Reading strategies: A toolbox for all classroom teachers.

T or FWhen I am teaching my content, I feel my students have NOT read the assignment even though they completed the work. T or FModeling reading is an active strategy. T or FReading strategies are only taught in CA. T or FTeaching reading strategies helps me teach my content. Answer the following questions:

Active reading strategies need to be taught at ALL grade levels by ALL teachers.

1. To develop a common language to be used in ALL classrooms 2. To transfer the reading strategies into ALL classrooms for ALL students 3. To establish a ‘teacher tool box’; a set of strategies that ALL teachers are familiar with and actively use while teaching It has been proven that using common reading strategies in ALL classrooms benefits students.

The Three Stages of Reading Before Reading During Reading After Reading Understands purpose of reading the material Understanding of how the textbook is formatted Schema is activated Reader reacts to what is read Connections are made: Text to text Text to self Text to world Reader can summarize or paraphrase what was read Reader uses a strategic method to approach the material being read Reading rate is varied based on the material being read Schema is being built and changed based upon what is read Material is reread if not understood

The reader makes connections. The reader activates his/her schema. The reader interacts with the text by predicting, using QAR, and other active reading strategies. Reader recognizes different kind of text. The reader alters his/her reading rate to accommodate for various types of text and for the purpose of reading. The reader has a large sight word vocabulary. The reader understands the format of his/her textbook. HOW DOES COMPREHENSION OCCUR?

Q.A.R. SUBSEARCH P.S. Double Column Notes Graphic Organizers Content Area Reading Strategies

‘A note taking system which helps students to be active readers when completing reading assignments.’ T. Reilly

SUBSEARCH Skim Underline ideas Bracket main idea Symbols Enumerate lists Abbreviate React personally Connect to the text Highlight Paraphrase or Summarize

This is the BEFORE reading part of SUBSEARCH. It sets the purpose and activates schema. S S = SkimSpeed Read a text for main ideas U U = Underline(underline as you “first-draft” read) B B = [Brackets]for that one major idea/thesis

This is the DURING reading part of SUBSEARCH. S S = SymbolsThe use of symbols to indicate quickly your thoughts E E = EnumerationNumber the important details (works well with DC notes)1,2,3,4,5 I, II, III A A = AbbreviationsShorten important parts and words. ImptOICConnect ????

This is also at DURING READING part of SUBSEARCH. In order for a student to truly understand a piece of material he/she must find a ‘hook to hang it on’. R R = React Personally this is like… remember when… C C = Connect text to texttext to selftext to world

This is the AFTER reading part of SUBSEARCH. Only after we have done our pre-reading (S.U.B.) and read the materials (S.E.A.R.C.) do we pick up a highlighter. ‘Highlighting is like GOLD!!!!’ ‘Highlighting is like GOLD!!!!’ Tim Reilly Highlighting has value only when it is rarely used. We do NOT want coloring

This is the AFTER reading part of SUBSEARCH. It occurs as a way to make the material your own. According to Marzano, paraphrasing and summarizing information may be the most significant skills that readers develop in school. After ‘SUBSEARCH ing’ an article, students should look at their notes write their own PS statement.

Reading Strategy developed by T. Raphael Raphael, T. "Question-answering Strategies for Children." The Reading Teacher, (2), pp A process of identifying the information needed (and where to find it) in order to successfully answer a question.

The four types of questions- Right There: The answer is right there in the text. The words for the question & the answer are stated directly in the text usually in the same sentence. Think and Search: The answer is somewhere in the text. The answer requires information from more than one sentence or paragraphs. On My Own: The answer to the question must be found in the reader’s own background knowledge. Writer and Me: The answer will be found in the reader’s background knowledge but would not make sense unless he/she had read the text.

Right There Questions 1. Who was the president in 1985? 2. What are the elements in salt? 3. What are the beginning and ending dates of World War II? 4. Where did D-day take place? Right There questions sometimes include the words- “According to the text…” “How many…” “Who is…” “Where is…” “What is…”

THINK and SEARCH QUESTIONS “Think and Search” questions sometimes include the words “The main idea of the passage…” “What caused…” “Compare/contrast…” 1. Explain the difference between a solid, liquid, and a gas. 2. List 3 reasons why the Vietnam War began. 3. Find 3 alternative energy sources in the article. 4. Give at least three reasons why Germany lost WWII.

THE AUTHOR and ME QUESTIONS “Author and You” questions sometimes include the words “The author implies…” “The passage suggests…” “The speaker’s attitude..” 1. How might Brian be similar or different to you? 2. Do you think Brian’s dream about his father and Terry saved his life? 3. Discuss a time when you have used tools and compare that to early man’s use of tools. 4. How is living in Alaska different from living where you live? Explain.

ON MY OWN QUESTIONS “On Your Own” questions sometimes include the words “In your opinion…” “Based on your experience…” “Think about someone or something you know…” 1.What are some uses for baking soda? 2. What are some ways that brothers and sisters help each other? 3. What would you do if you found a kayak? 4. What do you know about the plains?

Bloom’s Taxonomy The end goal of QAR is to have students write their own questions at high level of Bloom’s taxonomy.

LEVELS OF BLOOM’S TAXONOMY Remembering: Can the student remember the information presented? Includes words such as: list, memorize, recall, repeat, reproduce state Understanding: Can the student explain ideas or concepts in his/her own words? Includes words such as: discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Applying: Can the student use the information he/she learned in a new way? Includes words such as: choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. Analyzing: Can the student distinguish between the various parts? Includes words such as: appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Evaluating: Can the student justify his/her position or opinion? Includes words such as: appraise, argue, defend, judge, select, support, value, evaluate Creating: Can the student create new product? Includes words such as: assemble, construct, create, develop, formulate, write.

Two methods used to visually display the information being presented.

MAIN IDEA GOES ON THIS SIDE Only a few items are written here. SUPPORTING DETAILS GO HERE Lots of information goes on this side.

“The researchers recommended that each strategy be taught with singular focus, over a long period of time, to students from kindergarten through twelfth grade and beyond, and that teachers model and students practice the strategies with a variety of texts. If teachers focused their attention on a strategy, beginning with a great deal of modeling and gradually releasing responsibility (Gallagher and Pearson, 1983) to the children to practice it independently, the researchers believed students could actually be taught to think differently as they read.” From Mosaic of Thought by Ellin Keene

Alger, C. (2009). Content Area Reading Strategy Knowledge Transfer from Preservice to First-Year Teaching. Journal of Adolescent and Adult Literacy, Tim Reilly handouts and presentations Caldwell, J. S., & Leslie, L. (2009). Intervention Strategies to Follow Informal Reading Inventory Assessment- So What do I do Now? In J. S. Caldwell, & L. Leslie, Intervention Strategies to Follow Informal Reading Inventory Assessment- So What do I do Now? (pp ). New York: Pearson. Kelley, M. J., & Clausen-Grace, N. (2007). Comprehension Shouldn't Be Silent. In M. J. Kelley, & N. Clausen-Grace, Comprehension Shouldn't Be Silent. Newark: International Reading Association. Raphael, T. E., Highfield, K., & Au, K. H. (2066). QAR Now. In T. E. Raphael, K. Highfield, & K. H. Au, QAR Now (pp ). New York: Scholastic. Robb, L. (2003). Teaching Reading in Social Studies, Science, and Math. In L. Robb, Teaching Reading in Social Studies, Science, and Math (pp ). New York: Scholastic. Walpole, S., & McKenna, M. C. (2004). The Literacy Coach's handbook. In S. Walpole, & M. C. McKenna, The Literacy Coach's Handbook (pp ). New York: Guilford. Wilson, N. S., Grisham, D. L., & Smentana, L. (2009). Investigating Content Area Teachers' Understanding of a Content Literacy Framework: A Yearlong Professional Development Initiative. Journal of Adolescent and Adult Literacy, Wood, K. D., Lapp, D., Flood, J., & Taylor, D. B. (2008). Guiding Readers Through Text- Strategy Guide for New Times. In K. D. Wood, D. Lapp, J. Flood, & D. B. Taylor, Guiding Readers Through Text- Strategy Guide for New Times (pp ). Newark: International Reading Association.