1. HOW TO GET MORE FROM TEXT WITH OUR STUDENTS IN THE CONTENT AREA. Before, During and After Reading Lucinda Wiser

2. Outline of the next hour  Before Reading  Pairs  Vocabulary  Building Background  Text Components (Backward Book Walk)  During Reading  Partner Read, (Reader, Writer, Response Triad)  SQP2RS (Sqeepers)  Multiple Reads  After Reading  Two Column Notes  Review Lucinda Wiser

3. Before Reading  Make the most of Partners  Take your highest readers and pair them with the middle of the pack readers and then work down the list.  https://reports.nwea.org/TeacherReport/SelCls.aspx?f =ClassReportBySubject.aspx (organize by RIT not name) https://reports.nwea.org/TeacherReport/SelCls.aspx?f =ClassReportBySubject.aspx Lucinda Wiser

4. Before Reading  Vocabulary  Tier 1 – Vocabulary they know and use  Tier 2- Vocabulary you should teach, students don’t know and will use these vocabulary words all the time http://standards.ospi.k12.wa.us/ Marzano’s list (passed out last year)  Tier 3 – word they don’t know but won’t use often  Develop Vocabulary Routines:  Word Walls  Index cards  Graphic Organizers  Games  Using Cognates Lucinda Wiser

5. Building Background  You know your kids, build the bridge between what they know and what the text expects them to already understand  Text Components  Share the obvious – our students score low on text components – Show them how your textbook works  Backward Book Walk Lucinda Wiser

6. During Reading  Partner Read (Reader Writer Speaker Triads)  Reading Comprehension is lowest MAPs category in 5 th 6 th grade, and high school  SQP2RS (Squeeprs)  This strategy works for comprehension, reading for a variety of purposes and text components.  Multiple Reads  Whole group – CD, or teacher read aloud, at least summary of reading  Partner read  Independent read Lucinda Wiser

7. Get with your building and discuss “during reading” strategies.  What do you use?  What do you want to try?  Be prepared to share Lucinda Wiser

8. After Reading  Two Column Notes  Review with Numbered Heads Together  Name three times teachers support students reading.  Name one Before Reading Strategy  Name one During Reading Strategy  Name one After Reading Strategy Questions from the sub headings, or Your questions, or End of chapter quesions Notes students take after or during the read Lucinda Wiser