Reading THOUGHT GUIDED BY PRINT. READING A Definition of Reading: INTERACTION OF THE READER WITH TEXT “Reading is the process of constructing meaning.

Slides:

Advertisements

Similar presentations

Susan R. Easterbrooks Georgia State University

Advertisements

Reading Your Science Textbook Strategies for comprehension.

Reading Comprehension Strategies

Reading Strategies.

Reading in the Curriculum. Reading Fluency General Discussion  What is a fluent reader?  How do you help your students become fluent readers?

© 2007 Pearson Education, Inc. publishing as Longman Publishers Chapter 2: Active Reading and Learning Efficient and Flexible Reading, 8/e Kathleen T.

Thinking About How You Read

Interactive Read Alouds Modeling Comprehension Strategies.

BEFORE READING STRATEGIESBEFORE READING STRATEGIES.

How can I help my child with reading at Home? 1. Motivating Kids to Read Studies show that the more children read, the better readers and writers they.

Reading in the Upper Grades

Thinking About How You Read

Making Connections.

Non-Fiction Text Structures and Before, During, and After Reading Strategies.

Reading Survey Results

Talking to the Text (TttT) Essential Question: Explain how to use the reading strategies “Talking-to-the-text” and “Chunking” and evaluate which parts.

Activating Prior Knowledge. Lifelong Literacy Strategies “Explicitly teaching strategies that proficient readers use when trying to make sense out of.

Reading Your Textbook Effectively

How Students’ Identities as Readers Shape Their Engagements with Texts Leigh A. Hall University of North Carolina, Chapel Hill

9/9/20151 Teaching Literacy across the John Munro Teaching students who have literacy comprehension difficulties : Building the oral language component.

Point of View T-Chart Pictorial

Reading Comprehension Strategies Jeanne Novak-Egan.

© 2005 Pearson Education, Inc. publishing as Longman Publishers Chapter 2: Active Reading and Learning Efficient and Flexible Reading, 7/e Kathleen T.

Literacy Strategies There is no such thing as a child who hates to read; there are only children who have not found the right book.” ― Frank SerafiniFrank.

SQ34 for Reading (Improving Comprehension & Recall) Kathleen High, M. Ed.

Note-taking strategies and techniques for Reading:

How to Read a Text book Or How to get the most out of a text book.

Gradual Release of Responsibility

Second Grade Curriculum Night. Guided Reading  Expectations.

READING STRATEGIES Thinking About How You Read Metacognition: Thinking About How You Think Before you can truly improve your reading skills, you need.

“Think about It…” Answer the following questions HONESTLY… Do you ever read something but not remember what it says? What do you do if you catch yourself.

Learning 101 Keys for Success in School. Learning takes repetition You must use new information 3 times for at least 3 minutes within 24 hrs. of learning.

Good Readers How to interact with a text. Good Readers Make connections Good readers relate what they read to their own lives by connecting it to prior.

The following reading habit posters are formatted to 11”x17” paper to be printed and then drawn in front of students as a pictorial for brain imprinting.

7 Effective Habits of Good Readers Mrs. Beyer Language Skills.

Metacogitive Reading Strategies: Part 1 Activating Schema What Good Readers Do to Build Meaning From Text.

Melissa Horn Katie Laver Jody Shaughnessy. Proficient readers use a number of different cognitive strategies in the process of interacting with texts.

READING STRATEGIES Thinking About How You Read Metacognition: Thinking About How You Think Before you can truly improve your reading skills, you need.

1 ST GRADE Prior Knowledge. Using this PowerPoint The purpose of this PowerPoint is for students to be able to access engaging online activities to help.

13 Key Reading Strategies Skilled readers do these things—that's why they're skilled!

Why worry about comprehension? Reading is more than saying the words or getting from the beginning of a book to the end. To be successful readers, children.

The Seven Habits of Proficient Readers What do “good” readers do when they read?

Reading Comprehension and Memory University Counseling Center Study Skills Seminar Memorial Hall, First Floor.

Reading Strategies We Use Every Day. 1. Creating Mental Images Good readers:  Visualize and create pictures in their mind  Organize details in a “mental.

Improving Your Study Skills. The Vocabulary You may consider using the following format for your vocabulary. This technique is called “word saver” and.

The following comprehension strategy posters are formatted to 11”x17” paper to be printed and then drawn in front of students as a pictorial for brain.

HABITS OF GOOD READERS.

Reading Comprehension Strategies

Thinking About How You Read READING STRATEGIES

A Guide to Reading Comprehension Strategies

Reading Comprehension Strategies

Active Reading strategies

Academic Reading Strategies for reading in Allied Healthcare.

Thinking About How You Read

Thinking About How You Read

Thinking About How You Read READING STRATEGIES

Thinking About How You Read

Thinking About How You Read

Prior Knowledge 1st grade.

Use Background Knowledge

Thinking About How You Read

Thinking About How You Read

Reading in the Upper Grades

Thinking About How You Read

Thinking About How You Read

Thinking About How You Read

Thinking About How You Read

Becoming an Active Reader

The Reading Process.

Making Connections.

Presentation transcript:

Reading THOUGHT GUIDED BY PRINT

READING A Definition of Reading: INTERACTION OF THE READER WITH TEXT “Reading is the process of constructing meaning from written text … [It] is a process in which information from the text and the knowledge possessed by the reader act together to produce meaning.” from "Becoming a Nation of Readers"

Metacognition Being your own teacher Responsibility and capability

Schema What do I already know about this? Barbed wire fence versus book case More you know, more you can know

Schema Understanding is only possible when you connect new information with what you already know.

Schema Weak readers are not in the habit of automatically “activating” schema

Schema Why do we survey?

READING Regardless of your level, EFFECTIVE READING IS THOUGHT GUIDED BY PRINT. As you read you will be: ASSOCIATING---What do I already know about this? What is familiar? PREDICTING---What is this about? What do I need to Know? What will I learn? CONFIRMING---Were my predictions correct? Did I learn what I needed to know?

Target and Reason Why am I reading this? Different purposes for reading.

Prediction What will this text tell me? Am I right? Am I wrong? Why?

Comprehension Why do we learn to ask questions at various levels?

Retention Types of memory = Sensory, STM, LTM Remembering for long term

Retention Natural decay rates 24 hours is the key Grading based on what you really know, not how many worksheets you filled out.

Spaced Repetitions

Retention You cannot remember something you don’t understand You cannot remember something that is not organized

Jones Forms We use 4 training forms in 7 th grade to help you develop reading skills for textbook learning: SQ3R, SKWrL, History frame, and Oracle Each of these techniques is based on research in reading, learning, and memory to help give you independent skills.

SQ3R 1.Why do we survey? 2.Why do we make questions before we read? 3.Why do we make questions on various levels?

SKWRL 1.Why do we try to remind ourselves of what we already know before reading? 2.Why do we spend time on what we wonder about the topic before reading? 3.Why do we outline the text? 4.Why do we make questions and at higher levels?

History Frame 1.Why do we identify the historical problem or goal before we read? 2.Why do we imagine “what would have happened if…”? 3.Why do we create questions?

Oracle 1.Why do we make predictions? 2.What do we base the predictions on? 3.Why do we monitor how right we were while we read?

QUESTIONS 1.What is schema? What does it have to do with reading? 2.Why do we survey the text? What kinds of things should you try to get going on in your head during survey? 3.How is reading “thought guided by print”?

QUESTIONS 4.What kinds of things “break down” in the beginner reader? 5.How is reading the textbook different from reading some other kinds of print material?

QUESTIONS 6.What is metacognition? What odes it have to do with all this? 7.How is the brain more like a barbed wire fence than a book case? 8.You cannot remember something unless you ___ it and you cannot understand it unless you can connect it with ___. 9.How do spaced repetitions help cut down on memory decay?