Reading Strategies 4, 5, and 6

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Students often know how to read, they just dont
use (or know how to use) effective strategies to
get the full meaning from the text they read.
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Learning / Reading and Retention
Construct Meaning
Pre-Reading
Organize
During Reading
Time Spent
Store
After Reading
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Independent Strategic Readers

• Know how to make text make sense
• Have strategies to use
• Know how to struggle with text
• Develop the patience and stamina to stick with a
  text
• Know what is separating them from success with
  the text
• Know what they should do to fix the problem

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READING NEXT 15 Elements of Effective
Adolescent Literacy Programs
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1) Direct, Explicit Comprehension Instruction

• Explicit strategies presented
• New tools / strategies modeled
• Many independent practices of tools and
  strategies
• Students use tools and strategies independently
• Multiple contexts for apply tools and strategies

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1) Direct, Explicit Comprehension Instruction
(continued)

• Student discussions about what is read
• Asking students to explain their thinking
• Wide variety of text available
• Teachers model their own thinking
• Lets look at how this might look in the
  classroom

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Categories of Instructional Strategies That
Affect Student Achievement
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INDEPENDENT STRATEGIC READERS

• Know how to approach new words and increase
  vocabulary.
• Connect new knowledge to make personal meaning.
• Think ahead to what might be coming in the
  reading.
• Continually evaluate ones own understanding of
  what is read.
• Create images of what is read.
• Periodically summarize what is read.
• Use text features, cues and organizational
  patterns.
• Have a plan for how to approach the reading task.

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A little story to make a big point
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Our mantra

• an effective teacher knows where to hit with the
  right tool, at the right time, and with the right
  content to make learning happen.

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Its what teachers do with the time that makes
the difference!
An example from Strategy 8
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INDEPENDENT STRATEGIC READERS

• Know how to approach new words and increase
  vocabulary.
• Connect new knowledge to make personal meaning.
• Think ahead to what might be coming in the
  reading.
• Continually evaluate ones own understanding of
  what is read.
• Create images of what is read.
• Periodically summarize what is read.
• Use text features, cues and organizational
  patterns.
• Have a plan for how to approach the reading task.

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The Importance of Vocabulary Skills
Vocabulary knowledge affects comprehension.
Methods that encourage students to actively
construct meanings help students learn and retain
word meanings longer.
The less cognitive energy students must spend
figuring out the words on the page, the more
energy they can spend figuring out what the text
means.
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Vocabulary Research

• Effective vocabulary instruction requires active
  and positive student participation. (Carr
  Wixson, 1986)
• Personal engagement with a new word can lead to
  deep processing of meaning. (Dole, Sloan
  Trathen, 1995)
• Researchers have named vocabulary knowledge as
  the most important factor in reading
  comprehension. (White, Sowell Yanagihara, 1989)

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Develop a Vision of Vocabulary Instruction

• Engage students in wide reading about your
  subject matter content and content of their
  choice.
• Provide direct instruction in terms that are
  critical to their understanding of your content.
• Assure both a verbal and nonlinguistic
  representation in learning the vocabulary terms
• Encourage elaboration and refinement of
  understanding the terms.

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So what about context clues?

• Context clues can be helpful in figuring out what
  a word means
• But be careful

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Fill in the Blanks
The questions that p________ face as they raise
ch_______ from in________ to adult life are not
easy to an________. Both fa________ and
m_________ can become concerned when health
problems such as co_________ arise any time after
the e_______ stage to later life. Experts
recommend that young ch________ should have
plenty of s_________ and nutritious feed for
healthy growth. B________ and g________ should
not share the same b________ or even sleep in the
same r________. They may be afraid of the
d_______. - from the work of Rachel
Billmeyer
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Howd you do???
The questions that poultrymen face as they raise
chickens from incubation to adult life are not
easy to answer. Both farmers and merchants can
become concerned when health problems such as
coccidiosis arise any time after the egg stage to
later life. Experts recommend that young chicks
should have plenty of sunshine and nutritious
food for healthy growth. Banties and geese
should not share the same barnyard or even sleep
in the same roost. They may be afraid of the
dark. - Based on the work of Rachel Billmeyer
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Why not look up the word in the dictionary?

• Think about what happens when a student looks up
  a word.
• Define the word up

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A two-letter word that has more meaning than any
other word UP
Its easy to understand UP, meaning toward the
sky or at the top of the list, but when we waken
in the morning, why do we wake UP? At a meeting,
why does a topic come UP? Why do we speak UP and
why are the officers UP for election and why is
it UP to the secretary to write UP a report? We
call UP our friends. We use it to brighten UP a
room, polish UP the silver, we warm UP the
leftovers and clean UP the kitchen. We lock UP
the house and some guys fix UP the old car.
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The word UP
At other times, the little word has real special
meaning. People stir UP trouble, line UP for
tickets, work UP an appetite, and think UP
excuses. To be dressed is one thing but to be
dressed UP is special. And this UP is
confusing A drain must be opened UP because it
is stopped UP. We open UP a store in the morning
but we close it UP at night. We seemed to be
pretty mixed UP about UP!
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The Word UP
To be knowledgeable of the proper uses of UP,
look UP the word in the dictionary. In a desk
size dictionary, the word takes UP almost 1/4th
of a page and definitions add UP to about
thirty. If you are UP to it, you might try
building UP as list of the many ways UP is used.
It will take UP a lot of your time, but if you
dont give UP, you may wind UP with a hundred or
more. When it threatens to rain, we say it is
clouding UP. When the sun comes out we say it is
clearing UP.
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The Word UP
When it rains, it wets UP the earth. When it
doesnt rain for awhile, things dry UP. One
could go on and on, but Ill wrap it UP, for now
my time is UP, so Ill SHUT UP!
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• So what are the alternatives?

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Word Play The Research to Support It

• Word play is motivating and an important
  component of the word-rich classroom.
• Word play calls on students to reflect
  metacognitively on words, word parts, and
  context.
• Word play requires students to be active learners
  and capitalizes on possibilities for the social
  construction of meaning.
• Word play develops domains of word meaning
  relatedness as it engages students in practice
  and rehearsal of words.

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Game Categories
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Indirect vs. Direct Instruction of Vocabulary
Words

• 7-14 meaningful exposures to a word before it
  become part of your working vocabulary
• Best to explicitly teach the key vocabulary of
  the content area

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The Relationship Among Time Spent Reading,
Reading Achievement, and Vocabulary Acquisition
of Fifth Graders
Anderson, R., Wilson, P. and Fielding, L (1988)
Growth in Reading and How Children Spend Their
Time Outside of School. Reading Research
Quarterly, Vol. 23 pp. 285-303.
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Intensive Instruction Which Words?

• For words that are conceptually difficult
• For words that relate to a single topic
• For words that are important
• Important to understanding the assigned reading
• Important to general utility in the language

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Reflecting on Vocabulary Opportunities

• What activities do I ask students to do to learn
  the vocabulary terms?
• Generate own explanations/descriptions
• Create nonlinguistic/visual representations
• Ask questions to help generate information
• Other
• What opportunities to I provide to ensure
  periodic review?
• How do I monitor how well they know the terms?
• How do I help those struggling with
  terms/phrases?

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Vocabulary Cheat Sheet

• TYPE words in ALPHABETICAL order on one half of
  page (folded vertically)
• Write a quick description of the word in as few a
  words as possible (one line only)
• Use word recognition chart to front-load the
  words prior to students reading the assignment

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1) Have strategies to use when encountering new
words.

• What READERS can do
• Use clues to help define the word
• Try to connect the unknown word to
  words/ideas/concepts they know
• Use available resources (e.g. glossary,
  thesaurus, dictionary)
• Know they must use the new word about 7 times in
  the next few days
• Create a definition in their own words
• Create a mental or visual image of the word
• Identify key characteristics of the word
• Identify examples and non-examples
• Periodically review their understanding of the
  word

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1) Have strategies to use when encountering new
words.
What TEACHERS can do

• Provide a consistent structure for attacking the
  new word.
• Make connections with students prior knowledge
  by telling stories or creating descriptions that
  explain the definition.
• Identify key characteristics of the word.
• Front load the vocabulary by sharing the words
  at the beginning of the new unit.
• Insist that students learn the meanings of
  prefixes, suffixes, and roots that are used often
  in their content area.
• Talk about how this strategy can help the
  students become independent strategic readers.

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Reading Tools

• What It Is and What Its Not
• Vocabulary Wheels
• Five Step Process
• My Personal Vocabulary
• Vocabulary Ball

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INDEPENDENT STRATEGIC READERS

• Know how to approach new words and increase
  vocabulary.
• Connect new knowledge to make personal meaning.
• Think ahead to what might be coming in the
  reading.
• Continually evaluate ones own understanding of
  what is read.
• Create images of what is read.
• Periodically summarize what is read.
• Use text features, cues and organizational
  patterns.
• Have a plan for how to approach the reading task.

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The Reading Assignment

• Do students know WHAT to read?

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The Reading Assignment

• Do students know WHAT to read?

• Do students know WHY theyre reading (purpose)?

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The Reading Assignment
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The Reading Assignment

• Do students know WHAT to read?

• Do students know WHY theyre reading (purpose)?

• Are students prepared? WHAT do they BRING TO
  the reading?

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Reading Tool

• Reading Assignment Plan (RAP)

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To increase student understanding of the content
area, help them become better readers of content
area text.
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8 Reading Strategies for Improved Comprehension

• Have strategies to use when encountering new
  words.
• Connect new knowledge to make personal meaning.
• Think ahead to what might be coming in the
  reading.
• Continually evaluate own understanding of what is
  read.
• Create images of what is read.
• Periodically summarize what is read.
• Use text cues and features and text organization
  to aid understanding.
• Have a plan for how to approach the reading task.

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Categories of Instructional Strategies That
Affect Student Achievement
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Readers construct meaning from the information
the author provides in the text and the
information they bring to the text.
Text Meaning
External Text (Author)
Internal Text (Reader)
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Prior Knowledge and Schemata
In the early 1860s, A____________ issued the
Emancipation _________. This order freed
millions of s_______. The C_________ had the
authority to enforce this order. Emancipation
alone did not give the former s_________ a new
life. Decades of economic hardship and unequal
rights continued. A____________ plan was
supported by many R_____________.
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What schema did you use?
In the early 1860s, Alexander II issued the
Emancipation Edict. This order freed millions of
serfs. The Czar had the authority to enforce
this order. Emancipation alone did not give the
former serfs a new life. Decades of economic
hardship and unequal rights continued.
Alexanders plan was supported by many Russians.
From Teaching Reading in Social Studies by
Doty, Cameron and Barton
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The brain searches for familiar patterns in new
information.
The brain only pays attention to meaningless
information for a short time if it cannot make
sense out of it, it will not process the
information further.
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ATTENTION!!!
Anything that captures students attention and
gets their minds engaged, has the potential to
produce learning. No attention / engagement NO
LEARNING.
To what do your students pay attention?
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The KEY PREDICTOR of successful comprehension
is BACKGROUND KNOWLEDGE.
How do you help students prepare for the reading
task?
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How do we help students connect

• Pre-Reading What do I already know or think I
  know about the topic?
• During Reading How does what I am learning make
  sense with what I already know?
• After Reading What new learning did I gain from
  the text? What did I read about that I didnt
  know before?

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2) Connect new knowledge to existing knowledge
to make personal meaning.

• What READERS can do
• Be aware that their prior knowledge is important
  to understanding the text
• Seek new ways to connect new knowledge to what
  they already know
• Read widely from multiple sources
• Constantly increase background knowledge
  experiences
• Take a few seconds before reading to review what
  is already known
• Demonstrate interest in multiple topics
• Read and discuss often to deepen their
  understanding
• Share ideas with another person about what is
  known about the topic prior to reading

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2) Connect new knowledge to existing knowledge
to make personal meaning.

• What TEACHERS can do
• Provide multiple opportunities for students to
  read
• Encourage students to share their experiences
• Use graphic organizers to help students make
  connections
• Use brainstorming to identify prior knowledge
  and interests or experiences
• Plant seeds in early units to create prior
  knowledge
• Share content-specific vocabulary at the
  beginning of the unit
• Give opportunities for students to see how
  things are alike and different
• Encourage students to re-read when they dont
  understand, stopping to think about how the
  reading relates to their own life and experience
• Provide reflective journals with prompts or
  questions to help student connect their learning
  with their prior knowledge

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Reading Tools

• How Sure Are You
• Connections, Points and Questions
• Ready-Set-Go-Whoa
• Comparison Matrix Chart
• Making an Analogy
• A Rose by Any Other Name
• Four Quadrants

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3 Steps for Comprehension

• Pre-Reading
• 1. Think about what you already know about the
  topic
• 2. Scan the text to build a framework for
  meaning
• During Reading
• 3. Stop and think often to process meaning

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1. Think about what you already know

• Strategy 1 Vocabulary
• Strategy 2 Connect new knowledge
• Some Tools
• Front-Load the Words
• How Sure Are You?
• Ready-Set-Go-Whoa

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2. Scan the text to build a framework for
meaning

• Strategy 2 Connect new knowledge
• Strategy 3 Think ahead
• Strategy 7 Use text features
• Some Tools
• A Brief Look
• Thinking Through the Reading Assignment
• My Own Perspective

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3. Stop and Think Often

• Strategy 2 Connect new knowledge
• Strategy 4 Continually evaluate understanding
• Strategy 5 Create images of what is read
• Strategy 6 Periodically summarize
• Some Tools
• Connections, Points and Questions
• Pause and Reflect
• Chain Reaction
• Common Ground
• Comparison Matrix Chart
• One Step at a Time

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The Thermodynamics of Hell
The following is an actual question given on
a University of Washington chemistry mid term.
Bonus Question Is Hell exothermic (gives off
heat) or endothermic (absorbs heat)?
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Most of the students wrote proofs of their
beliefs using Boyle's Law, (gas cools off when it
expands and heats up when it is compressed) or
some variant.   One student, however, wrote the
following
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First, we need to know how the mass of Hell is
changing in time. So we need to know the rate
that souls are moving into Hell and the rate they
are leaving. I think that we can safely assume
that once a soul gets to Hell, it will not leave.
Therefore,no souls are leaving.  As for how many
souls are entering Hell, let's look at the
different religions that exist in the world
today. Some of these religions state that if you
are not a member of their religion, you will go
to Hell. Since there are more than one of these
religions and since people do not belong to more
than one religion, we can project that all souls
go to Hell.
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With birth and death rates as they are, we
can expect the number of souls in Hell to
increase exponentially.   Now, we look at the
rate of change of the volume in Hell because
Boyle's law states that in order for the
temperature and pressure in Hell to stay the
same, the volume of Hell has to expand
proportionately as souls are added.   This gives
two possibilities
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1. If Hell is expanding at a slower rate than
the rate at which souls enter Hell, then the
temperature and pressure in Hell will increase
until all Hell breaks loose.
2. If Hell is expanding at a rate faster than
the increase of souls in Hell, then the
temperature and pressure will drop until Hell
freezes over.
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So which is it?  If we accept the postulate given
to me by Teresa Morrison during my freshman year,
"...that it will be a cold day in Hell before I
go out with you," and take into account the fact
that I still have not succeeded in going on a
date with her, then 2 cannot be true, and thus I
am sure that Hell is exothermic and will not
freeze.  
The student received the only A grade given.
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And in conclusion

• Reading is THINKING THROUGH TEXT
• Reading for meaning is important for success in
  life and in the workplace
• We CAN improve students chances of a successful
  and productive future by giving them the literacy
  skills they need!