sizzling strategies for reading nonfiction
TRANSCRIPT
Sizzling Strategies for Reading Nonfiction
Stevi QuateSeptember 5 & 6, 2015
WHO’S IN THE ROOM?
ESSENTIAL QUESTION:
WHAT DOES A TEACHER NEED TO KNOW TO ENGAGE STUDENTS IN
COMPREHENDING NON-FICTION TEXT?
CAROUSEL BRAINSTORMING
The man who does not read has no
advantage over the man who cannot read.
Thoughtful reading is only rarely a matter of insight. It is a gradual, groping process.
--Denny Palmer Wolf, Reading Reconsidered
WHAT CAN A TEACHER DO?
Page 3 & last page
Skill/Strategy
Skill/Strategy
to find the “what”
Strategies: how
Take a peek into your deep dark thoughts as you read
Annotate
LEAVE TRACKS OF
YOUR THINKING
Does this help?
ThinkingStrategies
Page 6
Setting a
PURPOSE for
reading.
Previewing and predicting
Activating
Background
knowledge
Monitoring, clarifying, and
fixing
Look at your annotations
Visualizing and creating visual representative
Asking Questions
Summarizing and retelling
Drawing inferences
The questions that poultry men face as they raise chickens from incubation to adult life are not easy to answer. Both farmers and merchants can become concerned when health problems such as coccidiosis arise any time after the egg state to later life. Experts recommend that young chicks should have plenty of sunshine and nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost. They may be afraid of the dark.
Look at your annotations
Assigning vs Teaching
Mini-lesson
PRACTICE
4 hours/day x
180 days a year x
13 years of school
9360 hours
Mini-lesson Connect Teach Active
engagement Link
Connect
Readers know that the author is signaling an important point when new information causes the reader to revise the images in their mind.
TEACH
Read page 7 and watch how your images shift and new meaning is made
Active Engagement
Link
PAGE 7
The Reading Strategies Book © 2015 Jennifer Serravallo
Your turn
Which thinking strategies might you urge students to try?
Strategy Confusion
THINKING STRATEGY• Setting a purpose• Visualizing• Questioning• Drawing inferences• Monitoring• …
INSTRUCTIONAL STRATEGY• Annotating• Sketch-note• Annotation write around• Reciprocal teaching• Conversation questions• Silent chalk talk• ….
SIMULATION
BEFORE: set purpose, arouse curiosity
DURING: use the TS to construct meaning
AFTER: deepen, extend understanding
STRATEGY-BASED
INQUIRY-BASED
Inquiry Questions
How does our understanding of our species shift if animals too are deemed intelligent?
Can we really use the word intelligence with regard to animals?
We think that crows are smart but what do we really know?
Intelligence takes on diverse meanings for different species and researchers think we are too prone to use human standards.
“Motivated reading behavior is characterized by students valuing and engaging in the act of reading with expectations of success and with greater persistence and stamina when encountering difficulty; as such, motivation is directly tied to personal interest and self-efficacy as well as achievement.” -- Pearson et al.
We've all heard talk of animal intelligence. We speak of crafty crows, clever foxes, discerning
dolphins and brilliant squids, but can we really use the word
intelligence with regard to animals?
THE LARGEST LAND ANIMALS EXHIBIT COMPLEX SOCIAL BEHAVIORS AND ARE FREQUENTLY OBSERVED GRIEVING FOR LONG PERIODS NEAR DEAD RELATIVES.
If we look straight and deep into a chimpanzee’s eyes, an intelligent self-assured personality looks back at us. If they are animals, what must we be?
– Frans de Waal
Scientists use rats to detect tuberculosis in saliva.
Inquiry Questions
How does our understanding of our species shift if animals too are deemed intelligent?
Can we really use the word intelligence with regard to animals?
SEMINAR
Silent Chalk Talk
Reciprocal Teaching• Summarizer• Clarifier• Questioner• Predictor
CONVERSATION QUESTIONS
EXPLOREhttps://sites.google.com/
site/readinginthedisciplines/
home
SITES TO EXPLORE
https://sites.google.com/site/readinginthedisciplines/
home
OR
http://padlet.com/steviq/IQ
Mini-lesson Connect Teach Active
engagement Link
Hold on to your thinking
STAR SEMINAR
REFLECTION
Welcome Back!
Power Brainstorm
ESSENTIAL QUESTION:
WHAT DOES A TEACHER NEED TO KNOW TO ENGAGE STUDENTS IN
COMPREHENDING NON-FICTION TEXT?
Today• Incorporate motivating texts • Engage students in discussion• Teach strategies – disciplinary literacy strategies
Motivation?
GOT TALK?
The Problem
• Not enough discourse • IRE pattern predominates
WHAT DOES IT TAKE TO INCREASE DISCOURSE?
• A safe, respectful classroom community where students and teachers know each other well
• Skills for discourse• Something worthy of
discussing• Time to think
CLASSROOM COMMUNITYDoes everyone know
each other’s name?Has everyone interacted
with each other?Have norms been set,
practiced, reviewed, and maintained?
Is the room put down-free and sarcasm-free?
Skills for HOW to function like a group
How to look like a group
How to share the airspace
How to disagree/agree
And….
TIP
Start small: pairs or trios at the most
SOMETHING WORTHY OF DISCOURSE
INQUIRY
Can you google it?
Source: Jeff WilhelmX
TIME TO THINK
• Wait time• Time to prepare– Think, pair, share– Write for rehearsal– Or….
http://padlet.com/steviq/discourse
Motivating texts and contexts
Will and thrill along with the skill.
TEXT SETS:
CHOICE AND
ENGAGEMENT
E-Waste
Launch a unit
Your Questions
Your Answers
Launch a lesson
Companion piece
Build a text set around your text
Decide how you will use that set
https://sites.google.com/site/readinginthedisciplines/engaging-texts
Disciplinary Literacy
General Literacy
Basic Literacy
The increasing specialization of
literacy development
Timothy & Cynthia Shanahan, Teaching Disciplinary Literacy to Adolescents: Rethinking Content Area Literacy
Disciplinary Literacy
Disciplinary reading refers to the specialized ways of knowing and communicating in the different disciplines.
Math Reading
• Goal: arrive at “truth”• Important: “close reading” of
every word in the text, precision • Heavy emphasis on error
detection
Chemistry Reading• Goal: predict how the world works• Important considerations: full understanding of
experiments or processes• Close connections among prose, graphs, charts,
formulas
History Reading
• Goal: make sense of the past • Important considerations: sourcing, corroboration,
context• Problem: single texts
• …these reading strategies work in tandem with the more discipline-specific literacy strategies to help students achieve their learning goals.
DIG IN!
FIND FIVE NUGGETS YOU MIGHT TEACH
READING:
Assigned or
taught?
Mini-LessonModeling and Teaching
How am I going to connect this lesson to the students? How will I ensure it’s relevant?• Something I noticed in their work• A story that illustrates why this is important?• Something I’ve noticed with past students?
active engagement
Link
ESSENTIAL QUESTIONS:WHAT DOES A TEACHER NEED TO KNOW TO
ENGAGE STUDENTS IN COMPREHENDING CONTENT AREA TEXT?