more complex than a helium atom. 4.Most of the atomic mass of an atom comes from its electrons. Students would decide whether they agree or disagree with the statements using evidence from text.

Planning Considerations for “Reading for Meaning” Lesson  What standards do I intend to address?  What article, document, or passage needs emphasis and analysis? Does this address my chosen standards?  What themes, main ideas, and details do the students need to discover?  What statements will help students focus? (See handout: Engaging and Building Reading Skills)

Planning Considerations for “Reading for Meaning” Lesson  How to begin the lesson: “What kind of hook, or attention-grabbing question or activity, can I create to capture student interest and activate prior knowledge?” (See Handout for Capturing Students’ Interest)  “What questions about the content or the process can I develop to engage students in discussion throughout the lesson and after the reading?” (Revisit Handout: Aligning Reading for Meaning Statements to Anchor Standards)

Writing Extension: Using a 3 X 3 Writing Frame  This strategy uses a simple visual organizer to help students see the structure of a good essay and plan out its beginning, middle, and end. (3 X 3 Writing Frame)

Questions on using “Reading for Meaning”  Memory Box strategy for formative assessment

References: The research, information, and materials were gathered from the book: The Core Six: Essential Strategies for Achieving Excellence with the Common Core Authors: Harvey F. Silver R. Thomas Dewing Matthew J. Perini Copyright 2012 ASCD Publisher

Thank you for your participation:  Please complete evaluation…  Contact information: Connie Hanke