cortney steffens 2009 -...
TRANSCRIPT
Cortney Steffens
2009
Proficient Readers Make connections between prior knowledge and the text.
Text-to-self connections
Text-to-text connections
Text-to-world connections
Ask questions
Visualize
Infer
Determine important ideas
Synthesize
Use “fix-up” strategies Harvey, S., & Goudvis, A. (2000). Strategies that work. York, Main: Stenhouse.
How do you teach strategies? The Gradual release of responsibility approach
1. The teacher models the strategy by explaining and demonstrating it using a think aloud approach.
2. Guided practice – the teacher and student practice it together . The teacher provides support as the student attempts the strategy.
3. Independent practice- the student tries it on their own.
4. Application to real reading situations- the student applies the strategy when reading .
Harvey, S., & Goudvis, A. (2000). Strategies that work. York, Main: Stenhouse.
The Goal We want our students be monitoring their
comprehension. This means they:
Are aware of their thinking while reading
Are aware when they are confused
Know what strategies to use to support meaning.
This requires developing our student’s
metacognition!
(Harvey & Goudvis, 2000)
Monitoring and Repairing Understanding In order to develop metacognition we need to teach
them to:
Track their thinking through coding, writing, or discussion.
Notice when they lose focus.
Stop and go back to clarify thinking
Reread to enhance understanding
Read ahead to clarify meaning
Identify and articulate what’s confusing or puzzling
(Harvey & Goudvis, 2000)
Continued… Recognize that all questions have value
Develop the disposition to question the text or author.
Think critically about the text and be willing to disagree with its information or logic
Match the problem with the strategy that will best solve it.
(Harvey & Goudvis, 2000)
Making Connections Text-to-self connections- the reader connects the text
to something to his/her experiences or schema
Text-to-text connections- the reader connects two or more texts
Text-to-world connections- the reader makes connections between the text and bigger issues, events and concerns of society
http://kids.nypl.org/reading/Childrensebooks.cfm
(Harvey & Goudvis, 2000)
Questioning Proficient readers ask questions before, during, and
after reading
Questions we develop can be categorized as
T= In the text
BK= Background knowledge
I= Answers can be inferred
D= Answered by further investigation
RS= Requires further research
Huh?= Questions that signal confusion
(Harvey & Goudvis, 2000)
Questioning Web
Why did grandma not know how to
read?
Visualizing When we visualize we make movies or pictures in our
minds (mental images). These pictures are affected by our schema.
We use all our senses at times to visualize the text.
A reader can say: I see …
I smell …
I taste …
I can feel …
I can hear … (Harvey & Goudvis, 2000)
Visualizing (mental images)The room was warm and clean, the
curtains drawn, the two table lamps alight-hers and the one by the empty chair opposite. On the sideboard behind her, two tall glasses, soda water, whiskey. Fresh ice cubes in the Thermos bucket.
(excerpt of Lamb to the Slaughter by Roald Dahl)
Inferring The reader must take what is known (taking clues
from the text), think ahead (prediction) to make a judgement or discern a theme (Harvey & Goudvis, 2000)
Why were his parents not laughing?
Riddles I live in a bowl.
I can swim.
I have a tail.
I also have fins and big eyes.
I am a...
Determine Important Ideas Overviewing Activating prior knowledge
Noting text length and structure
Noting important headings and subheadings
Determining what to read and in what order
Determining what to pay careful attention to
Determining what to ignore
Deciding to quit because the text contains no relevant information
Deciding if the text is worth careful reading or just skimming (Harvey & Goudvis, 2000, p. 119)
Determine Important Ideas Highlighting
Look carefully at the first and last line of each paragraph. Important information is often contained there
Highlight only necessary words and phrases
Don’t get thrown by interesting details
Make notes in the margins to emphasize pertinent highlighted words or phrases
Use nonfiction features that signal importance
(Fonts and effects, cue words and phrases, photographs, text organizers, text structures, etc)
Pay attention to text cues that signal important information
(since, this led to, consequently, similarly, however, before, next, then, one reason, etc.)
Harvey & Goudvis, 2000, p.p. 120-121)
Synthesizing Information We take individual pieces of information and combine
them with our prior knowledge and begin to see a pattern emerge.
Like a jigsaw puzzle our thinking evolves as more pieces come together and we have a new perspective (Harvey & Goudvis, 2000).
Or think of a water ripple
Two Column NotesWhat the text is about What it makes me think
about
Direct quote Personal response
Opinion before reading New ideas
Quote or picture from text New idea
Information from the text New insight
Content Process
What’s Interesting What’s important
Three Column Note FormsContent Process Craft
Facts Questions Response
Topic Details Response
Thinking New Information New Thinking
Concept Similarities Concept