Teaching What Good Readers Do

Purpose

Participants will learn several research-based strategies that good

readers use

Think/Pair-Share

With a partner create a list of things you do to help you understand what you’re reading (e.g. write notes in the margin).

Be prepared to share out.

You’re not teaching reading—You’re teaching your content through reading

“Reading is the key enabler for academic proficiency across all subject areas and over all grades.”

Willard Daggett, International Center for Leadership in Education, “What We Know about Adolescent Reading”

More Daggett

“ . . . Employability and career success in an increasingly competitive global economy depend on reading to a far greater extent than previously required.”

Need ability tofindanalyzesynthesis

information

Explicit Teaching

Expository text is often schematically unfamiliar to young readers. Textbook-variety expository text comprises unfamiliar topics, factual material, and uncommon structures. Teachers need to expose students to a variety of expository text to familiarize them with the genre and teach different strategies for comprehending it.

Stephanie Harvey in Nonfiction Matters

Expository Text

What kinds of text do students in your course(s) read (or you wish they would read!)? Example: invoices

Take nothing for granted!granite!

What do good readers do?

1. Activate background knowledge2. Question3. Determine important ideas4. Monitor and repair

comprehension5. Draw inferences6. Synthesize information7. Visualize

Stephanie Harvey in Nonfiction Matters

Good Reader Strategy #1

Text Walk

Elements of Textbooks

• Chapter Previews• Charts and graphs• Footnotes• Glossaries• Indexes• Maps• Photos and Illustrations

Elements of Textbooks, cont.

• Special features• Study questions and reviews• Table of contents• Timelines• Typography• Unit, chapter, section

headingsGreat Source Reader’s Handbook

What good readers do:Text Walk

1. Activate background knowledge2. Question3. Determine important ideas4. Monitor and repair

comprehension5. Draw inferences6. Synthesize information7. Visualize

Stephanie Harvey in Nonfiction Matters

Purpose of a Text WalkTo understand and use the elements of textbooks to better – comprehend the content of the textbook– use the textbook as a resource and research document

Let’s go for a walk

First Responder: A Skills Approach

What if the last print these students read was a Golden

Book?

A Text Walk can help overcome some of their anxiety and teach

basic textbook skills.

Lead the walk

Please walk a colleague through your textbook.

Chapter WalksTo assist students with individual chapters, adapt the two handouts

• “How to Pre-read a Textbook Chapter”

• “Chapter/Section Pre-Reading Guide”

How/when can you use a Text Walk?

Good Reader Strategy #2 Think-Aloud

What good readers do: Think-Aloud

1. Question2. Determine important ideas3. Monitor and repair

comprehension4. Draw inferences5. Synthesize information6. Visualize7. Activate background knowledge

Stephanie Harvey in Nonfiction Matters

Purpose of Think-Aloud

To encourage students to be active, engaged readers

To provide opportunities for metacognition* during reading

*examining our ways of thinking

Frames

I think/believeI predictI can pictureI’m confused aboutI need to reread thisI wonderI would guess

Linette’s ZEN

Help! I can’t breathe.

First Responder

Put your think-aloud cap on!

Choose a section from your textbook and execute a think-

aloud

How/when can you use a Think-aloud?

Good Reader Strategy # 3

Talking to the Text

What good readers do:Talking to the Text

1. Activate background knowledge2. Question3. Determine important ideas4. Monitor and repair

comprehension5. Draw inferences6. Synthesize information7. Visualize

Stephanie Harvey in Nonfiction Matters

Purpose of Talking to the Text

To encourage students to be active, engaged readers

To provide opportunities for metacognition* during reading

*examining our ways of thinking

Frames

I think/believeI predictI can pictureI’m confused aboutI need to reread thisI wonderI would guessThis reminds me of

Linette gets to ham it up

Academic Literacy Instruction for Adolescents, p. 5

We get to ham it up

Academic Literacy Instruction for Adolescents, p. 125-126

You get to ham it up

Academic Literacy Instruction for Adolescents, p. 17-18

How/when can you use Talking to the Text?

Teaching what good readers do?

A piece of cake