Reading Beyond the 90 Minute Block

1
Reading Beyond the 90 Minute Block

• Applying Strategies and Improving Learning
  Through Application

2
Reading Across the Content Areas
3
Traditional Format
New Format
Prereading activities Activating Prior Knowledge
Discussion Predictions
Questioning Brainstorming
Setting purpose
Reading assignment given
ACTIVE reading
Silent or Round Robin reading
Activities to clarify, reinforce,
extend knowledge
Discussion/Activity to see if students learned
main concepts, what they should have learned
4
Three Interactive Elements of Reading
Skill level, investigations, motivation, cultural
and familial experiences
The reader what the reader brings to the
learning experience
The climate the learning context or environment
The text features the characteristics of the
written text
School or grade level community agreement,
transfer from reading instruction to
application in content
Text, Form And Features
Irvin, Judith L. Strategies to Improve Reading in
the Content Areas. Florida State University.
5

• The boys arrows were nearly gone so they sat
  down on the grass and stopped hunting. Over at
  the edge of the wood they saw Henry making a bow
  to a small girl who was coming down the road.
  She had tears in her dress and tears in her eyes.
  She gave Henry a note which he brought over to
  the group of young hunters. Read to the boys it
  caused great excitement. After a minute, but
  rapid examination of their weapons, they ran down
  to the valley. Does were standing at the edge of
  the lake, making an excellent target.

What strategies did you use to read successfully?
Syntax, context, background knowledge, rereading,
vocabulary building
6
Accessing Text

• Before
• Set a purpose
• Activate prior knowledge
• Preview the reading
• Introduce important vocabulary

• During
• Make connections
• Check your understanding
• Identify confusing parts-use fix up strategies

• After
• Reread to find out things you might have missed
  the first time through
• Reflect on what you have learned

7
Before
Set a purpose Activate prior
knowledge Preview the reading Introduce
important vocabulary
8
Prior Knowledge
Before

• The questions that p______ face as they raise
  ch_____ from in______ to adult life are not easy
  to an_____. Both fa____ and m_____ can become
  concerned when health problems such as co____
  arise any time after the e_____ stage to later in
  life. Experts recommend that young ch______
  should have plenty of s____ and nutritious food
  for healthy growth. B_____ and g_____ should not
  share the same b____ or even sleep in the same
  r____. They may be afraid of the d______.

Billmeyer, Rachel and Mary Lee Barton. Teaching
Reading in the Content Areas If Not Me, Than
Who? Aurora McREL (Mid-continent Regional
Education Laboratory),1998
9
Reading with a Purpose
Before

• Fundamental purposes for reading to learn
• To grasp a certain message
• To find important details
• To answer a specific question
• To evaluate what you are reading
• To apply what you are reading
• To be entertained

Activity Look at the passage and decide how you
would set the purpose for students.
10
Before
Organizational Preview Checklist

• Review the text features, deciding which will
  help your students understand the content
• Title
• First last paragraphs of the chapter
• Headings
• Any words set in bold type or repeated
• Text boxes
• Photos, charts, or pictures their captions

11
Teach Organizational Patterns
Before

• Chronological Sequence
• Comparison and Contrast
• Concept/ Definition
• Description
• Episode
• Generalization
• Process/Cause-Effect

12
How to Activate Prior Knowledge
Before

• K-W-L
• Predictions
• Concept Map
• Preteach Vocabulary

13
A word is not a crystal, transparent and
unchanged it is the skin of living thought and
may vary greatly in color and content according
to the circumstances and time in which it is
used. Oliver Wendell Holmes, Jr.
Before
5-10 words a week cumulative
In content areas 3T words can become 2T words
14
VOCABULARY STRATEGIES
Before

• WORD PARTS
• Morphemic Analysis
• WORD ASSOCIATIONS
• Illustrate Associate
• CATAGORIZATION
• Semantic Features Map
• CONTEXT
• Read Alouds Questioning
• Clunk Bug
• CONCEPT
• Frayer Model
• Concept Definition Map

15
Activity

• Using your passage choose 3 words and an activity
  you could use to teach them.

16
During

• Make connections
• Graphic Organizers
• Check your understanding
• Get the Gist
• Reciprocal Teaching
• Partner Reading
• Use fix up strategies

What am I doing to make meaning while I
read? What did I just read? What will I learn
next?
17
What is most important about the who or what?
Who or what is it about?
18
Fix Up Strategies Identifying the confusing parts
Reread the unclear part
Think about whether youve seen the word before,
where, and in what context.
Look for familiar chunks and sound it out
Look for little words and big words in the word
Substitute a word that makes sense in the
sentence.
Try to connect the unclear part to something you
already know.
Reread the sentences before the unclear
part. Ignore the unclear part and read on to see
if it gets clearer.
19
Reciprocal teaching
Prediction
Clarification
Questioning
Summarizing
20
AFTER THE READING

• Check for understanding decide if the purpose
  was met
• Draw conclusion/evaluate information
• Apply learning

• What did I just learn?
• What were the main ideas?
• What do I need to do with this information?

21
Suggestions For Teaching Comprehension Strategies
Before, During, After Comprehension Strategies Page PreK-1 2-3 4-6
D, A Get the Gist X X
B, D, A Reciprocal Teaching 13-15 X X
D Partner Reading X X
A Question Answer Relationships 21 X X
D, A Five Step Problem Solving 19 X X X
B, D Question Generating 21 X
Graphic Organizers
B, D, A Think Links 22 X X X
B, D, A Venn Diagram 23 X X X
A Story Frames 24 X X
D, A Note Taking 11 X X
A Story Map 16 17 X X X
22
Science Frames
The ____ and the ___ are the same because they
both______. In addition, they______________.
Start with how things are same or similar. Then
add more as needed.

They are different because the ___________________
_, but the ____________________. Also,
the____________________ but ______________________
Explain how they are different. You can compare
the same property or characteristic in the same
sentence.
Betsy Rupp Fulwiler, K-5 inquiry Based Science
23
Be the Learner

• Using your passage select an appropriate
  comprehension strategy to apply to the text.
• On chart paper create a visual model of your
  comprehension of the passage using the strategy.

24
Understanding Math Story Problems
25
Layers of UnderstandingMath Story Problems

• Decoding and Vocabulary
• Ability to analyze the problem
• Selection of strategy/ application
• Ability to justify or explain thinking
• Extend or generalize

26
5-Step Problem Solving

• Restate the problem/question
• Find needed data
• Plan what to do
• Find the answer
• 5. Answer
• Check -Is your answer reasonable?

27
Learning with Math Stories by Grade Level
Presentation
Discussion
Apply Extend
Adapted from Reading and Writing to Learn
Mathematics A guide and Resource Book (p. 67)
28

• Set a purpose
• Activate prior knowledge
• Preview the reading
• Introduce important vocabulary

• Reread to find out things you might have missed
  the first time through
• Reflect on what you have learned

• Make connections
• Check your understanding
• Identify confusing parts-use fix up strategies

29
(No Transcript)
30
Intentional Independent Reading

• The Application of Skills

This is a great book!
31
Practice Performance
32

The Big Debate
Independent Reading
Silent Reading
33
Intentional Independent Readingvs.. Sustained
Silent Reading
S.S.R.
I.I.R.

• Student chooses any book to read
• Book may be above reading level
• No checking by teacher
• No writing involved

• Student chooses any book to read with teacher
  guidance
• Student reads mostly Just-Right books
• Teacher monitors comprehension
• Student keeps a reading record

34
The Effects of Independent Reading

• Improves Reading Performance
• Increases Vocabulary
• Builds Background Knowledge

35
(No Transcript)
36
Where When

• In-School

Out-of-School
37
Outside the School Day

• Instructional Time Not Affected
• Home School Connection
• Personal Reading Materials

38
Inside the School Day

• Environment
• Variety of Materials Available
• Selecting a just-right book
• Building a community of readers

39
Community Agreements

• If the teacher cannot control the home
  environment, what are some strategies teachers
  can suggest to parents that would help provide a
  location thats conducive to reading?
• If having access to a Just-Right book or any
  book is limited or non-existent, what are some
  ways teachers can provide their students with
  materials to read at home?
• Does student accountability have to be the
  responsibility of the parent?

40
Its Not About Time!

• What we need to focus on is what is happening
  during Intentional Independent Reading in the
  classroom, not how long should it last.

41
Essential I.I.R. Components

• Book Choice
• Teachers Role
• Student Participation

42
The Just-Right Book

• It looks interesting.
• I can read most of it.
• After Ive read the book I can tell someone what
  its about.

43
Role of the Teacher

• Establishes an environment which
• Promotes accountability as students are recording
  what they read.
• Provides student-teacher interactions to form a
  community of readers.
• Allows students to select the Just-Right book
  of various genres.

44
Student Participation

• Book Selection
• Accountability
• Be a participant in the conversation

45
The Challenge Awaits Us