Reason To ReadFor people who like to read, searching for reading reasons at first seems silly. We adults have already found a multitude of reasons to read. Sometimes we are conscious of these reasons, but often, I suspect, many of these reasons have become internalized.Kelly GallagherReading Reasons: Motivational Mini-Lessons for Middle School and High School (2003)

Reading Purposefully and StrategicallySecondary Literacy 2Secondary Literacy 2

Helen M. AndersonLiteracy Specialist

DO NOW•Please find: “The House”: CM Binder: page 391

•Highlight pertinent information for: Row 1: A thief Row 2: A real estate agent Row 3: Main ideas

4 minutes

What are we learning?CMWBAT…•Set a purpose for reading•Reflect on our own process in reading difficult content area texts

•Define 6 comprehension strategies•Work in one or more strategies into an upcoming lesson

Agenda• DO NOW• Introduction• New Material

▫Purpose For Reading▫Strategies▫Gradual Release of Responsibility

• Practice• Close

DO NOW DEBRIEF

Who had the most challenging time with this activity?

Without a purpose, our students will not be able to determine what information is important.

Different disciplines have different purposes for reading, and therefore require different strategies for comprehension.

Why are we learning this?

Reading Comprehension is an Interactive Process

RAND Model, 2002

Words on the paper Process for understanding

Person reading

Reading Comprehension is an Interactive Process

RAND Model, 2002

When and

where reading occurs

How might texts, readers and activities differ?

2 minutes

Reading Comprehension is an Interactive Process

RAND Model, 2002

Thoughts on Text Thoughts on Activity

Thoughts on Reader

Reading as a Team Sport

What’s the connection to what I already learned?

Reading Comprehension is an Interactive Process

Today’s Session

What Strategies Do You Use?

•Time to think about thinking!•Select a text with which you have the least

experience:▫Statistics: p. 394

•3 minutes solo – read and jot down strategies you’re using to comprehend▫Underlining, rereading, visualizing, etc.

Putting Ourselves on the Line

If teachers are going to make the process of reading visible, they can’t sit safely at the edge. As older, more experienced readers, they have an obligation to talk aloud about groping for understanding or reaching for a genuine reading.

Dennie Palmer Wolf -- Reading Reconsidered: Literature and Literacy in High School (1995)

Stop-and-Jot• What’s the take-away here? What’s your obligation as

a skilled reader? What are you apprehensive about?

“I read it, but I don’t get it.”

This is really an invitation…

However, these are often our responses…

Or when they tell themselves…

So – What Are the Strategies?

As the strategies are revealed:▫Write down how this strategy might

apply to your content area

Reading Comprehension Strategies

•Inferring▫Using background knowledge to hypothesize, interpret, or draw conclusion from the events, information or clues in the text.

Reading Comprehension Strategies•Predicting

▫Anticipating what will happen next in the story or what will be described next in the informational text based on knowledge of genre, character type, or familiar sequence.

Reading Comprehension Strategies

•Questioning▫Asking questions to clarify meaning, wonder what will happen, or speculate about the author’s intent, style, content or format.

Reading Comprehension Strategies

•Making connections▫Connecting information or events to personal experience

▫Text-to-self▫Text-to-text▫Text-to-world

Reading Comprehension Strategies

•Visualizing▫Creating mental pictures of what is happening in the text.

Reading Comprehension Strategies

•Self-monitoring▫Recognizing when you understand and

when you are confused.▫Recognizing when you have stopped

paying close attention to the text and therefore need to re-read

Reading Comprehension Strategies

•Inferring•Predicting•Questioning•Making connections•Visualizing•Self-monitoring

What’s going wrong here?

“I really wanted my 10th graders to visualize “The Middle Passage” in Slavery and the Making of America1 because that text is so rich with imagery, so I made my objective “SWBAT visualize ...” In order to teach it, I had my students use watercolor to depict four key scenes.”

• From which planning pitfall is this teacher suffering?

1. This book is available in the Resource Room – High School Social Studies

The POINT

• Strategies are a means to an end – comprehension. ▫ “Doing” the strategy is never the objective, but rather

the scaffold or support for getting to comprehension.

▫ Strategies = Plan not the Goal in minding the GAP. And no one wants to “Mind the PAG”

• What might be a more appropriate objective?

“Despite secondary teachers’ belief that… secondary students don’t need it, independence won’t happen unless we plan for it.”

Jennifer Kirmes, DC ‘05, “Independence is the Greatest Gift I Can

Give: Using the Gradual Release of Responsibility Framework”

Gradual Release of Responsibility

Explicitly

Taught

Modeled Shared Guided Independent

Excellent comprehension instruction involves the gradual release of responsibility over the course of a unit or the whole year.

Gradual Release of Responsibility

During this mini-lecture…▫Write down what Ms. Klum is doing

at each step

Step 1: Explicitly Teach

Naming, explaining, and framing the strategy gives students knowledge of the strategy.

Step 2: Modeling – expert thinker at work•Modeling explicitly gives students comprehension of what the strategy looks like.

•Think Aloud▫Looks like…

The height h of water in a cylindrical container with radius r = 5 cm is equal to 10 cm. Hart needs to measure the volume of a stone with a complicated shape and so he puts the stone inside the container with water. The height of the water inside the container rises to 13.2 cm. What is the volume of the stone in cubic cm?

Step 3: Shared Practice – trying it out together•Shared pracitce gives the students the

opportunity to do part of the work of using the strategy with support from teachers and peers.

•Looks like…

Step 4: Guided Reading – students supporting each other

•Guided reading gives students the chance to do more of the work of using the strategy with teacher feedback.

•Alone or in small groups.•Looks like…

Step 5: Independent – we made it!•Independent reading gives students the chance to practice it by themselves with new text.

•Looks like…

Gradual Release of Responsibility

Explicitly

Taught

Modeled Shared Guided Independent

Excellent comprehension instruction involves the gradual release of responsibility over the course of a unit or the whole year.

Gradual Release of Responsibility

Explicitly

Taught

Modeled Shared Guided Independent

Applications to your teaching?

2 minutes to reflect…Be ready to share!

LS Throwdown

CM Binder page 395: “Gradual Release Graphic Organizer”

•In pairs…▫What is the Teacher doing for each step?▫What are the Students doing for those

steps?

Stations•Select one of the strategies we’ve talked about•Write down the strategy on the note-taking

sheet•Ask (and answer) the following questions:

▫How might I use this in my classroom?▫One question or concern I have about this

strategy is…▫How might this strategy help build

comprehension for my students?•Repeat two more times (total of three

strategies)

Procedure•You will have 3 minutes at each station.

•When the music starts, you should start moving to the next strategy you wish to explore

•When the music stops, you should have arrived!

Stations•Write down the strategy on the note-

taking sheet•Ask (and answer) the following questions:

▫How might I use this in my classroom?▫One question or concern I have about this

strategy is…▫How might this strategy help build

comprehension for my students?•Repeat (total of three strategies)

Working through…

•Now, select one of the strategies you’ve identified, and apply it to a lesson you will teach this week or next▫Be sure to find a way to incorporate this

strategy into the INM, GP and IP of your lesson

What did we learn?

Review of Mindsets• Just as students will rise or sink to meet our

expectations, students will respond to the purposes and goals for reading that we set for them.

• If we expect our students to read like Scientists, Historians, Engineers, Mathematicians, Linguists, Writers and Literary Critics – and if we teach them the strategies to do it – they will be able to reach those goals.

Overview of the Secondary Literacy Course

•Core Session 1: Why are Secondary Texts Difficult?

•Core Session 2: Reading Purposefully and Strategically

•Core Session 3: Building Comprehension Before, During, and After Reading (TODAY! )

Check-out

•Work on LPs•See you this afternoon