Empowering Readers

1
Empowering Readers
The New Literacy Workshops
Presented by CTAP Region IV

• Welcome!
• Grab some snacks.
• Settle in.
• Turn on your computer and go to this website
• www.ctap4.org/infolit/reading_resources.htm
• 4. Check out the resources on this page and be
  prepared to share the ones you find useful.

2
Objectives for this evening

• Look at online reading level resources.
• Discuss the profile of the struggling reader.
• Experience and practice strategies, as adult
  learners, that will help struggling readers
  become successful with expository text.

3
Go to KidsClick

• http//sunsite.berkeley.edu/KidsClick!/

4
Determining Appropriate Reading Levels

• Flesch-Kincaid reading levels using Microsoft
  Word
• 2. Lexile Levels Onlinehttp//www.lexile.com

5
Zone of Proximal Development

• Using this title, make a prediction.
• Write your prediction down.

6

• The zone of proximal development is the distance
  between the actual developmental level as
  determined by independent problem solving and the
  level of potential development as determined
  through problem solving under adult guidance, or
  in collaboration with more capable peers
  (Vygotsky, 197886).

7
Strategies Used

• Rereading
• Questioning vocabulary

8

• What children can do with the assistance of
  others is even more indicative of their mental
  development than what they can do alone
  (Vygotsky, 197885).

9
Strategies Used

• Making connections

10
Using the strategies
Read the rest of the article. As you are reading,
write down any strategies that you used.

• Question the text
• Question the vocabulary
• Re-read
• Text-to-self connections
• Text-to-world connections
• Text-to-text connections

11
Zone of Proximal Development

• Using this title, make a prediction.
• Write your prediction down.

12

• The zone of proximal development is the distance
  between the actual developmental level as
  determined by independent problem solving and the
  level of potential development as determined
  through problem solving under adult guidance, or
  in collaboration with more capable peers
  (Vygotsky, 197886).

13

• What children can do with the assistance of
  others is even more indicative of their mental
  development than what they can do alone
  (Vygotsky, 197885).

14
Using the strategies
Read the rest of the article. As you are reading,
write down any strategies that you used.

• Question the text
• Question the vocabulary
• Re-read
• Text-to-self connections
• Text-to-world connections
• Text-to-text connections

15
Goals for Tea Party

• You need to share your card with as many people
  as you can.
• Listen to others as they read their cards.
• Discuss how these cards might be related.
• Speculate on what these cards, collectively,
  might be about.

16
We think . . . Statement

• Get in a small group fo 3-4 people
• Write a We think . . . statement
• Share your We think . . . statements out loud

17
Mark the Bold

• Mark The Bold/Talk The Bold
• As you come across highlighted words or phrases,
  record the word on the front of the bookmark.
  Then turn it over to the back, which is titled
  Talk The Bold, and write what that term means
  in your own words.

18
Rereading

• Prove to your students that rereading is
  valuable. Give students a short text and ask
  them to reread it three times. Keep it short
  enough that they can do this in class. Ask them
  to rate their understanding of this text on a
  scale of 1-10 after each reading (1 is low and 10
  is high). Discuss their rating when they are
  finished. Then give students specific tasks as
  they reread.
• 1st read, jot down any questions, predictions, or
  responses you have. Then read that same chapter.
  
• 2nd read, pay specific attention to information
  about ____________
• 3rd read, focus on _____________. Jot down notes
  about what you learned.

19
Reformulating the Text

• All texts into patterned texts, comic books,
  letters, or interviews
• Poems into stories or letters
• Stories into plays, radio announcements,
  newspaper ads, or TV commercials
• Plays into poems or newspaper stories
• Expository into narrative
• Diaries or memoirs into plays, newspaper
  articles, or TV newsmagazine clips

20
It Says---I Say
21
Workshop Evaluation

• Please give us your feedback.
• www.ctap4.org/eval/
• In the title field use Reading - SCOE