1. Helping Students Access Text Material Successfully

2. Makes the Invisible Processes of Reading Visible
Makes the teacher’s science-based reading processes and knowledge visible to students.
Makes students’ reading processes, motivation, strategies and knowledge visible to the teachers and to a community of learners.
Helps students gain new awareness from many readers, new strategies for attacking difficult text.

3. 2001 NAEP survey says...
“although virtually all adolescents are able to carry out simple reading tasks, only 40% can read well enough to comfortably manage high school texts.”

4. National Adult Literacy Survey of 2001 says...
If students are not literate (that is, they cannot read, write, and do basic arithmetic) 3 out of 4 will go on welfare and while on welfare, 68% will commit a criminal offense.

5. Active Engagement Format
Traditional Format
Active Engagement Format
Activate and build
Prior knowledge
Make predictions
Raise questions
Set purpose
Guide ACTIVE
Silent reading
Clarify, reinforce
and extend
knowledge
Before
Reading
Assign
Reading
Read
Assignment
Discussion to see
If students learned
main concepts, what they “should
have” learned
During
Reading
After
Reading

6. Average Retention Rates
Lecture 5%
10%
20%
30%
50%
75%
95%
Reading
Audio-Visual
Demonstration
Discussion Group
Practice by Doing
Teaching Others

7. Good Reading Strategies
As an experienced science reader, what do you do to read a science text successfully?

8. Good Reading Strategies
After reading the text,
What did you notice?
What was hard?
What did you do to make sense of the text as you read?

9. Problem-solving Strategies
"What kinds of things do people do when they come to new words?"
How do good readers solve problems with understanding a text?

10. What Good Readers Do
Use existing knowledge to make sense of new information
Draw inferences from the text
Ask questions before, during, and after reading
Monitor their comprehension

11. What Good Readers Do Use “fix meaning—up” strategies when breaks down
Determine what is important
Synthesize information to create new thinking

12. Reading Apprenticeship

13. Think-aloud with a Model
You have 90 secs to make a __________.
Your partner takes notes on what you said, what they noticed.
For each partner:
What are some of the things you noticed?
What was challenging?
What did you learn from each other?

14. Think-aloud with Text
One partner does a “talking to the text” with a dense piece of reading, thinking aloud with the reading.
For each partner:
What are some of the things you noticed?
What was challenging?
What did you learn from each other?

15. Strategic Times for Think-alouds
Previewing a chapter
Problem-solving in lab
Revising a procedure
Dense readings
Making connections between real life and content
Making connection between content-areas