When Kids Cant Read by Kylene Beers

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When Kids Cant Readby Kylene Beers
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Building Comprehension Before, During and After
ReadingSecondary Literacy 3

• Philippe Ernewein
• Literacy Specialist
• www.rememberit.org

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DO NOW page 301

• Hand-out the Cloze technique
• Technique in which words are deleted from a
  passage.
• The passage is presented to students, who insert
  words as they read to complete and construct
  meaning from the text.
• Complete Cloze passage.

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Why what are we learning?

• Meaning versus sense of text
• Reader constructs schemata
• Concrete strategies
• Build students schemata
• Access texts
• Deepen their thinking
• Construct meaning

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Agenda

• DO NOW
• Introduction
• Mini-Lesson
• Pre-reading
• During Reading
• Post-reading
• Gallery Walk
• Application
• Close/Journals

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Marcia DArcangelo (2002) Educational Leadership

• Its an unusual teacher who comes into secondary
  education wanting to teach students how to learn.
  Yet, if were going to be good teachers, thats
  really essential.
• What exactly does she mean by that?
• How could this inform your instruction?

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Anticipation Guide

• Page 302
• Math specific Page 303

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Anticipation Guide Romeo JulietRead each of
the following statements and write whether you
agree or disagree with each one.
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Anticipation Guide Multiples
DivisorsDirections In the column below labeled
Me, place a check next to any statement that
you think is true. After reading the text,
compare your opinions on those statements with
information contained in the text.
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Pre-Reading

• KWL
• OBG
• Trigger Letters
• Word Splash
• Pre-write questions

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KWL Chart
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Pre-Reading

• KWL
• OBG
• Trigger Letters
• Word Splash
• Pre-write questions

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Teacher Generated Word Splash The Importance of
Food Science Chapter
Calorie
water
protein
mineral
carbohydrate
enzymes
vitamin
ammino acid
fat
nutrient
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Pre-Reading

• KWL
• OBG
• Trigger Letters
• Word Splash
• Pre-write questions

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During Reading

• Executive Summary
• Notes Quotes
• Cliff It
• Talk Radio
• Map/Web
• SWBS
• Character/Story Map

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During Reading

• Executive Summary
• Notes Quotes
• Cliff It
• Web/Map
• Talk Radio
• SWBS
• Character/Story Map

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During Reading

• Code the Text
• With a partner, select 3 different ways to code
  the text.
• Alternate reading paragraphs while practicing a
  think aloud.
• As you are coding, explain what you are marking
  and why.
• Choice page 308 317 or classroom text

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Code the Text

• Confirms what you thought
• Puzzles you
• Interesting
• Contradicts what you thought
• Very important
• Reminds you of something

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Post-Reading

• Whip Around
• Journal/Reflection
• License Plate
• Postcard
• Billboard
• Adjective-Itis
• Newspaper Connection

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Reflection

• Share a strategy
• Management concerns?
• Return to anticipation guide
• Questions, comments or concerns
• Meta-cognitive muscle

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Gallery Walk

• Adjective-itis
• Notes Quotes
• Executive Summary
• OBG
• Postcard
• Mind Map

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Workshop lets put it to use

• Select lesson
• Apply three of the strategies
• Output is on page 305
• Pre, during, post reading strategy

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What did we learn?
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Our bigger purpose

• Teaching comprehension explicitly is our job.

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Overview of the Secondary Literacy Course

• Core Session 4 Integrating Informal Writing
• Core Session 5 Teaching Vocabulary
• Core Session 6 Decoding and Fluency

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Check-out

• Homework?
• www.rememberit.org
• Journals to mailbox
• Name tents returned
• Exit slips