1. An Instructional Framework
THE READING PROCESS
An Instructional Framework
for
Content Area Teachers
Adapted from a presentation by Dr. Bonnie Hain, FCPS Curriculum Specialist for Reading, English, and Language Arts

2. Good readers CONSTRUCT, EXTEND, and EXAMINE MEANING as they read…
For information.
To perform a task.
For literary experience.

3. Constructing Meaning - Building a basic understanding of text
Comparable to using a set of plans to build the basic frame of a house.
Before reading + during reading =
a broad understanding of the text.

4. Extending Meaning – Elaborating understanding
Analogous to finishing the walls, adding trim, and installing the floors, etc. to the frame of the house.
Readers add details, support, and explanation to their understanding of text and make connections with other texts or real-life experiences.

5. Examining Meaning – Evaluating understanding
Similar to the owner completing a “walk through” to determine if any corrections or minor changes are needed to “perfect” the project.
The reader evaluates his/her understanding of the text using clarifying and questioning techniques.

6. Paradigm Shift for Understanding The Reading Process:
Before
Reading
Before Reading
During Reading
During
Reading
After Reading
After Reading

7. The Sub-processes of Reading:
*************************************************************** The READING PROCESS is the blueprint from which understanding is constructed. ***************************************************************
The Sub-processes of Reading:
Previewing
Prereading
Initial Reading
Reflection
Rereading
Planning Communication
Communicating a Response

8. Before Reading: PREVIEWING
Physically scan the text layout
organization
text features
Genre
Compare to previously read texts

9. Before Reading: PREREADING
Establish a purpose for reading
Access topic familiarity
Build background
Teach vocabulary
Select strategies needed
to construct meaning during
the initial reading

10. During Reading: INITIAL READING
Implement the reading plan
Decoding (using cueing systems to determine unknown words / meanings)
Forming Meaning (using “fix-it” strategies to clarify understanding)
Formulate a global understanding
of the text
Construct the initial response for
after-reading tasks

11. After Reading: REFLECTION
Compare pre-reading ideas with ideas derived from initial reading (global understanding).
Determine what else needs to be known to make meaning of the text.
Revisit the purpose for reading.

12. After Reading: REREADING
Revisit the text to verify, clarify, and revise meaning.
Redefine the purpose for reading.
Answer questions/make meaning from a variety of stances:
Developing interpretation
Making a personal response
(reader-to-text)
Taking a critical stance

13. After Reading: PLANNING COMMUNICATION
Designing a plan to meet the expectations in the response:
Topic
Audience
Purpose
Form

14. After Reading: Communicating a Response
Speaking to others (literature circles, book talks, panel discussions, debates, and various other presentation forms)
Writing to others (journals, book reports, letters, essays, poems, news articles, etc.)
Dramatizing for others (puppet shows, plays, skits, songs, etc.)
Drawing for others (annotated illustrations, cartoon strips, models, etc.)

15. Checking the Response 1
Is there evidence that the reader met the objectives/indicators?
Is there evidence that the reader used the text to answer all parts of the questions with partial text support?
Is there evidence that the reader used the text to answer all parts of the questions with full text support?
Is there evidence that the reader made connections, extensions, and/or examinations using the text?
Within- relates the text support to the question
Across- synthesizes information throughout the text
Between – compares information from two or more texts 1 2
2/3 2 2 3

16. FRAMEWORK FOR PLANNING/EVALUATING READING LESSONS:
Initial reading produces global understanding?
Reflection opportunities planned?
Checks for extended/examined meaning?
Demonstrates success in meeting reading indicator in plan?
Includes previewing activity?
Reviews topic familiarity?
Includes authentic purpose for reading?
Independent reading opportunities included?

17. READING SUB-PROCESSES
Lesson Plan
Previewing
Prereading
Initial Reading
Reflection
Rereading
Planning Communication
Communicating a Response

18. Let’s Get to Work!