1. READING TO UNDERSTAND Reading Strategies

2. From support to independence The Gradual Release of Responsibility model (Pearson & Gallagher, 1983), suggests that students need to experience learning in various ways before they can actually acquire a cognitive strategy that they can use in a seamless, natural manner. This instructional model consists of four components: Focus lessons, guided instruction, collaborative learning and independent work.  Focus lessons: build prior knowledge.  Guided instruction : build vocabulary.  Collaborative learning: Scaffold activities  Independent work: scaffold to independent

3. What do Good Reader do? Reread Ask questions Have confidence in skill Practice Stay mentally engaged in reading process Summarize Take notes Underline and highlight Utilize strategies

4. Silent Sustained Reading, SSR Reading is fun and I want to do it! Choice Develop Reading libraries Wide range of reading levels Shared reading Routine Accountability (reading logs)

5. Example SSR Reading Log Important Ideas and information in Text (page #) My Thoughts, feelings and question

6. Strategies to Activate Prior Knowledge

7. Ways to Activate Prior Knowledge KWL The last column will show growth after instruction/reading occurred

8. Ways to Activate Prior Knowledge Concept map Graphic organizer Demonstrations and Observation with guided questions such as: What do you think will happen? Why don’t fish sink? What is it? Video clips

9. Strategies to Build Vocabulary

10. Word Wall Root words Draw it Act it out Think pair share

11. Way to build vocabulary Vocabulary Self-Awareness Chart Students assess their own knowledge at the beginning of a unit, middle and end of unit. Student will be able to see their own growth over time and be more aware of their own metacognition. Vocab term DefineKnow an Example Give a non example Draw itDo not know

12. Scaffold Instruction

13. Strategies to Scaffold Weekly reflection log (handout) Cornell Notes (handout)

14. Strategies to Scaffold Video organizer Graphic organizers Student pairs Chunking reading into smaller sections Text knowledge  Heading, subheadings, use of color, graph, illustrations, captions, key words

15. Strategies to Scaffold Talk to the text/think aloud Talk to the text – making thinking visible Model how you think while you read. Questions you have, connections you make, underline, highlight, rereading sections, Providing sentence starters (see next slide)

16. Strategies to Scaffold Sentence starters (Bookmarks/poster) Talk to the Text/Think aloud While I was reading  I got confused when…  I was distracted by…  I started to think about…  I got stuck when…  I figured out…  I first thought…but then I realized…  I stopped because…

17. Strategies to Scaffold Directed Reading and Thinking Activity, DR-TA DR-TA increases critical thinking, comprehension and metacognition. Steps: 1. Students make preview reading then make predictions regarding content related reading. 2. Read (article or text) 3. Confirm or revise prediction

18. From support to independence The Gradual Release of Responsibility model (Pearson & Gallagher, 1983), suggests that students need to experience learning in various ways before they can actually acquire a cognitive strategy that they can use in a seamless, natural manner. This instructional model consists of four components: Focus lessons, guided instruction, collaborative learning and independent work.  Focus lessons: build prior knowledge.  Guided instruction : build vocabulary.  Collaborative learning: Scaffold activities  Independent work: scaffold to independent

19. Focus lessons: build prior knowledge. Video Clip Coral Reef Guided instruction : Video Clip with guide (PBS Righteous Reptiles, Preview Text Collaborative learning: Scaffold activities DR- TA Independent work: Read article, graphic organizer, Think pair share & individual summary Model Unit