Elkhart Community Schools

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Elkhart Community Schools
Top 10 Reading Strategies
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Why have a K-12 emphasis on reading?
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Language Development
Listening Speaking Reading Writing
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Reading difficulties begin here..
Actual Differences in Quantity of Words Heard
In a typical hour, the average child would hear
Welfare
616 Words
Working Class
1,251 Words
Professional
2,153 Words
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Did you know...
85 of ECSs students fall into the first two
categories - welfare - working class
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Connection
Language
Reading
Thinking
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Reading IS Thinking The purpose of reading is
understanding.
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Strategic Thinking
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Strategic Thinking
True comprehension goes beyond literal
understanding and involves the readers
interaction with text. If students are to become
thoughtful, insightful readers, they must extend
their thinking beyond a superficial understanding
of the text. Stephanie Harvey and Anne Goudvis
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Why teach reading strategies?
Once thought of as the natural result of
decoding plus oral language, comprehension is now
viewed as a much more complex process involving
knowledge, experience, thinking and
teaching. (Linda Fielding and P. David Pearson,
1994)
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What strategies should be taught?
Researchers identified strategies that proficient
readers use to construct meaning from text.
Pearson, Keene, Harvey, Goudvis, Robb and others
summarized these strategies. Elkhart Community
Schools Top 10 Reading Strategies are based on
the work of the above researchers.
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Top 10 Reading Strategies

• Make Inferences Then Draw Conclusions
• Summarize and Synthesize
• Check Your Understanding
• Build Fluency

• Connect to the Text
• Ask Questions
• Expand Vocabulary
• Predict Prove
• Sense It
• Decide Whats Important

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Strategy 1 Connect to the Text
Making Connections A Bridge From
the New to the Known Text to Self Text to
Text Text to World
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Strategy 2 Ask Questions
Asking Questions The Strategy That
Propels Readers Forward Questioning is the
strategy that keeps readers engaged. When
readers ask questions, they clarify understanding
and forge ahead to make meaning. Asking
questions is at the heart of thoughtful
reading. Harvey and Goudvis
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Strategy 3 Expand Vocabulary
The larger the readers vocabulary (either oral
or print), the easier it is to make sense of the
text. Report of the National Reading Panel
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Strategy 4 Predict and Prove (Guess and Check)
Research suggests that when students make
predictions their understanding increases and
they are more interested in the reading
material. Fielding, Anderson, Pearson, Hanson
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Strategy 5 Sense It
Visualizing A Tool to Enhance
Understanding Visualizing is a comprehension
strategy that enables readers to make the words
on a page real and concrete. Keene and Zimmerman
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Strategy 6 Decide Whats Important
Thoughtful readers grasp essential ideas and
important information when reading. Readers must
differentiate between less important ideas and
key ideas that are central to the meaning of the
text. Harvey and Goudvis
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Strategy 7 Make Inferences Then Draw
Conclusions
Inferring is at the intersection of taking what
is known, garnering clues from the text, and
thinking ahead to make a judgment, discern a
theme, or speculate about what is to
come. Harvey and Goudvis
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Strategy 8 Summarize and Synthesize
The Evolution of Thought Synthesizing is putting
together separate parts into a new whole.a
process akin to working a jigsaw puzzle. Harvey
and Goudvis
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Strategy 9 Check Your Understanding
If confusion disrupts meaning, readers need to
stop and clarify their understanding. Readers
may use a variety of strategies to fix up
comprehension when meaning goes awry. Harvey
and Goudvis
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Strategy 10 Build Fluency
Fluency is important because it frees students
to understand what they read. Report of the
National Reading Panel
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Reading Strategies
CAUTION! Although these strategies tend to be
introduced independently, readers rarely use
these in isolation when reading. These thoughts
interact and intersect to help readers make
meaning and often occur simultaneously during
reading. Harvey and Goudvis
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Check Understanding
Build Fluency
Sense It
Ask Questions
Reading is Thinking
Connect To Text
Making Inferences/ Draw Conclusions
Decide Whats Important
Summarize/ Synthesize
Expand Vocabulary
Predict and Prove
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Strategy Instruction and Practice For
Strategic Reading
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METACOGNITIVE THINKING
Thinking About Thinking
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Four Levels of Metacognitive Knowledge
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Level 1 Tacit Learners and Readers
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Level 2 Aware Learners and Readers
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Level 3 Strategic Learners and
Readers
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Level 4 Reflective Learners and Readers
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Reflective Learners and Readers
Strategic Learners and Readers
Aware Learners and Readers
Tacit Learners and Readers
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Teaching Comprehension Monitoring to Enhance
Awareness
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Explicit
Explicit
Explicit
EXPLICIT
Explicit
EXPLICIT
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EXPLICITLY Teach students to

• Track their thinking through coding, writing, or
  discussion
• Notice when focus is lost
• Stop and go back to clarify thinking
• Reread to enhance understanding
• Read ahead to clarify meaning
• 
  Continued.

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EXPLICITLY Teach students to

• Identify and articulate whats confusing or
  puzzling about the text.

• Recognize that all questions have value.

• Develop the disposition to question the text or
  author.
• .

• Think critically about the text and be willing to
  disagree.

• Match the problem with the strategy that will
  best solve it.
• .

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Effective Strategy Instruction
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Strategy instruction is most effective when

• Model their own use of strategies repeatedly over
  time
• Show students their thinking when reading, and
  articulate how that thinking helps them better
  understand what they read
• Discuss how the strategies help readers make
  meaning

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Strategy instruction is most effective when

• Build in large amounts of time for the actual
  text reading by the students
• Provide opportunities for guided practice in
  strategy application
• Show students how the strategy applies to other
  texts, genres, formats, disciplines and contexts

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Strategy instruction is most effective when

• Help students notice how the strategies intersect
  and work in conjunction with one another
• Take time to observe and confer directly with
  students about their strategy learning, and keep
  records
• Remind students that the purpose of the strategy
  is to better understand the text

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Strategy instruction is most effective when

• Make connections between the new strategy and
  what the reader already knows
• Respond in writing by coding the text according
  to a particular strategy
• Gradually release responsibility for the use of
  the strategy to the students.

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The Gradual Release of Responsibility
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Gradual Release of Responsibility
Application of the Strategy in Real Reading
Situations
Independent Practice
Guided Practice
Teacher Modeling
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The Gradual Release of Responsibility
Teacher Modeling

• The teacher explains the strategy.
• The teacher demonstrates how to apply the
  strategy successfully.
• The teacher thinks aloud to model the mental
  processes she uses when she reads.

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The Gradual Release of Responsibility
Guided Practice

• After explicitly modeling, the teacher gradually
  gives the student more responsibility for task
  completion.
• The teacher and students practice the strategy
  together.
• 
  Continued

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The Gradual Release of Responsibility
Guided Practice

• The teacher scaffolds the students attempts and
  supports student thinking, giving feedback during
  conferring and classroom discussions.
• Students share their thinking processes with each
  other during paired reading and small - and large
  group discussions.
• 
  

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The Gradual Release of Responsibility
Independent Practice

• After working with the teacher and with other
  students, the students try to apply the strategy
  on their own.
• The students receive regular feedback from the
  teacher and other students.

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The Gradual Release of Responsibility
Application of Strategies In Real Reading
Situations

• Students apply a clearly understood strategy to a
  new genre or format.
• Students demonstrate the effective use of a
  strategy in more difficult text.

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Best Practice Instructional Approaches to Show
Kids "How"

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Instructional Approaches

• Reading Aloud
• Thinking Aloud and Coding Text
• Lifting Text (overhead projector)
• Reasoning Through Text (engaging in conversation)

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Instructional Approaches

• Providing Anchor Experiences (mini lessons on
  strategies)
• Rereading for Deeper Meaning (multiple readings
  of text)
• Sharing Our Own Literacy by Modeling With Adult
  Literature (using more difficult text to teach)

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Beyond Dioramas and Projects
Responding to Reading
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Responses to Reading
AUTHENTIC DIVERSE OPEN-ENDED
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Oral Responses

• Whole class discussions
• Pair shares
• Small informal discussion groups
• Compass group four way share
• Book Clubs or Literature Circles
• Informational Study Groups

Teacher listens in
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Written Responses

• Coding text with sticky notes
• Making notes in the margins
• Circling, highlighting, framing, bracketing, and
  underlining the text
• Using two-and three-column note forms to explore
  thinking

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Written Responses

• Writing and responding in notebooks Steno
  notebooks, literature response journals, Think
  Books
• Writing letters to teachers, classmates, others
  in the school community, authors, illustrators

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Written Responses

• Quick Write or Stop and Write write about
  strategies or gist of story, story events,
  thoughts about characters etc..
• Story Maps, Webs, KWL Charts key themes,
  questions, important ideas, images, conclusions,
  story elements

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Other Responses

• Artistic
• Dramatic
• Musical
• Numeric
• Scientific
• Historic
• Economic

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Using Short Text for Explict Teaching of
Strategies
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Short Text
Magazines Poetry Newspapers Short
Stories Essay Picture Books
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Explicit instruction is the key to the
development of successful readers!