Teaching reading strategies with non-fiction texts.

Slides:



Advertisements
Similar presentations
Reading Across the Curriculum
Advertisements

Strategies for Developing Creativity and Critical Thinking
Reading Your Science Textbook Strategies for comprehension.
Thinking About How You Read
SQ3R: A Reading Technique
Reciprocal Teaching Strategies for Improving Reading Comprehension.
Using Picture Books to Teach Adolescents Reading Strategies
Strategies for Improving Reading Comprehension
Reading Comprehension…
Personal Reading Procedure By; Jacob Swartzendruber.
 10 th May.  To define and clarify the role of Literacy Leader at ESC  To outline a 3 year plan for Literacy at ESC  To clarify the role of the Literacy.
GOOD MONDAY MORNING WELCOME TO ACADEMIC REVIEW Tuesday September 24th, 2014 WMDMS MORNING ANNOUNCMENTS Lunch menu Upcoming events at MDSM CHANNEL ONE NEWS.
 WHEN USED WITH A GROUP OF STUDENTS FOR JUST DAYS, THE STUDENTS’ READING ON A COMPREHENSION ASSESSMENT INCREASED FROM 30%-80% (Palincsar and Brown)
Reciprocal Teaching. Reciprocal teaching It facilitates the construction of deeper meaning to text through a modeling process that emphasizes reader control.
Directed Reading Lesson The Teacher’s Role in a Directed Reading Lesson Presented by: Elise Pitts Special Services Teacher Alabama State Department of.
How can I help my child with reading at Home? 1. Motivating Kids to Read Studies show that the more children read, the better readers and writers they.
Reading Comprehension Skills
Reading in the Upper Grades
Comprehension Strategy Routine Cards
Non-Fiction Text Structures and Before, During, and After Reading Strategies.
Reciprocal Teaching: A Reading Comprehension Strategy from my ASE Classroom By Anita L. Green Central Carolina Community College Institute 2015.
By Anita L. Green Central Carolina Community College Institute 2015
Make Connections while they read
The Keys for Increasing Reading Comprehension
Primary Readers Diving Into Nonfiction. We want to plunge children into a rich pool of visual and verbal ideas, giving them confidence to venture forth.
CTN Jeopardy!. First Round Vocabulary 100 The analysis and structure of words that can be broken down into chunks for meaning.
9/9/20151 Teaching Literacy across the John Munro Teaching students who have literacy comprehension difficulties : Building the oral language component.
Collaborative Strategic Reading: A Model for Content Area Reading
Comprehension Strategies
Comprehension. Think~ Pair~ Share  Think for one minute what good readers do.  Turn to the person on your left and share.
Reciprocal Teaching – A Comprehension Strategy Summarized by Marlene Cosenza Rolfe Voorhees.
GOOD MONDAY MORNING WELCOME TO ACADEMIC REVIEW MONDAY September 25th, 2014 WMDMS MORNING ANNOUNCMENTS Lunch menu Upcoming events at MDSM CHANNEL ONE NEWS.
EDUC 304. Think Alouds Aloud _F8_FastStart_512k.swf
OWL: Oswego Works for Literacy Oswego Community School District #308 Secondary Reading Comprehension Program.
What are the two major types of writing? Narrative Expository.
Strategies for Readers.  Why do our students need to pass standardized tests?  How can we help our students show what they know on standardized tests?
Unit Two The Effective Reader, by D.J. Henry D.J. Henry.
Reciprocal Teaching Reciprocal teaching refers to an instructional activity that takes place in the form of a dialogue between teachers and students regarding.
Teaching Reading Comprehension
Reading Strategies for Non-Reading Teachers By Jerry Burkett.
The Reading Process English I Notes. The Reading Process / consists of 3 steps / Before / During / After / complete activities before reading to set the.
Strategies Good Readers Use
Reading Strategies How to understand what you read.
Melissa Horn Katie Laver Jody Shaughnessy. Proficient readers use a number of different cognitive strategies in the process of interacting with texts.
Active Reading and Annotation. Active Reading Strategies  Make Connections  Text to Self  Text to Text  Text to World  This reminds me of…  I’ve.
Reciprocal Teaching Jackie Keesler- Reading Specialist Elmwood Jennifer Christie- Reading Specialist Bellevue.
Small group instructional reading (SGIR) strategies for Independent readers Reciprocal Teaching Palincsar and Brown (1986) Virginia Outred 2011.
Family Literacy Night Reciprocal Teaching. What is Reciprocal Teaching?  Reciprocal Teaching is an instructional method that involves guided practice.
Scaffolding Cognitive Coaching Reciprocal Teaching Think-Alouds.
Welcome Mini-CAST 2016 Wendy Stelly - Allyson Felps -
Chapter 8: High-Leverage Practice 3: Reciprocal Teaching.
READING WORKSHOP DAY ONE Introduction, Overview, & Before Reading Strategies.
Tools For Teaching Content Literacy Effective Instructional Strategies BHS – 11/05 D. Carroll.
PredictionPrediction. What? You are constantly predicting in your head the next word, the next sentence, the next paragraph, or the next chapter. You.
How to Read and Analyze a Short Story Short pieces of fiction can challenge a reader’s comprehension as much as an epic novel. Even a concise short story.
U2 – KU120 Pre-Reading Strategies Angela Lavine, PhD.
Danger Signs of Reading From pages LEARNING TARGET I can identify the danger signs of reading. I can practice ways to improve reading comprehension.
Reading Comprehension…
Curriculum Power Session
Good Monday Morning Welcome to Academic Review
Introduction: All Grades!
Teaching reading strategies with non-fiction texts
“Successful Classroom Readers”
COMPREHENSION Tool Kit K-3 1 1
Teaching Reading 主讲人:张敬彩 1.
A guide to support comprehending non-fiction text
Use Background Knowledge
Reading in the Upper Grades
Introduction to Nonfiction
SQ3R METHOD How do 26 letters cause so much trouble?
Presentation transcript:

Teaching reading strategies with non-fiction texts

Programme TimeDetail 2:00 - 2:10Registration 2:10 - 3:30Read around the text, KWL, Anticipation guides, Questioning, Clarifying, Reciprocal Teaching, Understanding text structures 3:30 - 3:45Break 3:45 - 4:40Making inferences, Making connections, strategy 4:40 - 4:45SBA reading and round up

What happens in our reading classrooms? In 1979, after hundreds of hours of observation in classrooms, Dolores Durkin concluded that the questions in the readers and on worksheets were the primary focus of comprehension instruction in classrooms. Almost no comprehension instruction was found. ( What classroom observations reveal about reading comprehension instruction, 1979)

Why do we bother to teach reading strategies? Studies have revealed that explicitly teaching students even one strategy for comprehending text can improve their comprehension –(National Reading Panel 2000, Pressley 2000)

What are worth teaching? Prediction Generating questions Monitoring comprehension and adjusting reading as needed Drawing inferences Attending to and uncovering text structures Constructing visual representations Summarizing –(Duke and Pearson 2002) In Spotlight on Comprehension

What ’ s special about non-fiction? It addresses students ’ interests and questions It develops and expands vocabulary It builds knowledge of the world It is everywhere

Examples of non - fiction texts

Pre-reading strategies 1.Prediction by skimming the text

A. Look at the pictures. What ideas are being presented?

B. Look at the captions and read them.

C. Look at the maps, charts, bolded phrases and graphs. Discuss what information they present. Discuss what information they present.

D. Look at the titles and headings. What is the big idea?

E.Read the first and last lines of each paragraph for more information.

F.Ask questions. Give yourself a reason to read.

Read around the Text 1.Look at the pictures. What ideas are being presented? 2.Look at the captions and read them. 3.Look at the maps, charts, bolded phrases and graphs. Discuss what information they present. 4.Look at the titles and headings. What is the big idea? 6.Ask questions. Give yourself a reason to read. 5.Read the first and last lines of each paragraph for more information.

2. KWL What I KnowWhat I Want to knowWhat I have learned Cold and flu are different. How are they different? Flu will cause death. What kind of people are in danger?

3. Anticipation guide Writing the anticipation guide –Look for the big ideas or themes –Jot down generalizations –Write a few items –Let students explore the how their belief is changed before and after the reading Example

Activity Please read the passage “ Cold and flu ” to get the gist of the meaning of the passage

During- reading strategies 1.Questioning –Use 5W and 1 H questions –Use question stems e.g. How is/are ___ and ____ the same or different? What do you think would happen if …. What do you think caused ___ to happen? What other solutions can you think of for the problem of ….? –“ Right There Questions ” & “ On my own questions ”

Right there Questions (answers are in the text) On my own Questions (answers are somewhere else) What are the symptoms of getting a cold? Why are old people advised to have a flu injection? What should I do if I get a cold/flu? What is more effective in curing cold: Chinese herbs or western medicines?

Activity Using the Cold and Flu passage, make up some “ Right there ” questions and “ On my own ” questions and share with your group members.

2. Clarifying –Ways to clarify meaning of unknown words: Re-read the sentence with the difficult word slowlyRe-read the sentence with the difficult word slowly Read sentences before and after the difficult wordbefore and after Look for word parts e.g. prefix or suffixword parts Look for little words in big wordslittle words

Re-read the sentence Although both colds and flu are caused by viruses (small living things that often make you ill and uncomfortable), they are very different illnesses. viruses Although both colds and flu are caused by viruses (small living things that often make you ill and uncomfortable), they are very different illnesses. Although both colds and flu are caused by viruses (small living things that often make you ill and uncomfortable), they are very different illnesses.

Read sentences before and after the difficult word Dengue fever, which is spread to humans by mosquitoes, is also caused by a virus. The symptoms, which include high fever, severe headache, aching muscles, eye pain and stomach ache, are severe and can lead to death. In the past, the disease was rarely seen in Hong Kong, but recently it has become more common. it the disease Dengue fever

Look for word parts Prefix e.g. dis-appear Suffix e.g. dead-ly

Look for little words in big words Inter-nation-al

3. Summarizing What to do when we summarize? A.Leave out: Extra information Explanations Examples Repetitions

B.Substitute subordinate terms for lists e.g. “ flowers ” for “ daisies, tulips, and roses ” C.Select a topic sentence or invent one if it is missing D.Rewrite the notes in your own words

Predicting Questioning Clarifying Summarizing Reciprocal Teaching

Why reciprocal teaching? “ When reciprocal teaching was used with a group of students for just days, the students ’ reading on a comprehension assessment increased from 30% to 80%. “ –(Palincsar and Brown, 1986)

How do we implement RT in our classroom Teach each strategy (Predicting, Questioning, Clarifying and Summarizing) in a whole class setting. Then put students in groups of 4. Distribute role cards to each member. Ask ss to read a few paragraphs of the text selection. Then fill out the role cards. Switch roles when they read the next selection. Finally, fill out the group RT sheet.RT sheet. PredictorQuestionerClarifierSummarizer

What reading instruction is like Provide direct explanations of how a strategy works and why the strategy helps readers understand. Use “ think alouds ” to explain the process or model how we, as good readers, make meanings of informational texts.

Allow for guided practice where students have the opportunity to practice effective reading strategies with our support Give students the opportunity to apply the strategy until they have mastered how to use it.

An example No of lessons Focus Reading Strategy Self assessment survey (Pre) 2 Special occasion - modeling prediction and questioning 2 Special occasion – modeling clarifying 1 Special occasion – modeling summarising 2 Walt Disney World’s Magic Kingdom– practicing RT 2 2 Pre-test + You’re gorgeous – practicing RT 2 Post-test + You’re gorgeous – practicing RT 13 Reading Strategy Self assessment survey (Post) Questionnaire