By: Connie Wade Danville Public Schools Danville, VA

2 Nonfiction comprises at least half of what students read Nonfiction comprises at least half of what students read Content area lessons should reflect integrated English SOL within planning and instruction OR English lessons should integrate other content area information Content area lessons should reflect integrated English SOL within planning and instruction OR English lessons should integrate other content area information Key Points in Reading

3 Comprehension skills and strategies are woven throughout Comprehension skills and strategies are woven throughout As students become independent readers, they need to be instructed in reading texts that are considerably longer and more complex in plot, syntax, and structure. As students become independent readers, they need to be instructed in reading texts that are considerably longer and more complex in plot, syntax, and structure.

 You should know where you want to go, but you may not know exactly how to get there.

 A GPS system asks for your destination first – ◦ ‘Begin with the end in mind!’

 A GPS takes you from a specific starting point and gives you turn-by-turn directions to your destination.  Following these suggested directions will guide your students to meet instructional goals.

 You know your students!  Strategies applied to textmapping can help you determine the direction as well as the speed of your instruction.

We have to compete against 21 st Century technology. “It’s not worth the effort!” ◦ If you don’t know the answer to a question, just go to the internet to get the answer! ◦ The 21 st Century student is so accustomed to having an instant answer to a question, that making the mental effort to understand what they read is not on their priority list.

 A specific set of reading strategies matched to a specific graphic organizer to get students to understand what they read.  Explicitly teaching your students to think about what they are reading.  This is a another tool for your tool box!

 Teachers monitor student progress in completion of the assignment.  Students concretely show their understanding of the text.  Students have a vested interest and take ownership of the work.  Students are strategic and actively involved in the reading process.  It covers the entire reading process but it teaches students how to break up the text so that they can read and understand text independently.  Gives the teacher a visual “snapshot” of student thinking.

 Works well for students with a variety of learning styles such as: ◦ Visual ◦ Spatial ◦ Kinesthetic ◦ Tactile  Works well for students that are Exceptional Children. It helps with: ◦ Visual tracking ◦ Sequencing and memory ◦ Cognitive deficits ◦ Students that are ADD/ADHD

 Anywhere that students can move around to work on their scroll.  Spread Out! ◦ This is a physically active process. ◦ It is okay for students to be physically involved in creating their scroll.  Have a trash can ready! It can get messy!

 The acronym for the reading process ◦ N ine m oms t ake s ix q uiet g irls a fter p ractice to p lay v olleyball.  Getting them prepared to read ◦ Movements and motions

◦ Copies of a selected text ◦ Construction paper – light colors work best ◦ Stick glue ◦ Scissors ◦ Pencils ◦ Highlighters ◦ Copy of the Reading Process

 Copy the text  If more than one page, number the pages so that they can be kept in order.  Students should cut off any excess borders around the text. Keep text features such as pictures, captions, footnotes, etc.  Paste each page of text to one page of construction paper so that there is enough of the construction paper showing so that student can write in the margins.  After entire passage has been glued to individual pieces of construction paper, then glue them side-by- side. 

 Before Reading ◦ Notice the Page – circle or box text features such as pictures, captions, bold or italics print, footnotes ◦ ‘Divide & Conquer’ – chunk the text into smaller pieces & draw a line after each section ◦ Make a prediction – What will we read in this text? ◦ Turn the title into a question – using the 4 W’s & H  *sets a purpose for reading  During Reading ◦ Summarize each section of the text ◦ Questions – Make your own test questions! At least one question for each section of text  After Reading - ‘Filling in the GAP at the end’ ◦ Genre – Students should identify the genre of text & record it at the end of the passage ◦ Author’s Purpose – Students identify why the author writes the selected text. ◦ Point of view – Students identify 1 st or 3 rd person point of view

 The completed book and blackboard work together as the teacher demonstrates the reading process.  This explicit instruction results in a concrete product that demonstrates the student’s understanding of the text.

 Students move physically across the length of the scroll.  Marking the text requires physical interaction with the text.  Student can clearly see progress on the task by looking at marked pages.

 The Textmapping Project  Diana Triplett  Derived from the original works of R. David Middlebrook.  Paula Brown - Benchmark Assessment Specialist for Hampton City Schools.  Joyce Herbin – Instructional Facilitator, Danville Public Schools

 ConnieWade 

21 Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.