Secondary School Reading

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Secondary School Reading

• How reading expectations change
• in the secondary grades

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Reading The extraction of meaning from text

• Revising How We Think of Reading
• and Instruction

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This Is Your Brainon Reading!
Outdated Paradigm
not necessarily
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This Is Your Brainon Reading!
not necessarily

• Advantages
• Traditional, familiar
• High comfort level
• for teacher

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This Is Your Brainon Reading!
not necessarily
Result Skilled readers? Unskilled readers?
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Active Paradigm
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Result Skill-based and content-based durable
learning
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Advantage Is an Investment

• Students ability
• to learn more than
• I can talk-teach

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(No Transcript)
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Kinds of Reading in Academic Classes What? When?
Why? How?

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The Read-O-Meter
Highly Demanding
Slightly Demanding
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College
Elementary
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Golden Oldies Volume I
SQ3R
Survey
Read
Question
Recite
Review
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Golden Oldies Volume II
KWL
1.Summoning prior knowledge 2.Establishing a
purpose asking questions prior to
reading 3.Summarizing how the new learning
relates to existing knowledge
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Cornell Notes (aka 3 column notes)
Learn to create meaning from text
Let time elapse.
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What theres more of
What theres less of
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But Im Not a Reading Teacher
Not Expected
Would be Helpful
Teaching Phonics, Decoding Providing
Remediation Teaching the skill of reading
aloud Literacy lessons unrelated to content in
math/science Teaching grammar, spelling
Breaking down multisyllabic words to show
components Supporting literacy skills and
habits of mind Pronouncing unfamiliar words
having students pronounce unfamiliar
words Literacy lessons that support and are
directly related to my subject
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But Im Not a Reading Teacher
Not Expected
Would be Helpful
Eliminating the need for reading by teaching
around reading Knowing everybodys reading
level Being a reading specialist
Making reading a supported expectation Knowin
g the extent to which your students can access
meaning from your textbook and
assessments Using the reading specialist as a
resource on behalf of students
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But Im Not a Reading Teacher
Not Expected
Would be Helpful
Reading for the students Turning class into a
reading/ homework center
Modeling your thinking as you read
aloud Providing occasional, limited,
structured, purposeful reading lab
time Understanding and supporting the value of
SSR
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Readability of Your Major Text

• 1. Have students read the page, timing themselves
  carefully.
• 2. Students answer the 5 questions.
• 3. Following the timed reading and the 5
  questions, students write words from the text
  that they didnt understand.

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Assessing Readability
Read at your pace, or slightly slower One or two
comprehension errors Fewer than five unknown
words
Read at your pace or faster No comprehension
\ errors One or two unknown words
Read significantly slower than you do More
than two comprehension errors Five or more
unknown words
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Reading Supports/Enrichments
Enrichment recommended
Support Needed
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Supports

• Provide more visuals
• Provide pre-reading expectations (overview)

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Supports

• Provide guiding questions

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Supports

• Establish a purpose for reading

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Supports

• Pronounce unfamiliar words

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Reading the Busy Page
Essential Information
Supportive Information
Nice to Know
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Elements of Strategic Comprehension Instruction
Building Background Knowledge (Vocab)
Scaffolding (Providing Supports)
Application of the Strategies
Supervised Practice
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Meaning-Making Strategies

• Rereading phrase by phrase, sentence by
  sentenct
• Recognize the pattern and create a diagram that
  organizes the information (CC)
• Definition flexibility

• Putting it into own words
• Put it into a context How do I file this?
• Background knowledge of domain-specific
  vocabulary and syntax
• Skim and give up
• Consult outside sources

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Strategies
Think of reading as a process Before During
After
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Consider the reading expectations your students.
To what extent do they do these three kinds of
reading? For what purposes? How are they
assessed? Do they understand the demands
of different reading experiences? Do they need
support? If so, where can they get it?
Skimming
Scanning
Studying
Reading for full meaning
Reading for details and inferences re-reading
is expected consultation of outside sources may
be necessary text may have multiple
interpretations
Rehearsal memorization
Searching for specific information
Getting a quick overview
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Strategies
Think of reading as a process Before Preview
Establish expectations Meet new
words Extract main ideas
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Strategies

• Think of reading as a process
• Before
• Activate Prior Knowledge
• Knowledge through facts
• Knowledge through experience
• Knowledge through imagination

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Strategies
Think of reading as a process Before Establish
a purpose for reading What am I looking
for?
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Strategies
Think of reading as a process During Monitor
for comprehension and adjust pace and focus
Reread unclear part Seek
outside help Establish a better base
coat of prior knowledge
(scaffolding)
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Strategies
Think of reading as a process During Make
meaning happen Visualize Mark
text Sub-summarize Generate questions
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The processing voice
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Strategies
Think of reading as a process During Make
meaning happen Make connections
To other readings To self
To world
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Strategies
Think of reading as a process During Make
meaning happen Find the pattern
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The Importance of Patterns

• Common Patterns in Text
• Narration and description
• Classification
• Definition
• Example
• Cause and Effect
• Comparison and contrast
• Sequence Process Analysis

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Text Patterns
Cause effect
comparison contrast
Process analysis
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So Ill make a chart.
This looks like a classification pattern.
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Supporting Reading in Sec. Classes

• Encourage students to find patterns
• Model your thinking as a reader
• Establish reading expectations
• Encourage marking text
• Encourage reading talk (socialization)

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Teach genre-specific features
In the Constitution, the sentences are very long.
The Constitution is a rule book. Figure out how
the language is telling you a rule.
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Mini-Lessons to Improve Reading
10-15 Minutes
Purpose to integrate skills teaching with
content teaching Teaching kids how to be
smart.
Procedure 1. Write the name of the mini-lesson
on the board 2.
Inform the students of its purpose 3.
Spend no more than 5 minutes explaining
the concept 4. Give 5-10
minutes of reading practice 5. Re-state the
purpose
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Mini-Lessons

• Window Shopping
• Word Previews
• What Am I Fishing For?

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Mini-Lesson 1
BEFORE
Window Shopping
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Mini-Lesson 2
BEFORE
Word Previews
Think about phrases as well as single words.
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Mini-Lesson 3
BEFORE
What Am I fishing for?
Let read like were going on a fishing
expedition. What are we looking for? How will
we know where to find the good stuff?
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Mini-Lesson 4
Modeling what happens DURING reading
Think-Aloud
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Mini-Lesson 5
DURING
I Can Relate
to text to world to self
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Mini-Lesson 5
DURING
What do I already know that is like this?
Finding My Way Back
When I lose comprehension, I say How is this
like me, my world, the larger world?
Where does this fit into the closet of
information in my own brain?
What does this remind me of?
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Mini-Lesson 6
Four Gears of Reading
Tomorrow well be starting the chapter on the
Enlightenment
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Mini-Lesson 6
Four Gears of Reading
Ill be asking you about two famous
philosophers of the period, Voltaire and Rousseau.
Ill be asking you about two famous
philosophers of the period, Voltaire and Rousseau.
Ill be asking you about two famous
philosophers of the period, Voltaire and Rousseau.
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Mini-Lesson 6
Four Gears of Reading
Ill be collecting two pages of notes on this
chapter.
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Mini-Lesson 6
Four Gears of Reading
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Graphic Organizers

• For Common Textual Patterns

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Description
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Cause and Effect
Key Words Because Therefore Thus So Ifthen As a
result.. Resulting in.. Affect(s)Effect(s) Leads
to Cause(s)
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Definition
is
(subject, expressed as a noun)
THAT
(Place the subject into a general category.)
Name the specific characteristics of the subject
that distinguish it from other members of its
category.
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Example
is an example of
.

(its features)
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Comparison/Contrast
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Classification
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Process Analysis
Steps __________________________________________
_____ __________________________________________
_____ __________________________________________
_____ __________________________________________
_____
Often used in math, science, technology, foreign
language
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Building Background Knowledge
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Reading is not completely a how-to skill. Its a
knowledge-based skill.
E. D. Hirsch
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Four Indirect Ways to Build Background Knowledge

• Multiple exposures to targeted information

Both linguistic and non-linguistic manipulation
of information
Vocabulary development explicit and implicit
instruction
Virtual experiences
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Virtual Experiences That Build Background
Knowledge

• Reading
• Social interaction
• Educational TV, movies
• Websites

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SSR (Sustained Silent Reading)

• 20 minute sessions
• Twice- three times weekly
• More than one year
• Student choice
• No formal accountability
• Wide choice of reading materials

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Principles of Durable Vocabulary Instruction

• Multiple Exposures
• Richness
• Extensions

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Multiple Exposures

• Connections to other subjects
• Morphology chart How does the word morph into
  other forms?
• Cumulative use

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Examples function, property, reaction,
origin, tangent, variable, solve, mean,
graphic, base, extreme, factor, fact, imaginary,
rational, Irrational, determine power, prime,
product, multiple, operation, radical,
remainder, range, regular, proof, difference,
cell, value, area, cube, root, plot, complementary
, common, depression, digit, operation, frequency
Vocabulary Connections I
math/science meaning
word
conversational meaning
math/science sentence
Visual
conversational sentence
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Vocabulary Connections I
Meaning (for this class)
word
conversational meaning
Sentence (for this class)
Visual
conversational sentence
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Morphology Chart
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Richness

• Use both verbal and non-verbal modes
• Make connections to related words

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Tree Hierarchy
Geographical Features
Water
Land
Navigable
Unnavigable
Arable
Not Arable
Rivers
Lakes
Seas
Streams
Creeks
Tributaries
Estuaries
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Semantic Mapping
Opposites
Images
Target Word
Descriptors
Actions
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Extensions

• Extended Word Maps
• Using one word to teach other related words

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Dimensions of Word Knowledge
Notional Set(The Neighboorhood) Other words
that go with this topic
Synonym Set Antonym Set
Target Word
Grammatical Set The way in which this word is
used in a sentence the words that may surround
it
Morphological Set The other forms that this
word can take by using suffixes and prefixes
Target Word

Connotative Set Positive, Negative, or
Neutral Technical/Scholarly or Conversational/Info
rmal Metaphorical or Literal
Etymological Set Root combining forms
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Selecting a Target Word

• Will be frequently used
• Links to known words
• Can be key to multiple related words

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Of Limited Value
Lists alone Context alone Definitions
alone Dictionaries and Glossaries alone
Of Durable Value
Words in clusters Multiple exposures in various
contexts Chances to speak, hear, write the
words Manipulation of forms of words Classify and
categorize word lists Word games
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Academic Flash Phrases

• Phrases that should become immediately
• recognizable and meaningful in the subject
• area context

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Flash Words of the Month
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Flash Words of the Month
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Generic Academic Flash WordsConcept Causes and
Effects
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Word Components Level 1 (usually known in
elementary grades)

• Prefixes
• ex-
• pre-
• re-
• un-
• dis-
• non-
• im-
• mis-
• mini-
• maxi-

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Word Components Level 2 (usually known in
intermediate grades)

• Prefixes
• co- con- com-
• syn- sym-
• in- en- (into)
• sub- sup-
• e-
• a- ab-
• inter-
• intra-
• mono-
• uni-
• bi- tri- quad-, etc.

cent- milli- mega- poly- multi- omni- trans- se
mi- bio- geo- eco-
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Word Components Level 3 (usually known in high
school)

• Prefixes
• pseudo-
• demi-
• endo- ecto-
• pro-
• per-
• peri-
• hemi-
• ob-
• bene-
• mal-

photo- nom- ig- muni- contra-
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Common Word Roots for Academic Subjects
Basic -ject (to throw) -port (to
carry) -scrip, scribe (to write) -vert, vers (to
turn) -pos, pon (to place) -tract (to draw) -pel,
pul (to drive) -struct (to build) -grad, gress
(to step) -plic, plex (to fold) -flic, flex (to
bend) -fic, fac (to make) -miss, mit (to
send) -sid, sed (to sit) -spec (to see) -voc (to
call) -dict (to say) -rupt (to break)
Often combine with sub- re-
pro- ex- ob- per- de-
a- ab- co- con- e- trans-
ex-
Often end with -ive -ation sion -ate -able
ible -or
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Common Word Roots for Academic Subjects
Advanced -cad, -cas,-cid (to fall) -dyna
(force power) -magn (great large) -quir, -quis
(to seek) -gen (race, kind origin) -cham, -cam
(vault) -cen (to judge) -doc, -dox (to
think) -greg (to flock) -cau (to burn) -ess,
-sent (to exist) -close, -clud, -clus (to
close) -mand, -mend (to order) -junct (to
join) -jur, -jus (to swear) -lith (stone)
Often combine with sub- re-
pro- ex- ob- per- de-
a- ab- ne- con- e- trans-
ex-
Often end with -ive -ation sion -ate -able
ible -or -ize -ence, ance -ary
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The sentence-making kit

• Fold over index card
• It is true that.(or favorite sentence-testing
  method)
• in, on, at, for, with (useful prepositions)
• Inside
• Coordinating conjunctions and, but, so
• Common subordinating conjunctions
• aaawwubbis after, as, although, while, when,
  until, before, because, if, since