Planning Strategic Reading Lessons

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Planning Strategic Reading Lessons

• Developed for
• The LARI Project Fall, 2003
• by
• Karen Cochran Bonnie Hain

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Session Purposes

• To provide participants with a tool to use when
  planning the strategic reading component of
  balanced literacy.
• To give participants an opportunity to draft a
  strategic reading lesson using the planning tool.
  

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STRATEGIC READING is

• a teacher-directed instructional
• approach that supports instructional
• goals by providing purposefully-
• grouped students with targeted
• strategies that facilitate fluent
• reading and accurate comprehension.

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• Strategic reading
• is teacher-directed
• uses teacher-selected texts, themes, objectives,
  and instructional formats of increasing
  difficulty
• teaches text exploration through reading
  strategies
• often leads to more student-directed
  instructional approaches such as literature
  circles

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Strategic Reading helps students -develop
positive attitudes toward reading -learn
appropriate strategies to gain meaning from a
variety of texts -explore multiple genre -think
critically -access information and use it
effectively
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How can we use the Lesson Planning Guide for
Strategic Reading to plan reading lessons?

• Become familiar with its organization
• Learn the general order of the planning steps

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Format of the Lesson Planning Guide for Strategic
Reading

• 4 columns are utilized
• Teacher Questions to Guide Planning
• Major Considerations for Instructional Planning
• Student Strategies
• Differentiation Questions and Ideas
• Topics are listed in sequential steps although,
  in reality, planning must be somewhat spiral.

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How do we begin?

• Several decisions must be made before any reading
  activities are planned
• What objective(s) do my students need to succeed
  with the indicator Im teaching?
• How can I assess that the objective has been
  learned?
• What text(s) can I use to teach and assess the
  objective(s)?
• What is the students purpose for reading?

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Establish a Purpose for Reading

• Rationale To ensure that students focus on
  important information rather than extraneous
  information.
• Possible methods
• develop a critical question linked to the text
• and/or skill
• make the purpose and assessment one
• simply state and discuss the purpose
• Keep in mind
• Students MUST know and understand the
• purpose for reading BEFORE any reading
• activities begin.
• - Students should frequently be reminded of
  
• the purpose for reading.

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Decide How Students Will Communicate Mastery

• Rationale
• Students learn the assessment task and scoring
  standard theyll use to communicate their
  understanding of the lesson objective(s) before
  reading .
• Possible Methods
• Various written responses scored with BCR
  rubric, rules, spec sheets or other scoring tools
• Nonwritten assessments (e.g., art, music,
  speaking, acting) tied to objective
• Considerations
• Students must have a scoring tool and exemplars
• Assessment is completed after direct and guided
• practice of the skill or process linked to
  the objective.

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Decide Ways to Motivate Students to Read

• Rationale
• Establish reason and relevancy so students will
  want to read.
• Possible Methods
• Speakers, Pictures, Video/Film
• Students/Teacher share personal experiences
• Related extension activities that can follow from
  reading
• Keep in Mind
• Tie motivation to reading purpose
• If topic and/or skill isnt relevant, students
  cant and wont comprehend at the necessary level

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Plan the Text Preview

• Rationale
• Students become familiar with text
• features and make predictions related
• to what they see, the reading purpose,
• and motivational activities.
• Possible Methods
• Text walk (individual or group)
• Highlight relevant text features
• Keep in Mind
• Which features contribute to understanding of
  objective? Reading purpose? Assessment?

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Plan for Prereading

• Rationale
• Students acquire the background
• knowledge necessary to understand the
• topic and the structure of the text.
• Possible Methods
• Scaffolding strategies
• KW of KWL SQ of SQ3R
• Vocabulary and concept building strategies
• Keep in Mind
• Select materials that require minimum background-
  building (_at_ 1 day for a novel 5-10 min. for
  shorter works)
• Background knowledge can be built incidentally
  during vocabulary lessons, read alouds, fluency
  readings,
• selections used for strategy
  modeling, etc.
• -Deficits in experience with text topic
  or text
• structure will minimize
  comprehension.

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Plan the Initial Reading

• Rationale
• Students read text to gain global understanding.
  
• Possible Methods
• Various graphic organizers that reflect the text
  structure
• Purpose for Reading is kept at the forefront
• A variety of self-monitoring strategies to check
  understanding
• Visualizing and verbalizing strategies
• Possible Considerations
• Should reading be completed independently, in
• teacher directed groups (DRTA, DRA,
• Reciprocal Teaching), in pairs, with
  tape or
• oral reading (shared reading)?

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Plan Reflection Activities

• Rationale
• Reflection provides an opportunity for students
  to assess their global understanding of the text.
• Possible Methods
• - Teacher or student-generated questions
  regarding the main ideas, events, points of the
  text.
• - Student retellings or summaries
• Revisit the purpose for reading and, if
  different, the overarching question to determine
  if responses are becoming clearer.
• Considerations
• Vary reflection questions and activities
• according to need and learning styles.

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Plan Ways to Compel Students to Reread

• Rationale
• Students build deeper understanding and extend
  comprehension through rereading activities.
• Possible Methods
• a variety of follow-up questions
• follow-up (sometimes assessment) projects that
• appeal to multiple learning styles
• student-generated questions about text
• numerous strategies that promote/require
  rereading
• Considerations
• Rereading does not necessarily mean
• reading every word, beginning-to-end, again.
  (As need dictates, rereading may vary in time
• and focus from extensive to limited.)

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Determine Ways to Have Students Reflect About the
Thought Processes Theyve Used

• Rationale
• Metacognitive reflection helps cement reading
  skills and strategies.
• Possible Methods
• Discussion, conferencing
• Applying strategy(s) to new task
• Teaching strategy(s) to others
• Various written products questions, journals
  entries, exit slips, etc.
• Posters, bookmarks, etc. that explain the
  strategy
• Considerations
• Encourage self-evaluation
• Usually keep this part of the lesson short
• Does not always occur at the conclusion of the
• reading lesson. Can be utilized in
  almost any
• part of the lesson.

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Voilá - You now have a strategic reading lesson!