2. Outcomes Understand STRUCTURE Your Reading - purpose, format, SIM context Know the materials available within it and the PD packet Generate ideas about how it might be useful to you

3. Strategic reading is a planful approach to the task of constructing meaning from print. Strategic readers employ effective and efficient methods of interacting with the text at hand.

4. I’m 17 years old. Why did you wait until now to tell me you have to think while you’re reading?

5. It starts as a And grows up to be a In control of the teacher In control of the reader

6. Learning Strategies Curriculum STRUCTURE Your Reading Content Enhancement Routines

7. Why bicycles?

8. What are the big ideas behind the strateroutine? You have to teach many students to be strategic readers. –What do strategic readers do? They think about the reading selection before, during and after reading. They know and use tools to help themselves understand what they read and prove that they understand. Teaching the integrated processes of strategic reading is an important goal. Teaching individual strategies is a part of that goal. The whole takes precedence over the parts.

9. Covert processes What goes on inside a student’s head What can I do to help myself understand what I’m reading?

10. What’s involved? Know how to implement a variety of strategies before, during and after reading. Rely on personally useful strategies. Know when, where and how to apply the strategies in specific situations. Learn discipline specific approaches to literacy.

11. A word about language… When we talk about this strateroutine we can shorten the reference to

12. How is SYR used? – At the beginning stages of teaching, the teacher describes, models and guides students’ use of SYR with the use of a worksheet. – As the students demonstrate proficiency with using the approach, the teacher’s involvement decreases, as she facilitates student self- prompting. – The ultimate goal is for the students to use the steps independently, without the worksheet, using the questions they learn as self-prompts.

13. Orients to the kind of thinking and level of detail necessary. Activates prior knowledge. Sets up expectations as to structure, content, resources available and unknown words.

14. Prompts a selection of best bet strategies based on material type and personal choice. Employs self- monitoring and repair. Harkens back to predictions made in previewing.

15. Strategy Menu Visual Imagery Self-questioning Paraphrasing Summarizing Questioning the author Making more predictions Identifying patterns in text Making connections Using visual aids Using graphic and other organizers Rereading Underlining/highlighting and Others

16. Establishes a personal connection with the material. Promotes social interaction around reading. Requires a response to the reading to demonstrate comprehension. Encourages attribution of success to being strategic.

17. SYR Worksheet Makes instruction explicit Is accompanied by an annotated list of strategies Provides an opportunity to gauge strategic reading progress (Can be scored) Must be faded for SYR to become a strategy for the students

20. Student Prompt Guide Reminds students of the process of strategic reading Contains the steps (in clusters). States the self-prompts (the questions they should ask themselves). Is used to introduce the process of strategic reading before using the worksheet. Then is used to transition from the worksheet. The SYR Bookmark is a portable version that can be placed in every book the student is reading.

22. Progression of STRUCTURE Your Reading From Structured Teaching to Student Use Teaching Routine Teacher Control Teacher Guidance Instruction Reading Level Visual Device (Worksheet) Teacher Cues for Student Self-Prompting Learning Strategy Student Control Independent Work Grade Level Internalization of Steps & Question Prompts Student Self-Prompting

23. Implementation Highlights Instruction is organized around student outcomes. You move on to the next phase when the student achieves that outcome.

25. Implementation Highlights Cue-Do-Review is the instructional procedure utilized at first; i.e. SYR is taught as a routine. –The 8 stage learning strategy instructional approach is embedded within teaching, although it is adapted.

28. Implementation Highlights After students learn the overall process you “ZOOM IN” on individual elements to build component skills and strategies; e.g. for students who don’t know strategies to use during reading, you might teach the Paraphrasing Strategy.

29. ZOOM IN Vocabulary Instruction

30. ZOOM IN Paraphrasing Strategy Instruction ZOOM IN Proficiency in Sentence Writing Strategy Instruction

31. Implementation Highlights SYR is designed for flexible implementation; i.e. The roll-out plan for a school can be individualized, depending on available resources and commitments. –It can provide the framework for an entire reading course. –It can be introduced by language arts or SPED teachers and be utilized by content teachers for textbook reading. –It can be introduced by content teachers for students who do not need the worksheet.

32. Implementation Highlights Instruction can be adjusted, depending on the time a teacher has to devote to SYR. It is an approach around which teachers can collaborate. –Language Arts teachers can teach SYR and interventionists can “ZOOM IN” to the components for which some students need more explicit instruction. –Speech-language pathologists can work with the teacher-implementer to “triage” students; i.e. identify who needs work on language underpinnings.

33. Implementation Highlights Preference is to first teach students how to “STRUCTURE Your Reading” as a process; I.e. what to do before, during and after reading –For students with serious decoding/fluency issues, echo and/or choral reading is utilized. Although the preference is to first teach students how to “STRUCTURE Your Reading” as a process you can begin by teaching students an individual strategy.

34. Implementation Highlights Integrates, listening, speaking, reading and writing. Instruction begins as whole group instruction and moves to differentiated instruction to address individual student reading levels and specific skill and strategy learning needs. You start with short, interesting reading passages. You can use this approach to teach narrative or expository text. Any materials can be used, including textbooks.

35. Key Elements of SYR Baseline strategy use and comprehension Progress monitoring Prompting step/question mastery and comprehension Data-based decision-making Student self-management Cue/Do/Review instructional procedure Nature of strategic reading »Modeling of strategic reading »Modeling worksheet use for those who need it

41. Key Elements of SYR Student engagement Guided-independent practice Materials matched to reading levels Text variety Fading the worksheet Vocabulary instruction Sub skills and strategy instruction (including language) Generalization and maintenance

46. Underlying Components of Strategy Use Self-talk Knowledge and skill prerequisites