Reading Strategies for All Content Areas Sharon Thurman and Jeanette Barreiro

Agenda  Reading Strategies Anticipation Guide—Click HERE HERE  Best Practice Methods Jigsaw  Poll: You decide (Think-Pair-Share)  Other Strategies  Q & A

Anticipation Guide   Benefits:   Activates prior knowledge   Requires readers to make predictions   Engages important issues that will come up in the reading   Has readers enter a text thinking   Should only take about 6-8 minutes of class time   Have students respond to four to six questions or statements using a true/false, yes/no, or agree/disagree format.   These should be big and open-ended. Use words like “always” and “never” to make them more extreme.

Anticipation Guide   You can discuss these using a think/pair/share format or go straight to the reading passage.   After reading, return to the anticipation guide to see if students still agree with original answers.   **Lots of these can be found on the Internet—you don’t have to create one from scratch!!!***

Jigsaw   Benefits:   Time saver—”divide and conquer” method allows students to hear oral summaries instead of reading everything   Forces readers to “reread” for the big ideas/reactions/ connections   Works with textbook chapters or articles   Students are divided into small groups. Before meeting in groups, they read their assigned passage or article, then fill out a jigsaw form which asks them to mark important parts of the text, write three big ideas, and three reactions/connections.

Jigsaw   Next they meet with their group members, compare notes, and come to consensus on the big ideas and reactions/connections.   Each small group shares these with the whole class; this gives everyone an opportunity to hear the summaries about several texts or sections of a textbook chapter.  During the group presentations, listeners should take notes in order to understand the sections they were not responsible for reading.

Poll Everywhere  Benefits  Anonymous—gets the readers actual opinion, not the popular opinion.  Quick  Can be converted into a Wordle to see what similar words crop up the most  Link to Your Opinion poll:  Code:

Think-Pair-Share  Benefits—  Having time to write things out prior to discussion helps students feel comfortable participating  Working in pairs forces readers to actively discuss instead of relying on the dominating discussers in whole-class discussion  You can be creative with this strategy. Check out this LINK LINK

Think-Pair-Share  Have readers think and write on their own prior to discussion (eg, Your Opinion polleverywhere, QuickWrite, Moodle Feedback, Ning, Edmodo)  Discuss ideas with partner—be creative with pairing up students  Share pair’s main points with entire group

Wordle  Benefits  Easy to use  Linked to many different websites—even Facebook statuses!  The more a word appears in the text, the larger it gets on the Wordle. This will help you see the words that are mentioned most often in the poll/answer. This shows both common understanding and common misconceptions.  Great to use with new vocabulary—allowing students to define new words without a dictionary.

Other Strategies for Content Area Reading  Before Reading  Brainstorming—Webbing, Wordle, Bubbl.us, Stixy, ReadWriteThink.org interactives  Anticipation Guide  List-Sort-Label--  List-Sort-Label--In small groups, students take a set of key terms (8-15) selected by the teacher and sort them into categories. (Optional) They can determine a “gist” statement to predict what they believe is a summary of the text. Finally, they can list what they hope to discover or questions based on the words they did not understand.

Other Strategies for Content Area Reading  During Reading  Coding Text/Post-It Response (using Adobe Reader)--  Coding Text/Post-It Response (using Adobe Reader)--Give the students a few codes to use while reading. If the text is in a textbook, the codes can be written on post-it notes. For example:   ✔ Confirms what you thought   ? Confusing   ! very important   → something new or interesting

Other Strategies for Content Area Reading  During Reading  Double Entry Journal--  Double Entry Journal--Students take notes as they read. The right column is for important ideas from the text. The left column is for personal thoughts, questions, confusions, reflections, or reactions.   Jigsaw   Literature Circles—Using nonfiction tradebooks, textbooks, or articles

Other Strategies for Content Area Reading  After Reading  It Says, I Say, and So—Teacher poses three or four questions that require students to draw inferences rather than just find information in the text.  It Says—summarizing text  I Say—writing their own thinking about the questions posed  And So—drawing a conclusion

Other Strategies for Content Area Reading  After Reading  Written Conversation—Pairs of students write short notes back and forth to each other about a text, lecture, video, or experiment. They trade notes/ s about every 2-3 minutes WITHOUT TALKING. After passing notes/ s 2-3 times, allow them to discuss aloud with their partners. Then have a whole-class discussion.  Think-Pair-Share

Questions?  Contact Jeanette Barreiro (Language Arts Digital Curriculum Developer) Contact Jeanette Barreiro (Language Arts Digital Curriculum Developer) Contact Jeanette Barreiro (Language Arts Digital Curriculum Developer)  Contact Sharon Thurman (Literacy Staff Developer) here: Contact Sharon Thurman (Literacy Staff Developer) here: Contact Sharon Thurman (Literacy Staff Developer) here:

ADDITIONAL RESOURCES  FROM TEACHING THAT MAKES SENSE  Reading strategies: area-reading-strategies FROM TEACHING THAT MAKES SENSE /content_area_reading.htm Info on writing in reference chart form: nizers%20v001%20(Full).pdf area-reading-strategies /content_area_reading.htmhttp:// nizers%20v001%20(Full).pdf

PRINT RESOURCES  Subjects Matter: Every Teacher’s Guide to Content-Area Reading by Harvey Daniels and Steven Zemelman  Teaching the Best Practice Way: Methods that Matter K-12 by Harvey Daniels and Marilyn Bizar  When Kids Can’t Read What Teachers Can Do by Kylene Beers