Year 1… We are all reading teachers! Explanation of Reading Skills

Year 1… We are all reading teachers! Explanation of Reading Skills Assessment – Formal – Informal Strategies – Universal Elements of an Effective Reading Instruction in any subject/grade level

Jigsaw – Part 1 (20 min.) You will be assigned a table number. Table 1 – Every child reads something he or she chooses Table 2 – Every child reads accurately Table 3 – Every child reads something he or she understands Table 4 – Every child writes about something personally meaningful Table 5 – Every child talks with peers about reading and writing Table 6 – Every child listens to a fluent adult read aloud Move to your assigned table. On your own, read your section of the article. Youngest teacher leads the discussion of the questions (back of the sheet). Make sure everyone’s voice is heard on every question. Take your own notes of the discussion. You’ll need them for part 2.

Jigsaw – Part 2 (20 min.) Move to the table with your letter. Beginning with the person that was at table 1, up to 6, explain what your section was about and the highlights of your discussion from the previous group (whether you agree or not).

Jigsaw – Part 3 (10 min.) Move to your new table: – A – Elementary School – B – Elementary School – C – Middle School – D – High School Answer in Open Conversation: – How could I incorporate these elements into courses I teach? – How can these elements be incorporated in other courses at my division level (e.g. Div. II)? – How could you use this process with your staff?

Content Area Reading Instruction From all of this discussion…any “aha” moments? While these elements of reading instruction are needed, it is necessary to connect consistently back to skills on the reading framework. – The elements of reading instruction are the vehicle to building reading skills.

English Language Arts Understand the word reading and comprehension demands of chosen texts Know individual student needs and how to modify texts Understand text structures common to ELA (narrative, description, compare/contrast, sequential, cause/effect, argument and evidence) Demonstrate comprehension strategies for each Demonstrate strategies for learning tier 2 and 3 vocabulary.

Social Studies Understand the word reading and comprehension demands of chosen texts, such as recognizing facts, opinions and judgments, distinguishing between primary and secondary sources, identifying authors purpose and point of view, detecting bias, evaluate presented evidence, using text features. Know individual student needs and how to modify texts Understand text structures common to SS (description, compare/contrast, sequential, cause/effect, argument and evidence, problem/solution, proposition/support) Demonstrate comprehension strategies for each Demonstrate strategies for learning tier 2 and 3 vocabulary (especially abstract vocabulary).

Science Understand the word reading and comprehension demands of chosen science texts, such as density of ideas, relating current ideas and concepts to prior knowledge, technical nature of vocabulary and texts, combining text and graphic information. Know individual student needs and how to modify texts Understand text structures common to Science (description, main idea and details, definition, cause/effect) Demonstrate comprehension strategies for each Demonstrate strategies for learning tier 2 and 3 vocabulary. Look at similarity of skills required for scientific method and for reading comprehension (metacognitive skills).

Mathematics Understand the word reading and comprehension demands of chosen math texts, such as density of ideas, relating current ideas and concepts to prior knowledge, technical nature of vocabulary and texts, combining text and graphic information. Know individual student needs and how to modify texts Understand text structures common to Math (description, main idea and details, definition, cause/effect) Demonstrate comprehension strategies for each Demonstrate strategies for learning tier 2 and 3 vocabulary. Pay attention to tier 1 vocabulary.