Reading Road Maps

1
Reading Road Maps

• Kayla Becker
• Fall 2006
• Dr. Peggy Pruisner

2
Description

• Reading road maps are also called selective
  reading guides
• Use various cues, signals and statements to guide
  students reading via handouts students complete
  while reading the text
• Strategy to help students identify the important
  concepts and conceptual relationships in the text
• http//www.sedl.org/cgi-bin/mysqul/buildingreading
  .cgi
• (Vacca Vacca, 2002)

3
Purpose

• To focus students attention on
• key areas of the text
• Helps students become aware of
• the importance of text organization how to find
  relationships within the text
• Also, helps students distinguish
• important from less important information
• (Vacca Vacca, 2002)

4
Teaching strategy steps

• Step 1 Preparation
• Select the important concepts of the text
• Develop a word map that shows connections clearly
• Add to the map any items students have previously
  learned and is relevant
• http//www.sedl.org/cgi-bin/mysqul/buildingreading
  .cgi

5
Teaching strategy steps, cont.

• Step 2 Presentation
• Use a reading road map to introduce and further
  explain the new concepts and their
  interrelationships
• Pose questions to the students and check for
  students understanding
• http//www.sedl.org/cgi-bin/mysqul/buildingreading
  .cgi

6
Teaching strategy steps, cont.

• Step 3 Follow-up
• Instruct students to see how the new information
  from the text fits into the reading road map
• Check that students added comments to the map,
  thereby creating spatial relationships between
  and among the concepts
• http//www.sedl.org/cgi-bin/mysqul/buildingreading
  .cgi

7
Model

• Look at the samples from
• A day no pigs would die, by Robert Newton Beck
• Figure 10.13, a Reading Road Map
• Figure 10.12, Selective Reading Guide
• (Vacca Vacca, 2002, p. 345-346)
• http//english.byu.edu/Novelinks/reading
  strategies/day no pigs would die (2)/Day no Pigs
  would die 2.htm

8
The 5 Steps

• Describe the setting.
• Who are the main characters?
• What is the central problem?
• What events lead to the solution?
• Finally, what is the solution of the problem?
• http//english.byu.edu/Novelinks/reading
  strategies/day no pigs would die (2)/Day no Pigs
  would die 2.htm

9
Reading text

• A day no pigs would die, by Robert Newton Beck
• Read the selected text silently
• Then, complete the road map independently or
  quietly with a partner sitting next to you
• (Beck, 1972)

10
CA and examples

• Elementary
• http//www.edhelper.com/teachers/Storytelling_gra
  phic_organizers.htm
• Secondary
• http//www.middleweb.com/ReadWrkshp/JK34.html

11
Suggestions from experts

• The teacher determines the overall purpose for
  a particular reading assignment. Second, the
  teacher selects those sections of the reading
  which are necessary to achieve this purpose. Most
  importantthe teacher eliminates any and
  all sections that are irrelevant to the purpose.
  Third, the teacher determines, what a
  student must operationally do to achieve the
  purpose - step by step, section by section.
• (Vacca Vacca, 2002, p. 342)

12
Suggestions, continued

• Interspersed questions designed to coordinate
  with the topics and headings. In this approach,
  questions are sequentially presented and students
  answer them while they read through the textbook
  selection. In this way, the students see what the
  teacher, not the textbook publisher, thinks is
  important in the chapter.
• (Roe, Stoodt, Burns, 1995, p. 267-268)

13
Final thoughts

• How can the reading strategy, reading road maps,
  be included in your CA?
• How do you anticipate your reading road maps will
  differ from those showed in this presentation?
• What adjustments will you make to fit your CA?

14
References

• Beck, R. N. (1972). A day no pigs would die. New
  York Dell Publishing.
• Grierson, S. (1999). Reading strategies/unit
  plan. Novelinks, retrieved October 15, 2006,
  from http//english.byu.edu/Novelinks/reading
  strategies/day no pigs would die (2)/Day no Pigs
  would die 2.htm
• Kendall, J. (2002). A road map for content-are
  reading, Julie Kendalls weekly reading workshop
  journal, 34. Retrieved October 15, 2006, from
  http//www.middleweb.com/ReadWrkshp/JK34.html
• Roe, B., Stoodt, B., Burns, P. (1995). The
  Content Area, Adjusting Reading Assignments to
  fit all Students. Boston Houghton Mifflin
  Company.
• Storytelling Graphic Organizers. Retrieved
  October 15, 2006, from
• http//www.edhelper.com/teachers/Storytelling_gr
  aphic_organizers.htm
• Text mapping strategies. (2001). Retrieved
  October 15, 2006, from
• http//www.sedl.org/cgi-bin/mysql/buildingr
  eading.cgi
• Vacca, R. T., Vacca, J. L. (2002). Study
  guides. Content area reading, 2, 342-348.