1. Reason To Read For people who like to read, searching for reading reasons at first seems silly. We adults have already found a multitude of reasons to read. Sometimes we are conscious of these reasons; but often, I suspect, many of these reasons have become internalized. Kelly Gallagher Reading Reasons: Motivational Mini-Lessons for Middle School and High School (2003)

2. Secondary Literacy 2 Reading Purposefully and Strategically Secondary Literacy 2 Philippe Ernewein Literacy Specialist www.rememberit.org

3. DO NOW  Please find: “The House”  CM Binder: page 295  Highlight pertinent information for:  Thief  Real Estate Agent  Main Ideas

4. What are we learning?  Setting a purpose for reading  Comprehension strategies  Reflecting on our own process in reading difficult content area texts  Stations: tools

5. Why are we learning this?

6. Reading Comprehension is an Interactive Process RAND Model, 2002 Today’s Session

7. Agenda  DO NOW  Introduction  New Material Purpose For Reading Strategies Gradual Release of Responsibility  Stations/Practice  Close/Journals

8. DO NOW DEBRIEF  Who had the most challenging time with this activity?  Without a purpose, our students will not be able to determine what information is important.  Different disciplines have different purposes for reading, and therefore different strategies for comprehension.

9. Student Replies About Purpose:  This weekend I read the movie listings online. My purpose was to find a movie to watch at a certain time.  This weekend I read a dream directory. My purpose for reading this was I have been having the same type of dreams lately, so I wanted to look up some of the things that I was dreaming about to see what they meant.

10. What Strategies Do You Use?  In pairs we’ll examine a challenging text and make notes of the general strategies we use.  Select one with which you have the least experience: Biology: pages 296-297 Statistics: page 298  2 minutes solo/3 minutes in regional groups

11. What Strategies Did You Use?  Find your regional poster  Select reporter & recorder

12. Putting Ourselves on the Line If teachers are going to make the process of reading visible, they can’t sit safely at the edge. As older, more experienced readers, they have an obligation to talk aloud about groping for understanding or reaching for a genuine reading. Dennie Palmer Wolf Reading Reconsidered: Literature and Literacy in High School (1995)

13. Your job as the strategies are revealed:  As a reading strategy is revealed, think about an example in your content area.

14. Reading Comprehension Strategies  Inferring Using background knowledge to hypothesize, interpret, or draw conclusion from the events, information or clues in the text.

15. Reading Comprehension Strategies  Predicting Anticipating what will happen next in the story or what will be described next in the informational text based on knowledge of genre, character type, or familiar sequence.

16. Reading Comprehension Strategies  Questioning Asking questions to clarify meaning, wonder what will happen, or speculate about the author’s intent, style, content or format.

17. Reading Comprehension Strategies  Making connections Connecting information or events to personal experience Text-to-self Text-to-text Text-to-world

18. Reading Comprehension Strategies  Visualizing Creating mental pictures of what is happening in the text.

19. Reading Comprehension Strategies  Self-monitoring Recognizing when you understand what is going on and when you are confused. Recognizing when you have stopped paying close attention to the text and therefore need to re-read

20. Reading Comprehension Strategies  Inferring  Predicting  Questioning  Making connections  Visualizing  Self-monitoring

21. Last Thoughts On…  Strategies are a means to an end  Potential pitfall  Strategy as scaffold for comprehension

22. “I read it, but I don’t get it.”  This is really an invitation…  More often a pitfall: “Just read it again.” “Pay better attention.” “Find the main ideas.” “Try harder.”

23. Gradual Release of Responsibility  Journal or CM Binder page 299 Find LP connections

24. Gradual Release of Responsibility Explicitly Taught Modeled SharedGuided Independent

25. ABCDE…MPG  Activate background knowledge  Build more background  Concentrate on vocabulary  Describe the strategy you are teaching  Explain how it helps readers  Model strategy  Prompt students to use the strategy  Give guided practice

26. Comparison: XXXX do something Gradual ReleaseABCDE…MPG Explicitly taught Modeled Shared Guided Independent Activate background knowledge Build more background Concentrate on vocabulary Describe the strategy you are teaching Explain how it helps readers Model strategy Prompt students to use the strategy Give guided practice

27. LP Connections? How is the gradual release of responsibility similar to the 5 step lesson plan? How is the gradual release of responsibility different from the 5 step lesson plan?

28. At each station do the following:  List a strategy  Ask the following questions: How might I use this in my classroom? One question or concern I have about this strategy is… How might this strategy help build comprehension for my students?

29. Stations Explained: 1.Shaping-up 2.P-cubed 3.Text-to-Self/Text/World 4.Musical Connection 5.Picture Walk 6.Your Own Strategies 7.Chunking 8.PMI

30. Stations  List a strategy  Ask the following questions: How might I use this in my classroom? One question or concern I have about this strategy is… How might this strategy help build comprehension for my students?

31. What did we learn?

32. Review of Mindset  Just as students will rise or sink to meet our expectations in other ways, students will respond to the purposes and goals for reading that we set for them.  If we expect our students to read like Scientists, Historians, Engineers, Mathematicians, Linguists, Writers and Literary Critics – and if we teach them the strategies to do it – they will be able to reach those goals.

33. Last Thoughts on Teaching Reading

34. Overview of the Secondary Literacy Course  Core Session 1: Why are Secondary Texts Difficult?  Core Session 2: Reading Purposefully and Strategically  Core Session 3: Building Comprehension Before, During, and After Reading

35. Check-out  Homework?  www.rememberit.org www.rememberit.org  Journals to mailbox  Names returned  Exit slips