Reading Strategies

1
Reading Strategies

• To Enhance 6th-8th Grade

2
Create Norms

• What norms are necessary to ensure that our two
  days are productive?

3
Picking Stickies

• What burning questions do you have about the
  standards or standards training?
• Where have you taught and how long?
• Have you read a good book lately (professional
  reading or pleasure reading)?

4
Picking Stickies

1. Find a person in the room who is wearing the same
   (or a similar) color as you.
2. Share the information on your post-it notes.
3. Write down any book titles or burning questions
   that interest you.
4. Raise your hand to locate another partner and
   repeat steps 1-4 until the timer stops.
5. Place your burning questions on the Parking Lot.

5
Standards Review

• Former
• READING Standards

• New ELA Standards

• Compare and Contrast
• What do you notice about the
• language
• organization
• focus on reading
• Draw a Conclusion
• Which standards would be more beneficial to the
  students in your reading class? Why?
• Choose a speaker to present this information to
  the group.

6
Objectives

• To give teachers more strategies to encourage
  their students to use higher order thinking
  skills.
• To review the reading standards and understand
  that not all reading standards are embedded in
  the new Language Arts standards.

7
Getting to Know the Language of the Standards
1. Locate your counterpart

1. Introduce Yourselves Name, Current Job Title,
   School

• Review your word and definition.

4. Gather around the Word Wall.

• Each group will share the word and definition
  with the group.

6. Each group will meet another group and
exchange information.
7. We will meet at the Word Wall to present the
words and place words and definitions on the wall
next to the visual
8
Discussion

• How can you use this activity in the classroom?
• What is the benefit of using a Word Wall?
• Interactive vs. Stagnant
• Organization of Word Wall
• Progressive Word Wall vs. Traditional

9
Progressive Word Wall

• With a progressive word wall, the students are
  responsible for adding an application to the
  word.
• Multiple Exposures
• If it takes at least 14 times for a student to
  learn a word by sight, think about the number of
  words a student can learn by interacting with it
  on a daily basis.

10
On The FenceYear Round School?

• Pre-Reading/ Post-Reading
• Students are able to discuss points of view
  without bias and those who are undecided are
  able to hear discussion from each side. Those on
  the fence then choose a side.

11
On the Fence

1. Should MNPS move to a year-round calendar?
2. Write your rationale under YES or NO.
3. Stand on either side of the fence to indicate
   your answer to the question. Be prepared to
   defend your position.
4. Read the article(s).
5. Write your conclusion. Did you change your mind?
   Why? / Why not?

12
QVCIPC Created By Donna Moore

• Mnemonic Device
• QVC Is Pretty Cool
• Makes students aware of comprehension strategies
  and facilitates open discussion.
• Is a before, during, and after reading strategy.
• Can be used in all subject areas.

13
QVCIPC

• Question
• Visualize
• Connect
• Infer
• Predict
• Conclude

14
Question

• What is Happening?
• Where?
• When?
• Why?
• Who?
• Did What?

15
Visualize

• I See
• ----------------------------------------------
• Allows students to discuss how they see the story
  as they are reading.
• This DOES NOT remind them of something in their
  own life.

16
Connect

• This reminds me of
• ----------------------------------------------
• In connecting with the story, students are able
  to talk about events in their own lives, other
  texts, and the world that relate to the story.

17
Infer

• I think because
• ----------------------------------------------
• Students must explain why they think the way they
  do. Students apply more to their answers by being
  able to explain.

18
Predict

• I Predict because
• ----------------------------------------------
• Have students explain why they think it will
  happen. Creates more discussion and deeper
  answers as they read.

19
Conclude

• My conclusion is
• ----------------------------------------------
• Students are able to give more meaningful
  conclusions to their writings and discussions by
  using these six strategies.

20
QVCIPC

• Question Who? What? When? Where? Why? Did
  what?
• Visualize I see
• Connect This reminds me of
• Infer I thinkbecause
• Predict I predictbecause
• Conclude My conclusion is

21
QVCIPC

• Question Who? What? When? Where? Why? Did
  what?
• Visualize I see
• Connect This reminds me of
• Infer I thinkbecause
• Predict I predictbecause
• Conclude My conclusion is

22
Think Silently

• Use non-print text or short text
• Give students opportunities to use visualizations
  to express their ideas.

23
Fishbowl
1. Read the article and mark it using QVCIPC,
highlighting, etc.

• Number off
• 1 - ___

• Evens sit in the inner circle odds sit in the
  outer circle.

4. Participants in the inner circle discuss the
article.

• If an outer-circle participant wishes to discuss,
  s/he must stand up, tap an inner-circle
  participant, and change seats.

24
Create a Flip Chart
25
Table Discussion of Standards

• Review the reading standards.
• With the people at your table, discuss which
  standards would be addressed with each activity
  you participated in today.

26
two stars and a wish
Two Stars Wish  
27
Reading StrategiesDAY 2

• To enhance 6th-8th Grade

28
Review Norms

• Turn off your cell phone or put it on vibrate.
• Take restroom breaks when needed.
• Limit sidebar conversations.
• Be a team player.
• Be respectful.
• Participate in all activities.

29
Share One, Get One

• A quick way for students to recall information or
  chunk a lesson.
• Helps students move information from short-term
  to long-term memory. (10-24-7 Research, Quantum
  Learning)
• Students interact with material (more than just
  writing it down).

30
Share One, Get One

• Fold a grid with 9 blocks (like Tic-Tac-Toe)
• Use any 3 squares to write down 3 ideas that were
  presented yesterday.
• Move around the room asking other participants to
  fill in a square with a different idea. They will
  initial the square.
• You may be seated after all 9 squares are filled.
• Summarize the information.
• Add this strategy to your flip chart.

31
Review TN DOE Website

• Curriculum Standards
• www.state.tn.us/education/curriculum.sh

• Electronic Learning Center
• http//tnelc.org

32
Active Engagement Format of Lessons

• Activate and build prior knowledge.
• Guide active silent reading.
• Clarify, Reinforce, Extend Knowledge

33
RAN

• Reading and Analyzing Nonfiction Text
• Before, During, and After Reading Strategy
• Similar to KWL, but encourages higher order
  thinking.

34
RAN

• What I think I know
• Confirmed
• Misconceptions
• New Learning
• Wonderings
• Summary/Reflections

35
RAN

• Work in pairs
• On a post-it note, write down what you know about
  Safe Haven laws in the U.S.?
• Read the text to confirm ideas or discover
  misconceptions, new learning, and wonderings.
• Reflection
• Was the strategy successful?
• What did you think about as you were reading
  (metacognition)? Did you QVCIPC? Which reading
  strategy is most helpful for you?
• Add this strategy to your flip chart.

36
Preview Content Vocabulary

• Graphic Organizer
• Based on the title, predict expected vocabulary.
  (Brainstorm)
• List actual vocabulary words on 1/3 sticky
• Place sticky in appropriate box on graphic
  organizer.
• Read nonfiction text as shared, interactive, or
  silent reading.
• Revisit graphic organizer move stickies if
  necessary.

37
Content Vocabulary

• Wistful
• Bough
• Heron
• Pettish
• Housebreaker
• Chafed
• Talon
• Twitter
• Ponderous
• Wend
• Pinions
• Add this strategy to your flip chart.

38
Celebrating Milestone Birthdays
Many people observe their milestone birthdays.
Have you ever celebrated an extra-special
birthday (21, 30, 40, 50)? How did you
celebrate? Do you think it is a good or bad idea
to celebrate these milestones? Why/Why
not? Explain in a paragraph.
39
Somebody, Wanted, But, So

• During Reading Strategy
• Read a portion of the text
• Stop periodically to complete the SWBS chart

Somebody Wanted But So
Add this strategy to your flip chart.
40
Twitter

• What are you doing?
• After reading Nightmare in Yellow, create a
  series of twitter entries from the husbands
  point of view, wifes point of view, and a
  guests point of view.

41
Welcome to Twitter

• Following (Name goes here)
• Watching the NBC news special. 517 PM June 5th
• Watching American Idol 634 PM May 6th
• We are getting ready to go to Carolyns affair
  907 AM Apr 25th
• Checking my email and relaxing 553 PM Apr 22nd
• My email address is active 818 PM Apr 21st
• Trying to twit 237 PM Apr 17th
• Watching Oprah 215 PM Apr 17th
• Getting ready to watch a movie 549 PM Apr 15th
•  

Add this strategy to your flip chart.
42
7 Keys to ComprehensionBy Susan Zimmerman and
Chryse Hutchins
The 7 Keys, pp. 5 - 6
43
Book Pass

• Allows students to view different texts that
  address a common theme.
• Teach students how to choose a book for
  independent reading.
• Allows students to examine a significant number
  of books, in a short time.

44
Book Pass Directions

• Choose a seat
• Professional Literature (outside circle)
• Childrens Literature (inside circle)
• Peruse each book for 2 minutes.
• Write the title, author, comments, and rating
  (1-5)
• 5A Must Have
• 4. When I call, Book Pass, pass your book to
  the left.

Add this strategy to your flip chart.
45
Vocabulary Tree

1. Choose a morpheme (word part) from the list.
2. Write the morpheme on the trunk of the vocabulary
   tree.
3. Write words containing the morpheme on the
   branches.
4. Cut out the vocabulary tree and tape it to
   construction paper.

When Kids Cant Read, What Teachers Can
Do byKylene Beers
Add this strategy to your flip chart.
46
Three Facts and a Fib

• Student created. They use three facts from the
  story and then create a Fib.
• Students are able to review with one another and
  allows the teacher to see who got what.

47
List, Group, Label

• Brainstorm a list of words related to the topic.
• Categorize the words into smaller lists.
• Give each group of words a label that indicates
  the shared relationship.