1. Camille L. Holmes, M.Ed. Eastfield College Mesquite, Texas
No Reading Strategy Left Behind Integrating Reading Strategies Across Content Areas
Camille L. Holmes, M.Ed. Eastfield College Mesquite, Texas

2. No Reading Strategy Left Behind
Using a sticky note, write what you believe the unengaged reader looks like?
- What do they do during the reading process? 
Jot down your answer and/or draw a picture.
No Reading Strategy Left Behind

3. #ipassedtheentranceexam
Debunking the Myth!
#ipassedtheentranceexam
#nowiamcollegeready

4. The Goal Comprehension is not the goal (Qanwal and Karim, 2014).
Teach the reader to interact with the text to construct meaning (Rice, 2009).
No Reading Strategy Left Behind

5. Active Reader vs. Passive Reader
Categorize the traits into Active Reader & Passive Reader
Passive Reader
No Reading Strategy Left Behind

6. Active Reader vs. Passive Reader
Tailor reading assignment
Analyze the purpose
Adjust speed to suit purpose
Question ideas in assignment
Compare and connect textbook material with lecture notes
Skim headings
Understand what you are reading as you go along
Read with pencil/highlighter in hand
Read all assignments the same
Read because it was assigned
Read everything at the same speed and the same way
Accept whatever is in print as true
Study lecture notes and textbooks separately
Check the length of an assignment, and then read
Read until the assignment is completed
Read
Active Reader
Passive Reader
No Reading Strategy Left Behind

7. No Reading Strategy Left Behind Active Reader vs. Passive Reader
Tailor reading assignment
Analyze the purpose
Adjust speed to suit purpose
Question ideas in assignment
Compare and connect textbook material with lecture notes
Skim headings
Understand what you are reading as you go along
Read with pencil/highlighter in hand
Active Reader

8. Metacognition
Recognition of one’s thinking process and the monitoring of them (Poole, 2014). 
                                         Think about the reading process  (Thao et al., 2014).
No Reading Strategy Left Behind

9. What Do You See?
No Reading Strategy Left Behind

10. Engaging the Reader
Four strategies designed to enhance reading skills and develop metacognition:
1. Previewing [& Guided Questions]
2. Annotation [Chunk it!]
3. Summarizing 4. Graphic Organizers
(National Reading Panel Report, 2009).
No Reading Strategy Left Behind

11. Previewing Previewing engages the reader before reading the text.
Show students how to browse the material to get an idea of what the text is about (Walton, 2006).
No Reading Strategy Left Behind

12. Previewing a Text Title Author First Paragraph
Engages the reader with the structure of the text prior to reading.
Title
Topic
Author
Clues about the article
First Paragraph
Lead in about the overall subject
First Sentence- Major Headings
Central idea for that section
Typographical Aids
Color print, boldface font, italics, etc.
Last Paragraph
Provides a summary
McWhorter, K. (2012). Reading Across the Discipline: College Reading and Beyond, Fifth Edition. Saddle River: Pearson, Print.
No Reading Strategy Left Behind

13. Creating Guided Questions
Questions you expect to answer during the reading process and directs the search for understanding (McWhorter, 2012 and Traver, 1998).
Turn the title & major headings into questions.
As you read, look for the answers.
Avoid asking close-ended questions.
No Reading Strategy Left Behind

14. Annotating the Text & Marginal Notes
Text annotation and marginal notes engage the reader during the reading process.
Apply effective coding skills, monitor comprehension, and continually make connections between reader and the information (Wangsgard, 2010).

15. Annotating the Text & Marginal Notes
Form of content analysis in which students mark up elements of the text such as main ideas, argument structure, connections between visuals and vocabulary (Herman & Wardip, 2012).
Active [reader’s] strategy that encourages engagement, comprehension and synthesis (Holschoh & Aultman, 2009).

16. Text Annotation Symbols
Ways to Annotate Text
Think about what you want the symbols to express/represent while students are actively reading a passage that you would assign.
Determine 5-10 symbols to use. Be as consistent as possible.
Snapshot of chunks of the passage.
As often as possible, model strong marginal notes, have students to practice engaging with the text using marginal notes, and assess.
Text Annotation Symbols
Marginal Notes

17. No Reading Strategy Left Behind Annotating the Text & Marginal Notes
Text Annotation Symbols
Symbol
Function
Circle unknown words
_______________ or
Underline/Asterisk next to important information
Confusing information
Show connection(s) EX
Examples
1,2,3,4…/ a,b,c,d…
List of ideas or information within the text !
Surprising or new information
“T”
Test item or Teacher noted
I got it

18. Annotating the Text & Marginal Notes
Marginal notes promote interactive reading.
Write out definitions
List examples
Comment with criticisms and insights
Summarize sections/chunks
Answer questions/Make predictions
(Pennington, 2009)

19. Summarizing
After reading a text, summarizing and charts are strategies that help students form concepts after reading (Walton, 2006).

20. Writing a Summary
In the article, “_____________________”, ________ (author) discusses his/her ideas on ___________ (topic). Most of what he/she says seems to support his/her major idea that ________________________________________________________________________ _____________________________ (main idea/thesis). He/she supports this idea with several key pieces of information. First, ________________________________________ _______________________________________.Next, ____________________________ ______________________________________________________________. He/she also says ____________________________________________________________________. Furthermore, ____________________________________________________________. In addition, _____________________________________________. Finally, he/she supports his/her major idea by stating __________________________________________.
(adopted from Alexis Botruff, Grand Rapids Community College)

21. Graphic Organizers for Building Vocabulary
Graphic organizers promote understanding with new vocabulary (McKenzie, 2014).
A Frayer Model is a four square model, which defines the word, its characteristics and notes examples and nonexamples (Graves, 2006).

22. Strategy Recap Preview Guided Questions
Text Annotation and Marginal Notes
Summarizing
Graphic Organizers for Vocabulary

23. You’ve Got Questions…I’ve Got Answers

24. No Reading Strategy Left Behind
Thank You!  
#goandengageyourstudents