1. Power Tools for Literacy
Strategies for Learning

2. What will we learn?
We will explore reading comprehension through explicit comprehension instruction, beginning reading, during reading, and after reading strategies.
We will view and discuss several developing vocabulary strategies.
We will participate in a reading comprehension strategy which will target your higher achieving students.

3. Empowering Strategic Learning
The Magnificent Seven Comprehension Strategies
Explicit Comprehension Instruction
Comprehension Bookmarks
Comprehension Reflection Prompts
Reading with a Purpose

4. The Magnificent Seven Comprehension Strategies
Make connections
Ask questions
Visualize
Infer
Determine important information
Synthesize
Monitor comprehension
The Magnificent Seven Comprehension Strategies

5. Making connections
We ask our students to make connections to their experience, reading material or to the world or
we call this text to the self, text to text or text to world.

6. Making connections * Students say to themselves
That reminds me of . . .
It made me think of . . .
I read another book where . . .
This is different from . . .
I remember when . . . *

7. Students ask themselves . . .
What is the author saying here?
I wonder what I would have done in this situation?
What is the author’s message?
What is the author talking about?
What does the author mean here?
Does the author explain this clearly?
The point is for students to formulate questions when they read. They probably do this at other times in their life.
Good to relate to something the students are familiar, a tv show or a movie, in The Prestige, one character I kept asking why is he in the movie? What is his purpose?

8. Be sure to ask questions from the underlined levels
Bloom’s Taxonomy
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Be sure to ask questions from the underlined levels
Make sure that your teachers are asking questions for each of the underlined levels as well as the more common recall questions.
I used the question cards to help me remember to ask those questions.
Teachers can also highlight (not literally) in some way the questions from the teachers edition that ask higher order thinking questions.
These can be found on the reference cards provided by William and Mary as well as on the RPS Instructional CD for secondary. *

9. Ask Questions Reading is thinking
Ask questions before, during and after reading
Clarify and gain understanding
Of author and of themselves
Good readers ask questions when they read

10. Visualize Create a picture in your head What are you doing?
do you see?
do you smell?
do you feel?
Good readers create a picture in their heads
Haven’t you ever been disappointed in a movie you saw after you read the book?
Imagine you are on vacation, answer these questions and share with a partner.

11. Visualize
Dolphins
live
description
eat
Visualizing not only includes making a mental picture in your head, it also includes using drawings, graphs and tables to visually make sense of the text. *

12. Drawing inferences What is known + clues from the text = judgment
Must find proof
Because reading is thinking good readers are always trying to figures things out and come up with their own conclusions

13. Drawing inferences QAR- Question Answer Relationships
What might you infer about this man from the picture?
In the Book Questions
Right There
Search and Locate
In My Head
Author and Me
On My Own

14. Drawing Conclusions Drawing Inferences vs. Text + MUST
Background Knowledge +
Text
FIND
PROOF

15. Determining Important Ideas
Weed out unimportant details
Including but not limited to
Main idea
Theme
Major events
Facts the author wants the reader to know
Good readers are able to eliminate minor details and pick out the most important ones

16. Determining Important Ideas
Fiction
&
Nonfiction
Determining Important Ideas
The students will ask themselves . . .
The big idea is . . .
The most important ideas are . . .
So far I have learned that . . .
This is important because . . .
I can use this information to help me . . .
This idea is similar to . . .
This idea changed my mind because . . .

17. Building Comprehension
Before Reading
After Reading
During reading

18. Before Reading Strategies:
Powerful Predictions
First Lines
Concept Sort

19. “Powerful Predictions”
Before Reading
“Powerful Predictions”

20. First Lines
Read the beginning sentences from a book and then make predictions about that book.
This technique helps students focus their attention on what they can tell from the first lines of a story, play, poem, or other text.
As students read the text in its entirety they discuss, revisit and/or revise their original predictions.

21. Concept Sort
used to familiarize students with the vocabulary of a new topic or book
provide students with a list of terms or concepts from reading material
Students place words into different categories based on each word's meaning

22. During Reading Strategies
Jigsaw
Reciprocal Teaching
Concept Map

23. Jigsaw
cooperative learning strategy that enables each student of a "home" group to specialize in one aspect of a topic
Students meet with members from other groups who are assigned the same aspect, and after mastering the material, return to the "home" group and teach the material to their group members.

24. Jigsaw Activity Establish home groups.
Count off to 5 and join your numbers group.
Read the selection. Complete Text Evidence form.
Return to your home group to teach your fellow teachers your portion.
Select one Speaker for the group share.

25. students become the teacher in small group reading sessions.
Reciprocal Teaching
students become the teacher in small group reading sessions.
students lead group discussions using four strategies: summarizing, question generating, clarifying, and predicting.

26. Concept Map helps children organize new information
helps students to make meaningful connections between the main idea and other information.
easy to construct and can be used within any content area.

27. Simple Example
inclusive concepts arranged

28. More Complex Example

29. After Reading
Mental Memory (Mind Movie)
Souvenirs
Story Wheel

30. Mental Memory (Mind Movie)
Readers connect the author's writing with a personal picture
Through guided visualization, students learn how to create mental pictures as they read.

31. Souvenirs concrete memories that children can use to retell and share something they have read
-a circle of foil to look like a shiny fish scale
-a die cut in the shape of a dog
colorful tissue shaped into a butterfly
-a seed
-cut-out of a stove top hat
-a small shell
-a bug sticker
Rainbow Fish
Dog Breath
Butterfly Alphabet Book
How a Seed Grows
Abraham Lincoln
Out of the Ocean
It's Disgusting and We Ate It

33. Story Wheel students visualize story elements and practice summarizing

34. Resources http://www.readingrockets.org/strategies/visual_imagery
YouTube