What’s ahead this morning1. Review from yesterday2. Activity time with a selection of your choice3. Results4. Specific strategies for before, during and

after5. T36. Practice with your selection7. [Break]8. 7 word poems9. Planning the road ahead

Take Aways from yesterday

What did you hear that you already knew?

What was new information?

What did you hear that was affirming about what you currently do?

What surprised you?

What new idea did you consider for the first time?

What made you uncomfortable?

What were your reflections and conclusions as you thought about it later?

What did you begin to consider doing differently?

What are your biggest “fears” about literacy and your content area at this point?

What’s the difference between being a “reading teacher” and helping each student be a better reader in your discipline?

Are you comfortable in the role of someone who can help each student read better instead of being expected to be a “reading teacher”?

If you had to guess . . .

Is our focus more about developing techniques to help students

Decode words or Read?

20 minute Activity

Get a partner (2 max) from your “area”.Find a reading selection that you plan to use.Locate a computer with internet access.Open a word doc and save at least 2

paragraphs in Plain TextOpen up www.lexile.comSign up for the Lexile analyzerObtain the Lexile level for the selectionBring the sample and the Lexile level back

within 20 minutes

20 minute Activity

What was easy/challenging about the activity?

What was your selection?What was the Lexile level?Will it be easily read by your students?Could a student do this?What would be the

advantage/disadvantage?

Time for specific Rx

What strategies do you already employ that could help your students read the selection more effectively?

Effective Readers Characteristics

Understand and use textbook aidsSelect strategies that insure effective

processing of informationMonitor their learningReflect on their learning

Effective Secondary Student Readers

• Devote time to previewing material before reading

• Seek to control the time, place, and location best suited for their learning

• Develop multiple learning strategies that apply to a variety of reading assignments

• Understand their ability to concentrate and adjust their reading times into appropriate units

(cont)

• Employ techniques to recite, retell, or summarize orally what they are reading

• Engage in a process of “self-talk” to identify important statements and text structure that aid comprehension

• Engage in reflective questioning to ensure an active processing of the material

A few basic reading strategies

BEFORE READING

Activating background knowledge

What do I already know about _________?

What have I already read about ________?

What other words do I think of when I see _________?

Before

Investigating text structure

• Does the author use headings and subheadings?

• Does the author use illustrations, graphs, tables, or maps?

• Are important words highlighted or italicized?

Before

Setting a purpose for reading

• What is my goal?• What questions do I need to answer

after reading?• What will I do with the information from

the reading?• What do I want to learn from reading

this?

Before

Predicting the text content

• What do I know about the topic already?

• How can I combine my knowledge with the clues in the text?

• How will making predictions help me understand this material better?

Before

DURING READING

• Establishing the purpose for each part of the reading• Retell• Answer questions• Gather information• Make comparisons• Get the main idea

Self Monitoring

• Students need to check themselves• They should ask themselves if what

they are reading makes sense• They should learn to self correct to

monitor their accuracy

During

• How does what I’m reading fit with what I am understanding

• What information do I need to understand better?

• Did what I just read sound right?• Did what I just read make sense?• Do I need to go back and reread?

During

Visualizing

Can I see in my head what the author is trying to explain?

During

Summarizing

• What were the most important ideas on the page I just read?

• How were the ideas related to each other?

During

Confirming or Rejecting predictions

• Were my predictions confirmed or rejected?

• What did I find out that was different from my predictions?

During

Identifying and clarifying key ideas

• What was important in what I just read?

• What did I already know, and what was new information?

• How can I put the information together to get a deeper understanding?

During

Questioning

• Is this a question that I can go back and find “right there” in the text?

• Is this a question that I need to use information that I already have and combine it with clues from the text?

• Is this a question that requires my opinion and my reasons for that opinion?

During

AFTER READING

Was the purpose met?

• Were my purposes for reading met?• Did the author accomplish his/her

purpose?

After

Paraphrasing

• How can I put this in my own words and not leave out important ideas?

After

Identifying the main ideas

• What is the most important idea in what I read?

• What ideas support the most important ideas?

After

Compare and Contrast

• What other information is this like?• How is this information different from

other ideas in this book?• How is the information similar to other

sources?• How is the information different from

other sources?

After

Connections

• How can I use this new information combined with information I already know?

• What, where, when, why, and how did I see or use this information before?

• How can what I know help me understand these new ideas?

After

Drawing Conclusions

• What has the text implied?• How can I sue the clues and ideas in

my head to understand the text?

After

Summarizing

• What information do I need to remember?

• How can I sort the ideas to make good sense?

• Which ideas can I connect together?

After

Analyzing

• How did the information all fit together?

• What reaction do I have to the author’s position?

• Why do I feel the same/differently about the topic?

After

T3 Tom’s Top Tips

Before1. Activate Background Knowledge2. Investigate text structure3. Set a personal purpose4. Make a prediction

T3 Tom’s Top Tips

During1. Imagine what it’s saying2. Summarize by sections3. Question the reading like it’s your teacher4. Decide if your prediction was true

T3 Tom’s Top Tips

After1. Was the purpose met?2. Form a one sentence description3. Describe how you would connect it to something else you’ve read4. Summarize it without using words.5. Paraphrase what you read

(maybe a 7 word poem)

7 Word Poems

2,3,2

Park City Conference

Climbed mountainFlew a kite.Life’s grand!

7 Word Poems

2,3,2Upon Getting in the Car after yesterday’s

workshop

Looked down.Had to laugh.

Fly open!

7 Word Poems

2,3,2EHOVE

Challenging work.Preparing for life.

Teachers care!

7 Word Poems

2,3,2Why the Baker’s Balance Scale is

Important

Measure ingredientsVolume or weightIt matters!

7 Word Poems

2,3,2Bracing

Outside wallsLean in windWithout them

7 Word Poems

2,3,2How are youthful offenders classified?

Psychiatric? Psychological?Not so easy!

Many measures.

7 Word Poems

2,3,2Turning Rotors Off the Vehicle

Remove themCheck all parts

Be thorough

7 Word Poems

2,3,2Venue

Place mattersGet it wrong

You lose!

7 Word Poems

2,3,2

Emergency Medical Care

Patient breathing?Yes or no

Take action

7 Word Poems

2,3,2Surreptitious Entries

Burglar enters.You know how?

Me neither!

5 minute activity

• Refer to the selection you “Lexiled”• Choose one Before, During, After

activity• Share that with a colleague• Compose a 7 word poem summarizing

the reading

2 Month Activity

Decide as a faculty on concrete steps to take for the next 2 months to increase EHOVE student reading ability.

Some suggestions

Lexile one reading passage a weekAs a faculty, focus on a common strategy for

a weekCommit to one “Before, During, or After”

strategy each week in EVERY class.Discuss Lexile levels with your studentsPost Lexile posters in your classroomHave students Lexile one thing they read

about for your class as a result of an internet search

Some suggestions

Have students start a wiki where they can post “outside” readings for your class, complete with Lexile levels

Have students post their 7 line poems for your readings

Have students keep a log of what they read, the lexile level and their reaction to the reading.

Some suggestions

(BTW, It may seem easier, but you telling students what was in the reading is not an effective strategy for improving their reading)

Inform me of your shared-faculty decisionBe ready with your reading experiences

in October when I returnReview the materials from these two

days as needed on the website (www.twelchconsulting.com) or from your administrators