What Do You Mean I Have to Teach Reading

1
What Do You Mean I Have to Teach Reading?

• I.U. 8 High School Literacy Project
• 2004-2005
• Jil Manga, Ed. D.

2

• Every teacher is a teacher of reading
  .it is our job to teach students to remember
  and reuse the information we ask them to read and
  learn in our classes.

3
Itinerary vs. Vehicle

• When time is limited, what do I value?

4

• Student comprehension of content?
• or
• Teacher coverage of content?

5

• 1. If I value comprehension of content and I know
  that students are waiting for content to be
  delivered, I must somehow change my instruction
  so that students have an opportunity to think and
  construct meaning from the reading.
• 2. If students can pass the class without reading
  and thinking about the curriculum, I must rethink
  how I ask them to demonstrate understanding.
• Tovani (Draft 2004)

6

• AND..the content teacher is likely the BEST
  reader of that content in that classroom!

7
ENGAGEMENT

• Meaning arrives because we are purposefully
  engaged in thinking while we read.

8
5 Types of Writing

• Type One-Capture Ideas
• Type Two-Respond Correctly
• Type Three-Edit for FCAS
• Type Four-Peer Edit for FCAs
• Type Five-Publish

9
Other Writing Tricks

• List-Group-Label-Write
• Quick Writes
• N2SSWTSW

10
Proficient Reader Research

• Thinking Strategies Used by Proficient Readers
• (Based on the research synthesis of P. David
  Pearson and Janice A. Dole)
• A strategy is an intentional plan that is
  flexible and can be adapted to meet the demands
  of the situation.

11
Good Readers

• Activate background knowledge and make
  connections between new and known information.

12

• Question the text in order to clarify ambiguity
  and deepen understanding

13

• Draw inferences from the text using background
  knowledge and clues from the text

14

• Determine importance in text in order to
  distinguish details from main ideas.

15

• Monitor thinking in order to make sure meaning is
  being constructed.

16

• Reread and employ fix-up strategies to repair
  confusion

17

• Use sensory images to enhance comprehension and
  visualize the reading.

18

• Synthesize and extend thinking.

19
Text Supports and Challenges

• Signal Words
• Think Alouds

20
Essential Elements of Comprehension Instruction

• 1.Assess the text students are expected to
  read
• Is it interesting and pertinent to the
  instructional goal?
• Is it at the reading level of the students or is
  it too difficult?
• If the text is too difficult, consider how you
  will make the text more accessible.

21
How Do I Make Inaccessible Text Accessible

• 1. Shorten the reading by
• Teaching kids how to chunk portions of text
• Being selective with the assigned reading

22
Chunking the Text

• To check comprehension readers might see if they
  can
• Paraphrase what theyve read
• Ask a question
• Make a connection to something they know
• Give an opinion
• Visualize the scene or example

23

• If readers cant do any of the above, they can
  try rereading with one of the following purposes
  in mind
• Retell or paraphrase what was just read
• Ask a question
• Make a connection to background knowledge, the
  class notes, the lab activity
• Compare the authors perspective to personal
  perspective

24

• REMEMBER Rereading a piece of text over and over
  without changing thinking wont repair meaning.
  Good readers know they must reread with a purpose
  in mind.

25

• Chunking text makes the rereading shorter and
  gives readers a way to turn off their reciting
  voice and turn on their conversation voice.

26

• RULE OF THUMBThe harder the text, the smaller
  the chunks.
• Tovani( 2005)

27

• 2. Model how to read a specific section of the
  text
• Demonstrate a way to think about the reading
• Isolate a strategy for negotiating difficulty

28

• 3. Identify a specific purpose and explain how
  the information read will be used
• Read for specific information---content
  information to build background knowledge
  (identify three causes of the Civil War.)
• Read for procedure---to do a lab or build
  something (What happens first when chromosomes
  start to split? What happens next? Why is this
  process important?)

29

• 4. Suggest ways to mark text and provide the
  tools so that students can hold their thinking
• For example chunk sections and in the margins
  jot down one new piece of information or one
  question. Leave the sticky notes in the book so
  students will have them for the next days
  discussion.
• Tovani(2004)

30
Sticky Notes A Great Tool For Holding Thoughts

• Good readers take advantage of the opportunity to
  read a little, think a little, and then write a
  little. Here are some ideas you might want to
  remember
• Questions
• Confusions
• Provocative quote that you wish to respond to
• Opinions
• Connection to your life or your prior knowledge
  or a previous text

31
Sticky notes help by

• Triggering the readers memory.
• Holding lines that the reader can quote to
  support an idea or opinion.
• Keeping the reader going especially if the page
  is boring. It gives the reader a purpose and
  helps him pay attention.
• Giving the reader something to talk about in a
  discussion group.
• Forcing the reader to look for provocative
  places.
• Showing the teacher how the reader is thinking.

32

• 2. Provide explicit modeling of thinking
  processes. As an expert reader of your content,
  identify what it is you do to make sense of the
  text. Share that information with your students.

33

• 3.Define purpose and help students to have a
  clear reason for their reading and writing. Make
  sure they know how the information they read and
  write will be used.

34

• 4. Teach students how to hold their thinking
  and give them opportunities to use the
  information theyve held.
• 
  Tovani(2004)

35
Supportive Activities

• About Point
• Coding Text
• Say Something Strategy
• Summarizing Chart

36
The Instructional Framework for Content
Literacy

• Frontloading
• Constructing
• Extending

37

• Brain research suggests..

38

• For complete transactions to take place, we need
  to involve students actively before, during, and
  after they read, listen or view
• Lytle and Botel( 1988)

39
Frontloading

• Linking students experiences to the text
• Accessing relevant prior knowledge
• Acquainting students with the scope and
  organization of the text before reading it

40
Supportive Frontloading Activities

• Group memory technique
• Anticipation guides
• Advanced organizers
• Graphic organizers

41
Constructing Thinking

• Helping students read constructively
• Helping students use a range of transactions
  appropriate to the task
• Capturing initial person response to the text

42
Constructing Supports

• Reading Stances
• Context Clues
• Read-Cover-Remember Retell
• Thick and Thin Questions
• Making personal connections
• Double Entry Journal
• Very Important Point (VIP)
• Alpha Boxes

43
Extending Thinking

• Developing and deepening initial responses to the
  text
• Consolidating facts and ideas
• Connecting with other texts
• Extending responses

44
Supporting Extending Thinking

• Numbered Heads
• Exit Slips
• Pass Around Paragraph
• Research
• Response Activities
• Letters
• Critiques

45
PHONICS

• ..The brain functions as a pattern detector
  not a rule applier.
• Teach word patterns, word structure and decoding
  by chunks!
• 
  Cunningham( 1996)

46
Vocabulary

• Integration
• Repetition
• Meaningful Use
• Wide Reading
• Systematic Instruction

47

• Teaching adolescents to be better readers is no
  small feat. But we all know more about how to
  teach reading than we ever give ourselves credit
  for-we intuitively know our content and how to
  read it.
• Tovani (2004)

48
SO.

• Every teacher is a teacher. Period. End of story.
  To the extent that texts play a role in academic
  learning, a content teacher needs to consider
  instructional strategies that will help students
  learn with texts without sacrificing attention to
  content.
• Vacca ( 1996)