What Makes a Good Reader? What does a good reader do?

Brainstorm…Shoot for at least 4-5 comments for each rotation! 1. Characteristics of a Good Reader 2.How do you know if you truly understood what you read? (What should you be able to do?) 3.Reasons people read 4. What makes reading challenging is… 1.When I read a text with other people…(what makes it difficult, helpful, challenging) 2. What schools should/shouldn’t do to encourage reading… 3. Suggestions for making this class FABULOUS..

Group Expectations  Level 2  1 Person Speaking at a Time  Active Listening  Take responsibility for the role you’ve been given in your group!  Focus within your group—don’t allow other groups to distract you.  Ask 3 before me! If you don’t understand or have a questions—ask at least three other people before you ask your teacher!

Sum it up…All Effective Readers..  Read for understanding, not for speed.  Know when and how to find the meaning of a word-using more than a dictionary.  Sometimes, read something more than once. read something more than once.  Read a variety of literature-more than AR/library books- than AR/library books- like magazines, articles, etc. like magazines, articles, etc.  And…ACTIVATE YOUR INTERNAL VOICE!

UBER Cool word of the day… METACOGNITION Thinking about your thinking! Thinking about your thinking!

ACTIVE VS. PASSIVE READING  You make choices to be ACTIVE or PASSIVE in most everything you do.  Being ACTIVE means that you are INVOLVED!

ACTIVE vs. PASSIVE What are the benefits of being ACTIVE in a class?  What happens when to you when you are PASSIVE?  What kinds of things do you do to try and remain ACTIVE in a class?

ACTIVE READING: INNER VOICE  Between you & the text  Talk to yourself about what you read WHILE you read. Why not just “read it” and finish it so you can move on?

Write down 3 things you saw me do that would count as “ACTIVE” Reading?

You hear that thinking..a voice inside your head… an internal voice.  Listen hard. It’s there. When you are making a decision, responding or reacting to a situation, voices in your to a situation, voices in your head that probably say something like this… "Yea, that’s the way to go." “Did he even notice me?” “I hope he likes me..” "Hold on, you sure you want to do this?" "Is this the right move?" "Hmm…something isn’t right…"

That Voice….Does it come out when you read? I hear that voice sometimes, but its mostly quiet. I mostly concentrate on getting through the words on the page. Sometimes. My inner voice wonder about things when I read…like what will happen next, or what a word means. I sing and dance when I read—I see pictures, wonder about things, think about my own life, and put things in my own words.

Which voice do I want my inner voice to become while I read? How? 7 Key Strategies to Comprehension… Check them out on the wall

You hear that thinking..a voice inside your head… an internal voice.  Listen hard. It’s there. When you are making a decision, responding or reacting to a situation, voices in your to a situation, voices in your head that probably say something like this… "Yea, that’s the way to go." “Did he even notice me?” “I hope he likes me..” "Hold on, you sure you want to do this?" "Is this the right move?" "Hmm…something isn’t right…"

Before Reading Activate what you already know about a subject.  Text-to-Self Connections  Text-to-Text Connections  Text-to-World Connections “That reminds me of…” “I remember…” “I have a connection…” Use Background Knowledge

PRACTICE! PRACTICE! 1 ST read  “I wonder why/if…”  “This reminds me of..”  “This is confusing..”  I can imagine..” 2 nd Read-  Circle important words  Underline most important ideas/events (3 or 4)  Near end, jot down why this matters.

How to Annotate?  Circle unknown words.  As you read, circle each word you come across that is unfamiliar. You may need to come back and reread the sentences before and after the word to get at the meaning of the word.  Mark definitions.  Underline, highlight or circle sentences that provide you with a definition. Write “Def” in margin.  Make Notes  Make notes to yourself in the margins. As you read, write any questions or comments that crop up in your mind in the margin next to the passage.  Star/Underline  Place a check or star next to important passages. This is extremely helpful when taking a test that requires you to read a passage, because the questions that follow the reading will most likely refer back to these points. You might want to also underline most important sentences or phrases in these passages.  Keep it Simple  Keep it simple. Remember, you are trying to connect with the reading in some way. Use the tools that work best for you

What does it mean to Annotate?  Unlike "highlighting," which is a passive activity, the process of annotating text helps you to stay focused and involved with your textbook.  You'll find that the process of taking notes as you read will help you to concentrate better.  It will also help you to monitor and improve your comprehension.

Proficient Readers: Draw conclusions, make predictions, and make educated guesses about what we observe “I think that…” “My guess is…” “My conclusion here is…” “I predict…” Making Inferences & Predictions

What is an Inference Go beyond what is told to you in words. Make a guess about what you “think” you know!  Rudy: How much do you think I’ll need? Alex: At least fifteen bones. Rudy: Fifteen dollars!

Proficient Readers are able to determine main ideas and most important points in a text, and to explain how they did so. “I think this part is really important because…” “The main idea of this text or paragraph is.. Determining the Importance in Text

During Reading Proficient Readers ask questions to determine an author’s purpose, to explore their own curiosities, or find personal value in a text “What do I want to know?”  “What parts are confusing?”  “What questions do I have?”  “Did I get satisfying answers?” Ask Questions and Monitor Understanding

During Reading Proficient Readers:  Create mental images while and after reading and use those images to help comprehend the text. “What do I imagine hearing, feeling, seeing, smelling, or tasting as I read this text?” “What do I see in my mind as I am reading this text?” Visualize

Synthesize the Parts to Make the Whole Text Make Meaning Proficient readers: Can “fit” together pieces of the text to create a “whole” meaning. This will require understanding of fiction and non-fiction “pieces” of the puzzle. “In the end, what does this really mean to me?”

After Reading Good readers put into their own words the gist of what they’ve been reading. Summarize

TURN UP THE VOLUME!!  As they need strategies and skills to communicate with an author, good readers lean them in the context of reading.  As they need strategies and skills to communicate with an author, good readers lean them in the context of reading.  Soon, you’ll be turning Up the volume on that inner voice and READING LIKE A ROCKSTAR ROCKSTAR

After Reading  What is my opinion about this article?  Why might this info be Important to me or my Future? Apply to Life

“Fix-Up” Strategies to Monitor Meaning Proficient Readers: Monitor their comprehension as they read. They know when it makes sense or not, can use strategies when they come upon a difficult word, and can solve problems when they become confused. Possible “Fix-Ups” Reread the word, sentence, or passage for understanding.. Use context clues within the text. Look at the pictures in the text if they exist.

During Reading  Do I recognize part of the word?  Prefix? Suffix? Root Word? Word Attack

 it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer be at the rghit pclae. The rset can be a toatl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe.