Module 1: Unit 1, Session 2

MODULE 1: ADOLESCENT READING, WRITING, AND THINKING

Adolescent Literacy – Professional DevelopmentUnit 1, Session 2

Module 1: Unit 1, Session 2

READING AS A LEARNING ACTIVITY

Session 1.1.2

Module 1: Unit 1, Session 2

Essential Questions

Module 1 QuestionWhat do we know about how teens learn

from text and how can we use that knowledge to improve our practice?

Unit 1, Session 2 ObjectiveTo understand how approaching a text with

different goals and reading with different purposes affects our understanding of the text

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Module 1: Unit 1, Session 2

Reading for Understanding: A Heuristic for Thinking about Reading Comprehension

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Module 1: Unit 1, Session 2

WarmUp

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Module 1: Unit 1, Session 2

Stances to Reading

Rosenblatt, L. (2004). The transactional theory of reading and writing. In R. Ruddell & N. Unrau (Eds.), Theoretical Models and Processes of Reading (5th ed. ed.). Newark Del.: International Reading Association.

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Module 1: Unit 1, Session 2

WarmUp

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Module 1: Unit 1, Session 2

How Do Purpose and Task Intersect?

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Module 1: Unit 1, Session 2

Multiple Texts and Genres Support Learning

The Journal of geography, Volume 2 By National Council for Geographic Education, National Council of Geography Teachers (U.S.), American Geographical Society of New York

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Module 1: Unit 1, Session 2

Instructional Strategy

The most well-researched and commonly implemented strategy is based on the Reciprocal Teaching Model.Roles

Discussion leaderSummarizerQuestionerPredictor

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Module 1: Unit 1, Session 2

Gradual Release of Responsibility(Campione, 1981)Week 1 Week 2 Week 3 Week 4

Introduce the roles and describe how you, as a teacher, use these roles when reading text.

Assign different roles to students for a homework or class assignment. Ask students to talk with each other about how purpose influenced what they noticed in the text.

Choose four students to discuss the textbook reading in front of the class (i.e., have a fishbowl discussion). Debrief with the class what went well or poorly.

Allow time for students to read their texts in class with assigned Reciprocal Teaching roles, and discuss the reading.

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Module 1: Unit 1, Session 2

ReferencesGraesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing Inferences During Narrative Text

Comprehension. Psychological Review, 101(3), 371-395.

Kintsch, W. (1986). Learning from text. Cognition and instruction, 3(2), 87-108.

Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring strategies. Cognition & Instruction, 1(2), 117.

Rosenblatt, L. (2004). The transactional theory of reading and writing. In R. Ruddell & N. Unrau (Eds.), Theoretical Models and Processes of Reading (5th ed. ed.). Newark Del.: International Reading Association.

Zwaan, R. A., Langston, M., & Graesser, A. C. (1995). The construction of situation models in narrative comprehension: An event-indexing model. Psychological Science, 6(5), 292-297.

Zwaan, R. A., Magliano, J. P., & Graesser, A. C. (1995). Dimensions of Situation Model Construction in Narrative Comprehension. Journal of Experimental Psychology, 21(2), 386-397.

Zwaan, R. A., & Radvansky, G. A. (1998). Situation models in language comprehension and memory. Psychological Bulletin, 123(2), 162-185.

Zwaan, R. A., Radvansky, G. A., Hilliard, A. E., & Curiel, J. M. (1998). Constructing multidemensional situation models during reading. Scientific Studies of Reading, 2(3), 199-220.

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