1. Module 1: Unit 1, Session 2 MODULE 1: MODULE 1: ADOLESCENT READING, WRITING, AND THINKING Adolescent Literacy – Professional Development Unit 1, Session 2

2. Module 1: Unit 1, Session 2 READING AS A LEARNING ACTIVITY Session 1.1.2

3. Module 1: Unit 1, Session 2 Essential Questions  Module 1 Question  What do we know about how teens learn from text and how can we use that knowledge to improve our practice?  Unit 1, Session 2 Objective  To understand how approaching a text with different goals and reading with different purposes affects our understanding of the text 3

4. Module 1: Unit 1, Session 2 Reading for Understanding: A Heuristic for Thinking about Reading Comprehension 4

5. Module 1: Unit 1, Session 2 Warm  Up 5

6. Module 1: Unit 1, Session 2 Stances to Reading Rosenblatt, L. (2004). The transactional theory of reading and writing. In R. Ruddell & N. Unrau (Eds.), Theoretical Models and Processes of Reading (5th ed. ed.). Newark Del.: International Reading Association. 6

7. Module 1: Unit 1, Session 2 Warm  Up 7

8. Module 1: Unit 1, Session 2 How Do Purpose and Task Intersect? 8

9. Module 1: Unit 1, Session 2 Multiple Texts and Genres Support Learning The Journal of geography, Volume 2 By National Council for Geographic Education, National Council of Geography Teachers (U.S.), American Geographical Society of New York 9

10. Module 1: Unit 1, Session 2 Instructional Strategy  The most well-researched and commonly implemented strategy is based on the Reciprocal Teaching Model.  Roles  Discussion leader  Summarizer  Questioner  Predictor 10

11. Module 1: Unit 1, Session 2 Gradual Release of Responsibility (Campione, 1981) Week 1Week 2Week 3Week 4 Introduce the roles and describe how you, as a teacher, use these roles when reading text. Assign different roles to students for a homework or class assignment. Ask students to talk with each other about how purpose influenced what they noticed in the text. Choose four students to discuss the textbook reading in front of the class (i.e., have a fishbowl discussion). Debrief with the class what went well or poorly. Allow time for students to read their texts in class with assigned Reciprocal Teaching roles, and discuss the reading. 11

12. Module 1: Unit 1, Session 2 References Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing Inferences During Narrative Text Comprehension. Psychological Review, 101(3), 371-395. Kintsch, W. (1986). Learning from text. Cognition and instruction, 3(2), 87-108. Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring strategies. Cognition & Instruction, 1(2), 117. Rosenblatt, L. (2004). The transactional theory of reading and writing. In R. Ruddell & N. Unrau (Eds.), Theoretical Models and Processes of Reading (5th ed. ed.). Newark Del.: International Reading Association. Zwaan, R. A., Langston, M., & Graesser, A. C. (1995). The construction of situation models in narrative comprehension: An event-indexing model. Psychological Science, 6(5), 292- 297. Zwaan, R. A., Magliano, J. P., & Graesser, A. C. (1995). Dimensions of Situation Model Construction in Narrative Comprehension. Journal of Experimental Psychology, 21(2), 386-397. Zwaan, R. A., & Radvansky, G. A. (1998). Situation models in language comprehension and memory. Psychological Bulletin, 123(2), 162-185. Zwaan, R. A., Radvansky, G. A., Hilliard, A. E., & Curiel, J. M. (1998). Constructing multidemensional situation models during reading. Scientific Studies of Reading, 2(3), 199-220. 12