reading beyond the 90 minute block applying strategies and improving learning through application

Reading Beyond the 90 Minute

BlockApplying Strategies and Improving

Learning Through Application

Reading Across the Content Areas

Traditional Format New Format

Reading assignment

given

Silent or Round Robin

reading

Discussion/Activity to see if students learned main

concepts, what they “should have” learned

Prereading activities Activating Prior Knowledge

Discussion Predictions Questioning

Brainstorming Setting purpose

ACTIVE reading

Activities to clarify,

reinforce,

extend knowledge

Three Interactive Elements of Reading

Irvin, Judith L. Strategies to Improve Reading in the Content Areas. Florida State University.

The reader: what the reader

brings to the learning experience

The climate: the learning context or

environment

The text features:

the characteristics of the written text

Skill level, investigations, motivation, cultural and

familial experiences

Text, Form And Features

School or grade level community agreement, transfer from reading instructionto application in content

The boys’ arrows were nearly gone so they sat down on the grass

and stopped hunting. Over at the edge of the wood they saw

Henry making a bow to a small girl who was coming down the

road. She had tears in her dress and tears in her eyes. She gave

Henry a note which he brought over to the group of young

hunters. Read to the boys it caused great excitement. After a

minute, but rapid examination of their weapons, they ran down to

the valley. Does were standing at the edge of the lake, making an

excellent target.

What strategies did you use to read successfully?

Syntax, context, background knowledge, rereading, vocabulary building

Before•Set a purpose

•Activate prior knowledge

•Preview the reading

•Introduce important vocabulary

During•Make connections

•Check your understanding

•Identify confusing parts-use fix up strategies

After•Reread to find out things you might have missed the first time through

•Reflect on what you have learned

Activate Prior Knowledge and Set

A Purpose for Reading

Figure Out What is

Important

Organize Knowledge

Make Inference

Find out the Meanings of

Unknown WordsAsk Questions

Visualize

Set a purpose

Activate prior knowledge

Preview the reading

Introduce important vocabulary

Prior Knowledge

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 in life. Experts recommend that young ch______ should have plenty of s____ and nutritious food 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______.

Before

Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Than Who? Aurora: McREL (Mid-continent Regional Education Laboratory),1998

Reading with a Purpose

Fundamental purposes for reading to learn· To grasp a certain message· To find important details· To answer a specific question· To evaluate what you are reading· To apply what you are reading· To be entertained

Before

Activity

Look at the passage and

decide how you would set the purpose for

students.

Before

Review the text features, deciding which will help your students understand the content:

· Title· First & last paragraphs of the chapter· Headings· Any words set in bold type or repeated · Text boxes· Photos, charts, or pictures & their captions

Organizational Preview Checklist

Teach Organizational Patterns

· Chronological Sequence· Comparison and Contrast· Concept/ Definition· Description· Episode · Generalization· Process/Cause-Effect

Before

· K-W-L

· Predictions

· Concept Map

· Preteach Vocabulary

How to Activate Prior Knowledge

Before

Content AreasPre-teach

Vocabulary before reading

text

Tier One Words

Tier Two Words

Tier Three Words

5-10 words a week cumulative

In content areas 3T words can become 2T words

“ A word is not a crystal, transparent and unchanged; it is the skin of living thought and may vary greatly in color and content according to the circumstances and time in which it is used.”

Oliver Wendell Holmes, Jr.

Before

VOCABULARY STRATEGIES

WORD PARTSMorphemic Analysis

WORD ASSOCIATIONSIllustrate & Associate

CATAGORIZATION Semantic Features Map

CONTEXTRead Alouds & Questioning

Clunk Bug

CONCEPT Frayer Model

Concept Definition Map

Before

Activity

· Using your passage choose 3 words and an activity you could use to teach them.

· Make connections· Graphic Organizers

· Check your understanding· Get the Gist

· Reciprocal Teaching

· Partner Reading

· Use fix up strategies

What am I doing to make meaning while I read?

What did I just read?

What will I learn next?

Who or what is it about?

What is most important about the who or what?

Fix Up Strategies Identifying the confusing parts

Reread the unclear part

Look for familiar chunks and sound it out Look for little

words and big words in the word

Think about whether you’ve seen the word

before, where, and in what context.

Substitute a word that

makes sense in the

sentence.

Reread the sentences before the unclear part.

Ignore the unclear part and

read on to see if it gets clearer.

Try to connect the unclear

part to something you already know.

Clarification

QuestioningSummarizing

Prediction

Reciprocal teaching

What did I just learn?What were the main ideas?What do I need to do with

this information?

•Check for understanding; decide if the purpose was met

•Draw conclusion/evaluate information

•Apply learning

Suggestions For Teaching Comprehension Strategies Before, During, After

Comprehension Strategies Page # PreK-1 2-3 4-6

D, A Get the Gist X X

B, D, A Reciprocal Teaching 13-15 X X

D Partner Reading X X

A Question Answer Relationships 21 X X

D, A Five Step Problem Solving 19 X X X

B, D Question Generating 21 X

Graphic Organizers

B, D, A Think Links 22 X X X

B, D, A Venn Diagram 23 X X X

A Story Frames 24 X X

D, A Note Taking 11 X X

A Story Map 16 & 17 X X X

Science Frames

The ____ and the ___ are the same because they both______. In addition, they______________.

Start with how things are same or similar. Then

add more as needed.

They are different because the ____________________, but the ____________________. Also, the____________________ but ______________________

Explain how they are different. You can

compare the same property or characteristic in the

same sentence.

Betsy Rupp Fulwiler, K-5 inquiry Based Science

Be the Learner

· Using your passage select an appropriate comprehension strategy to apply to the text.

· On chart paper create a visual model of your comprehension of the passage using the strategy.

Understanding Math Story Problems

Layers of UnderstandingMath Story Problems

· Decoding and Vocabulary

· Ability to analyze the problem

· Selection of strategy/ application

· Ability to justify or explain thinking

· Extend or generalize

5-Step Problem Solving

1. Restate the problem/question2. Find needed data:3. Plan what to do:4. Find the answer:

5. Answer

Check -Is your answer reasonable?

Learning with Math Stories by Grade Level

Adapted from Reading and Writing to Learn Mathematics: A guide and Resource Book (p. 67)

Presentation Discussion

Apply &

Extend

After During

Before

ReaderClimate

Text

•Make connections

•Check your understanding

•Identify confusing parts-use fix up strategies

•Reread to find out things you might have missed the first time through

•Reflect on what you have learned

•Set a purpose

•Activate prior knowledge

•Preview the reading

•Introduce important vocabulary

Intentional Independent Reading

The Application of Skills

This is a great book!

Practice & Performance

Independent Reading

Silent Reading

The Big Debate

Intentional Independent Readingvs..

Sustained Silent Reading

· Student chooses any book to read

· Book may be above reading level

· No checking by teacher

· No writing involved

· Student chooses any book to read with teacher guidance

· Student reads mostly “Just-Right” books

· Teacher monitors comprehension

· Student keeps a reading record

S.S.R. I.I.R.

The Effects of Independent Reading

•Improves Reading Performance

•Increases Vocabulary

•Builds Background Knowledge

Where & When

In-School

Out-of-School

Outside the School Day

· Instructional Time Not Affected

· Home & School Connection

· Personal Reading Materials

Inside the School Day

· Environment· Variety of Materials Available· Selecting a “just-right” book· Building a community of readers

Community Agreements

· If the teacher cannot control the home environment, what are some strategies teachers can suggest to parents that would help provide a location that’s conducive to reading?

· If having access to a “Just-Right” book or any book is limited or non-existent, what are some ways teachers can provide their students with materials to read at home?

· Does student accountability have to be the responsibility of the parent?

It’s Not About Time!

· What we need to focus on is what is happening during Intentional Independent Reading in the classroom, not how long should it last.

Essential I.I.R. Components

· Book Choice

· Teacher’s Role

· Student Participation

“The Just-Right Book”

· It looks interesting. · I can read most of it.· After I’ve read the book I can tell

someone what it’s about.

Role of the Teacher

Establishes an environment which:· Promotes accountability as students

are recording what they read.· Provides student-teacher interactions

to form a community of readers.· Allows students to select the “Just-

Right” book of various genres.

Student Participation

· Book Selection

· Accountability

· Be a participant in the conversation

The Challenge Awaits Us