Strategic Reading for Adolescents Putting All the Pieces Together Martha Lamb Catawba County Schools August 2009

Agenda 9:00 - Introductions & announcements 9:15 – 10:30 -Objectives What Is Reading? Most Important Sentence (strategy) Montebation of Traxalene Factors Contributing To Poor Rdg. Ability 10:30 – 10:40 - Break 10:40 – 12:00 -Reading Strategies 12:00 – 1:00 -Lunch 1:00 – 2:30 -Break 2:40 – 4:00 -Reading Strategies Culminating Activity

Objectives You will understand and be able to describe the different subskills needed in order to read efficiently. You will be able to differentiate between reading instruction that takes place in the language arts class and reading support that is needed in content classes. You will understand why students need instructional support before, during, and after reading. You will know how to use activities to scaffold reading in your classroom so that your students will be more successful.

What Is Reading? Activity On a sentence strip, write a one-sentence answer to the question, What is reading?

What subskills make up the act of reading? Word identification –Sound/symbol connections –sight words Making meaning of text –Knowledge of words and word parts –Sentence and paragraph comprehension –Interacting with the text Interpreting and analyzing text –Recognizing authors purpose and point of view –Accepting or resisting authors implied message

Word Identification Srprsngly, mst pple cn rd ths txt. Most people learn to read by applying the rules of phonics and/or by memorizing word shapes, but with practice, the rules become internalized and one reads at the level of automaticity.

Making Meaning of Text Roadblocks: Lack of word knowledge –Unfamiliar words –Insufficient knowledge of word parts (prefixes, suffixes, roots) –Words with multiple meanings Poor fluency Failure to interact cognitively with the text Resistance to reading (perpetuates cycle) Reduced requirements/expectations by teachers

Interacting With Text English/Language Arts teachers and reading specialists teach metacognitive strategies: –Monitoring for meaning –Using prior knowledge –Questioning –Determining importance –Inferring –Using mental images –Summarizing –Predicting

Interacting With Text English/Language Arts teachers and all content area teachers use teaching strategies to support students in reading: –Before-reading strategies –During-reading strategies –After-reading strategies Why should content teachers use reading comprehension strategies? –Because comprehension strategies are thinking strategies, and they result in better understanding and retention of course content

Before-Reading Strategies Good readers use before-reading strategies: Preview text Activate prior knowledge Make predictions Reading comprehension depends upon making connections with schema. To ensure optimal comprehension, teachers must use before-reading strategies

Before-Reading Strategies Word Splash Probable Passage (before- and after-reading)Probable Passage Anticipation Guides (before- and after-reading)

During-Reading Strategies Good readers use during-reading strategies: Monitor their comprehension Make connections Determine importance Make predictions Ask questions To ensure optimal comprehension, teachers must use during-reading strategies

During-Reading Strategies Reading Quads Re-Reading Predicting vs. Knowing (before, during, and after)

After-Reading Strategies Good readers use after-reading strategies: Summarize Reflect Analyze Evaluate To ensure optimal comprehension, teachers must use after-reading strategies

After-Reading Strategies Word Sort Tea Party (before- and after-reading) Text Reformulation

Culminating Activity Word Splash: working in groups of four, discuss words & write predictions Read selection using Reading Quads Reformulate text: –Comic book –Letter –Interview –Story –Newspaper article

Useful Websites Greece School District in New York State has posted a number of reading strategies with details on how to use them on this site:

Revisiting The Objectives You will understand and be able to describe the different subskills needed in order to read efficiently. You will be able to differentiate between reading instruction that takes place in the language arts class and reading support that is needed in content classes. You will understand why students need instructional support before, during, and after reading. You will know how to use activities to scaffold reading in your classroom so that your students will be more successful.

Ticket Out the Door Summary 3 facts you want to remember about teaching to support reading 2 strategies you plan to use during the first month of school 1 question you still have about using reading strategies

Concluding Thoughts Contact me for further work with using reading strategies: (mobile phone) Dont forget to evaluate this workshop on SchoolLink; evaluation should be available to you tomorrow

Probable Passage Arrange words into the following groups: Characters Setting Problems Outcomes Unknown Words Next, write a gist statement and a list of things to discover. return