RRET Reading Resources for the Effective Teacher

RRET RRET Reading Reading ResourcesResourcesfor the Effective for the Effective TeacherTeacher

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Instructor Information:Instructor Information:

NameName

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Course Description:

With the push of No Child Left Behind, teachers will be required to strengthen their reading backgrounds across all subject areas. Reading Resources for the Effective Teacher (RRET) will consist of a number of strategies, resources, and skills that the educator can immediately use in their classroom.

Course InformationCourse Information

Access WebsiteAccess Website

Access Website and successfully navigate Access Website and successfully navigate o Navigate to siteNavigate to siteo Read General InformationRead General Informationo Go to Main MenuGo to Main Menuo Begin with Strategy 1 and navigate through the four sections of Begin with Strategy 1 and navigate through the four sections of

the strategythe strategyo Apply what you have learned by completing the activities that Apply what you have learned by completing the activities that

are required under the Assessment Sectionare required under the Assessment Sectiono Go back to the Main Menu and begin strategy 2Go back to the Main Menu and begin strategy 2o You should work through one strategy a weekYou should work through one strategy a weeko Each week you will print your lesson plan that integrates that Each week you will print your lesson plan that integrates that

strategy and keep it in your portfoliostrategy and keep it in your portfolioo Prepare a weekly email to the instructor that reflects the Prepare a weekly email to the instructor that reflects the

successes and weaknesses of your implementation of the successes and weaknesses of your implementation of the specified strategyspecified strategy

Inservice Point Inservice Point RequirementsRequirements

Develop lesson plans that integrate specific reading skills and Develop lesson plans that integrate specific reading skills and keep in a portfoliokeep in a portfolio

Implement and apply the reading strategies across the Implement and apply the reading strategies across the curriculum and reflect on the lessonscurriculum and reflect on the lessons

Recognize benefits of teaching reading strategies across the Recognize benefits of teaching reading strategies across the curriculumcurriculum

Hardware and Software Requirements

PCPC Windows 98Windows 98 256 RAM256 RAM Sound Card and SpeakersSound Card and Speakers Internet Explorer 5.5 and Internet Explorer 5.5 and

aboveabove 1024 x 7681024 x 768

MacMac OS X (and above)OS X (and above) 256 RAM256 RAM Sound Card and SpeakersSound Card and Speakers Safari or Internet Explorer Safari or Internet Explorer

5.5 & above5.5 & above 1024 x 7681024 x 768

Main MenuMain Menu

Strategy 1Strategy 1

Context CluesContext CluesStrategy 6Strategy 6

Making InferencesMaking Inferences


Authors PurposeAuthors PurposeStrategy 7Strategy 7

SequencingSequencing


Main Idea/Main Idea/

Supporting DetailsSupporting Details


Self Questioning/Self Questioning/

Self CorrectionSelf Correction


Making PredictionsMaking PredictionsStrategy 9Strategy 9

Mental ImagesMental Images


Phonemic AwarenessPhonemic Awareness


SummarizingSummarizing

End


ContexContext t CluesClues

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What are context clues?What are context clues?

Context clues are hints about the meaning of an unfamiliar word that are presented in the words, phrases, and sentences that surround the word.

Context clues include definitions, restatements, examples, or descriptions. Since students learn most word meanings indirectly, or from context, it is important that they learn to use context clues effectively.

Why are context clues important?Why are context clues important?

Saves the reader time, effort and trouble, so that they do Saves the reader time, effort and trouble, so that they do not have to consult a dictionary.not have to consult a dictionary.

It allows readers gain confidence while reading because the It allows readers gain confidence while reading because the reader’s experiences will help them determine the meanings reader’s experiences will help them determine the meanings of unfamiliar words.of unfamiliar words.

Most students learn word meanings indirectly, or from Most students learn word meanings indirectly, or from context.context.

How do you teach the use of context How do you teach the use of context clues?clues?

When a student comes to an unknown word here are some When a student comes to an unknown word here are some strategies that you can teach them to discover the meaning strategies that you can teach them to discover the meaning on their own so that they do not always have to consult a on their own so that they do not always have to consult a dictionary.dictionary.


Decide if you need to know the meaning of the word in Decide if you need to know the meaning of the word in order to comprehend the sentence or the paragraph. If order to comprehend the sentence or the paragraph. If the word is unimportant, skip it. If it is important, use the the word is unimportant, skip it. If it is important, use the following strategies to figure out the meaning.following strategies to figure out the meaning.

The word The word ISIS important if:important if:– You cannot understand the main ideaYou cannot understand the main idea – The word is in the title or the subtitleThe word is in the title or the subtitle– The word is the subject or main verb of a sentence The word is the subject or main verb of a sentence – The word is repeated The word is repeated – You do not feel contented without understanding a You do not feel contented without understanding a

wordword


Often another sentence either before or after the Often another sentence either before or after the sentence with the new word will define, explain, or sentence with the new word will define, explain, or describe the meaning for the word. So look at the describe the meaning for the word. So look at the sentences or words around the unknown word to help you sentences or words around the unknown word to help you define it.define it.

Imagine that there is a blank line where the unfamiliar Imagine that there is a blank line where the unfamiliar word is. Then substitute a word that you know in the word is. Then substitute a word that you know in the space. This word will probably be similar in meaning to space. This word will probably be similar in meaning to the word that you don’t know, as long as the sentence still the word that you don’t know, as long as the sentence still makes sense.makes sense.

Use your background knowledge or draw from your own Use your background knowledge or draw from your own personal experiences if a context clue does not seem to personal experiences if a context clue does not seem to be apparent.be apparent.


Look for punctuation clues. Sometimes the definition is Look for punctuation clues. Sometimes the definition is apparent because of the way the sentence is punctuated.apparent because of the way the sentence is punctuated.

Using antonyms and synonyms can help you figure out Using antonyms and synonyms can help you figure out the meaning. Look for words that tell the opposite of the meaning. Look for words that tell the opposite of what the new word means. what the new word means.

Look for contrasts or comparisons in the area surrounding Look for contrasts or comparisons in the area surrounding the word.the word.

Check to see if the author has given you an example of Check to see if the author has given you an example of the word.the word.

AssessmentAssessment

Now that you have learned a new reading strategy it is time to Now that you have learned a new reading strategy it is time to apply what you have learned.apply what you have learned.

1. Write a Lesson Plan:1. Write a Lesson Plan:Write a lesson plan that integrates the strategy that you have just Write a lesson plan that integrates the strategy that you have just learned aboutlearned aboutPrint it out and put it into your portfolio, you will turn in your portfolio Print it out and put it into your portfolio, you will turn in your portfolio at the end of the courseat the end of the course

2. Implement the Lesson:2. Implement the Lesson:Try your lesson with your studentsTry your lesson with your studentsBe sure to note any success, weaknesses, and changes that you Be sure to note any success, weaknesses, and changes that you notice or might want to addnotice or might want to add

3. Email the Instructor:3. Email the Instructor:Prepare and email message that includes two paragraphsPrepare and email message that includes two paragraphsIn the first paragraph discuss how the lesson went and the student In the first paragraph discuss how the lesson went and the student responseresponseIn the second paragraph discuss any changes to the lesson based on In the second paragraph discuss any changes to the lesson based on your successes and weaknesses from this first trial lesson.your successes and weaknesses from this first trial lesson.

ResourcesResources

http://vclass.mtsac.edu:920/readroom/context.htmhttp://vclass.mtsac.edu:920/readroom/context.htm

http://www.nifl.gov/partnershipforreading/publications/http://www.nifl.gov/partnershipforreading/publications/reading_first1vocab.htmlreading_first1vocab.html

http://www1.fccj.edu/shughes/http://www1.fccj.edu/shughes/context_clues_explanation.htmcontext_clues_explanation.htm

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Strategy 2

Author’s Purpose

Main MenuClick on picture to begin

What is author’s purpose?What is author’s purpose?

Author’s purpose is the reason that the author wrote the Author’s purpose is the reason that the author wrote the text or passage. Some writer’s do not directly state their text or passage. Some writer’s do not directly state their general purpose and the reader must use indirect clues to general purpose and the reader must use indirect clues to determine it. The author’s purpose will usually fall into one determine it. The author’s purpose will usually fall into one of the three board categories: to entertain, to inform or to of the three board categories: to entertain, to inform or to persuade.persuade.

What is author’s purpose?What is author’s purpose?

Entertain:Entertain: will tell a story or describe someone or will tell a story or describe someone or something in an interesting way. something in an interesting way.

InformInform:: will explain something to the readers or provide will explain something to the readers or provide them with the knowledge they did not possess before.them with the knowledge they did not possess before.

PersuadePersuade: : tries to change our opinions or positions by tries to change our opinions or positions by appealing to our emotions appealing to our emotions

Why is the author’s purpose important?Why is the author’s purpose important?

It helps students understand the main idea of the passage.It helps students understand the main idea of the passage. It helps the reader to comprehend as they read.It helps the reader to comprehend as they read. Students understand why the author wrote the passage.Students understand why the author wrote the passage.

How do you teach author’s purpose?How do you teach author’s purpose?

Teach the students the three reasons that an author will write a Teach the students the three reasons that an author will write a passage.passage.

EntertainEntertain: The author will tell a story that will make you : The author will tell a story that will make you laugh or amuse you.laugh or amuse you.

InformInform: The author will try to teach you something.: The author will try to teach you something.

PersuadePersuade: The author will try to convince their readers to : The author will try to convince their readers to believe something.believe something.

After they are familiar with the three categories show the After they are familiar with the three categories show the students how to apply the concepts to different texts that students how to apply the concepts to different texts that have different purposes for being written.have different purposes for being written.

How do you teach author’s purpose?How do you teach author’s purpose?

The teacher will read different passages with a variety of The teacher will read different passages with a variety of author’sauthor’s

purposes.purposes.

After reading a different example, the teacher will model how After reading a different example, the teacher will model how to decideto decide

the author’s purpose by using questioning techniques like:the author’s purpose by using questioning techniques like:

Did the author try to make me laugh?Did the author try to make me laugh?EntertainEntertain

Did the author want to tell me a story?Did the author want to tell me a story?EntertainEntertain

Did the author try to amuse me?Did the author try to amuse me? EntertainEntertain Did the author give me facts?Did the author give me facts? InformInform Did the author try to teach me something?Did the author try to teach me something? InformInform Did the author try to convince me?Did the author try to convince me? PersuadePersuade Did the author want to change my opinion?Did the author want to change my opinion? PersuadePersuade






ResourcesResources

http://www.oswego.org/testprep/ela4/j/authorpurposep.cfmhttp://www.oswego.org/testprep/ela4/j/authorpurposep.cfm

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Main Menu

Strategy 3

Main Idea &Supporting Details


What is the main idea?What is the main idea?

The main idea of a passage or reading is the The main idea of a passage or reading is the essential thought or message. It refers to the point essential thought or message. It refers to the point or thought being expressed. The main idea of a text or thought being expressed. The main idea of a text is the author's message about the topic. It is often is the author's message about the topic. It is often expressed directly or it can be implied.expressed directly or it can be implied.

What are supporting details?What are supporting details?

Supporting details help you understand the main idea. They Supporting details help you understand the main idea. They tell you more about the main idea and make the main idea tell you more about the main idea and make the main idea stronger.stronger.

Why are the main idea and supporting details important?

•They help students retain important information.

• They increase comprehension.

•It improves the reader’s ability to construct meaning.

How do you teach the main idea and How do you teach the main idea and supporting details?supporting details?

1. When teaching how to find the main idea, you must also be 1. When teaching how to find the main idea, you must also be able to identify the supporting details.able to identify the supporting details.

2. The supporting details are an essential part of discovering 2. The supporting details are an essential part of discovering the main idea.the main idea.

3. Discuss with the students that there are three important 3. Discuss with the students that there are three important levels to information in a text:levels to information in a text:Most important – Main ideaMost important – Main ideaLess important – Supporting detailsLess important – Supporting detailsLeast important – Everything elseLeast important – Everything else


4.4. Teach students to find the main idea whether it is explicit or Teach students to find the main idea whether it is explicit or implicit. Have students ask the question “Who are what is implicit. Have students ask the question “Who are what is this paragraph or text about?this paragraph or text about?

ExplicitExplicit - when the main idea - when the main idea is directly stated. Main ideas is directly stated. Main ideas are clearly stated somewhere are clearly stated somewhere in the text. They are usually in the text. They are usually located at the beginning of a located at the beginning of a paragraph or text. Main ideas paragraph or text. Main ideas can also be found the can also be found the concluding sentences as well.concluding sentences as well.

ImplicitImplicit – when the main idea is – when the main idea is not obvious or clearly stated. It not obvious or clearly stated. It is more difficult to identify a is more difficult to identify a main idea when it is inferred or main idea when it is inferred or implied. It can be implied implied. It can be implied through other words in the through other words in the paragraph. Several sentences in paragraph. Several sentences in a text can imply the main idea a text can imply the main idea by establishing facts about the by establishing facts about the topic before actually stating the topic before actually stating the topic. topic.


Teach students to identify the supporting details.Teach students to identify the supporting details. As you read, try to locate the most important facts that As you read, try to locate the most important facts that

directly explain the main idea.directly explain the main idea. The supporting details may give examples or further explain The supporting details may give examples or further explain

the facts and ideas of the text.the facts and ideas of the text. Here are some types of supporting details:Here are some types of supporting details:

IllustrationsIllustrations Facts and StatisticsFacts and Statistics Reasons Reasons Descriptive detailsDescriptive details Methods or stepsMethods or steps Comparisons and contrastsComparisons and contrasts






ResourcesResources

http://users.dhp.com/~laflemm/reso/mainIdea.htmhttp://users.dhp.com/~laflemm/reso/mainIdea.htm

http://www.ccis.edu/departments/cae/studyskills/http://www.ccis.edu/departments/cae/studyskills/mainidea.htmlmainidea.html

http://www.oswego.org/testprep/ela4/h/http://www.oswego.org/testprep/ela4/h/supportingdetailsl.cfmsupportingdetailsl.cfm

http://www.lec.edu/learning/Locating%20Main%20Ideashttp://www.lec.edu/learning/Locating%20Main%20Ideas%20and%20%20Supporting%20Details.htm%20and%20%20Supporting%20Details.htm

http://www.daltonstate.edu/esl/12http://www.daltonstate.edu/esl/12

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Strategy 4

Making Predictions

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What are predictions?What are predictions?

Prediction is the progression of using one’s prior Prediction is the progression of using one’s prior knowledge along with the text’s words, context, and knowledge along with the text’s words, context, and purpose for reading, in order to calculate what is purpose for reading, in order to calculate what is going to happen in the story or chapter. The reader going to happen in the story or chapter. The reader reads further to confirm or change predictions and reads further to confirm or change predictions and finally, evaluates the predictions.finally, evaluates the predictions.

Why are predictions important?Why are predictions important?

They are vital to reading comprehension.They are vital to reading comprehension. It helps students to become excited about reading.It helps students to become excited about reading. It helps readers to see the connection between prior It helps readers to see the connection between prior

knowledge and new information from the text.knowledge and new information from the text.

How do you teach making predictions?How do you teach making predictions?

During Reading StrategiesDuring Reading Strategies: During reading, the reader must : During reading, the reader must confirm, revise, or make new predictions.confirm, revise, or make new predictions.

If the predication was correct, the students must give details If the predication was correct, the students must give details from the text to support their prediction.from the text to support their prediction.

If the prediction was incorrect, the student must revise their If the prediction was incorrect, the student must revise their prediction and make a new one.prediction and make a new one.


Pre-reading StrategiesPre-reading Strategies: Before reading proficient readers make : Before reading proficient readers make predictions.predictions.

Look at the author and title.Look at the author and title. Look at the subtitles or objectives.Look at the subtitles or objectives. Look at the questions at the end of the text.Look at the questions at the end of the text. Read the first paragraph and summarize in your head.Read the first paragraph and summarize in your head. Skim the entire text or chapter.Skim the entire text or chapter. Look at pictures or graphs in the text.Look at pictures or graphs in the text. Read the last paragraph and summarize it in your headRead the last paragraph and summarize it in your head


After Reading StrategiesAfter Reading Strategies: After reading, the reader needs to : After reading, the reader needs to review and evaluate predictions made during and after review and evaluate predictions made during and after reading.reading.

Students need to review their original predictions and any Students need to review their original predictions and any revised predictions.revised predictions.

Students must evaluate these predictions and decide how to Students must evaluate these predictions and decide how to improve their predictions in the future.improve their predictions in the future.






ResourcesResources

http://www.handheldeducation.com/readingscene/abc/reciprhttp://www.handheldeducation.com/readingscene/abc/reciprocal.htmlocal.html

http://www.nwrel.org/learns/tutor/spr2004/part5.htmlhttp://www.nwrel.org/learns/tutor/spr2004/part5.html http://www.proteacher.net/dcforum/gems/8.htmlhttp://www.proteacher.net/dcforum/gems/8.html

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Strategy 5

Phonemic Awareness

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What is Phonemic Awareness?What is Phonemic Awareness?

It is the ability to hear and manipulate the sounds in spoken It is the ability to hear and manipulate the sounds in spoken words, and the understanding that spoken words and words, and the understanding that spoken words and syllables are made up of sequences of speech sounds. syllables are made up of sequences of speech sounds.

Why is Phonemic Awareness important?Why is Phonemic Awareness important?

It forces readers to see the connection between letters and It forces readers to see the connection between letters and sounds. Each letter represents a sound. sounds. Each letter represents a sound.

It allows readers the ability to attack new words. They It allows readers the ability to attack new words. They understand how to sound them out and read them.understand how to sound them out and read them.

It helps readers to see that the letters in words are It helps readers to see that the letters in words are systematically represented by sounds, which is called the systematically represented by sounds, which is called the alphabetic principle.alphabetic principle.

How do you teach Phonemic Awareness?How do you teach Phonemic Awareness?

There are five critical features to incorporate when teaching There are five critical features to incorporate when teaching phonemic awareness:phonemic awareness:

It is an essential piece of teaching reading but is not the It is an essential piece of teaching reading but is not the whole reading program. It should be taught for about 10-15 whole reading program. It should be taught for about 10-15 minutes of the reading block a day.minutes of the reading block a day.

Focus on teaching only one or two types of phonemic Focus on teaching only one or two types of phonemic awareness at a time. The two most critical types to teach awareness at a time. The two most critical types to teach are segmenting and blending. are segmenting and blending.

It is best taught in small groups. It is best taught in small groups. Phonemic awareness has to be taught “explicitly.” Teachers Phonemic awareness has to be taught “explicitly.” Teachers

must model exactly what they expect the student to do.must model exactly what they expect the student to do. Manipulatives may be added to the concept once the Manipulatives may be added to the concept once the

students become familiar with the skill.students become familiar with the skill.

How do you teach Phonemic Awareness?How do you teach Phonemic Awareness?

The three most critical skills to be taught are:The three most critical skills to be taught are:

1. 1. Sound Isolation:Sound Isolation: The first sound in The first sound in funfun is /ffff/ is /ffff/Show children how to do the task before asking them to do it by Show children how to do the task before asking them to do it by themselves. Use consistent and concise wording.themselves. Use consistent and concise wording.To correct mistakes, say the correct answer and have students To correct mistakes, say the correct answer and have students repeat it.repeat it.

2. 2. Blending:Blending: /ffff/ - /uuuu/ - /nnnn/ is /ffff/ - /uuuu/ - /nnnn/ is funfunTeach examples with continuous sounds first because the sounds Teach examples with continuous sounds first because the sounds can be prolonged and held. Use pictures and short words to can be prolonged and held. Use pictures and short words to introduce skill.introduce skill.

3. 3. Segmenting:Segmenting: The sounds in The sounds in funfun are /ffff/ - /uuuu/ - /nnnn/ are /ffff/ - /uuuu/ - /nnnn/Use similar examples that were used with blending. Blending and Use similar examples that were used with blending. Blending and segmenting are similar except that in one you hear the sounds and segmenting are similar except that in one you hear the sounds and the other you produce the sounds.the other you produce the sounds.






ResourcesResources

http://http://reading.uoregon.edu/pa/index.phpreading.uoregon.edu/pa/index.php http://teams.lacoe.edu/documentation/classrooms/patti/k-1/http://teams.lacoe.edu/documentation/classrooms/patti/k-1/

teacher/assessment/levels.htmlteacher/assessment/levels.html http://ldonline.org/ld_indepth/teaching_techniques/http://ldonline.org/ld_indepth/teaching_techniques/

cld_hownow.htmlcld_hownow.html http://www.sdcoe.k12.ca.us/score/Phonics_Link/lessons/http://www.sdcoe.k12.ca.us/score/Phonics_Link/lessons/

segmentation.htmlsegmentation.html http://reading.uoregon.edu/pa/pa_teach.phphttp://reading.uoregon.edu/pa/pa_teach.php http://www.auburn.edu/~murraba/phon.htmlhttp://www.auburn.edu/~murraba/phon.html http://members.tripod.com/ESL4Kids/phonics.htmlhttp://members.tripod.com/ESL4Kids/phonics.html http://www.proteacher.com/070171.shtmlhttp://www.proteacher.com/070171.shtml http://www.kidsource.com/kidsource/content2/http://www.kidsource.com/kidsource/content2/

phoemic.p.k12.4.htmlphoemic.p.k12.4.html

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Strategy 6

Making Inferences

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What is inferencing?What is inferencing?

Inferencing is a conclusion reached through Inferencing is a conclusion reached through reasoning. Inference is used to reach conclusions reasoning. Inference is used to reach conclusions when information is implied but not stated as a when information is implied but not stated as a certainty. certainty.

You make inferences about story elements based You make inferences about story elements based in details in a story. in details in a story.

You can make inferences from your own You can make inferences from your own experiences (text to self). You can make experiences (text to self). You can make inferences by using clues from other stories (text inferences by using clues from other stories (text to text) You can make inferences by using clues to text) You can make inferences by using clues from world events (text to world).from world events (text to world).

Why is making inferences important?Why is making inferences important?

It is a higher level thinking skill.It is a higher level thinking skill.

Some describe inferencing as the heart of the reading Some describe inferencing as the heart of the reading process.process.

It improves the reader’s ability to construct meaning.It improves the reader’s ability to construct meaning.

How do you teach inferencing?How do you teach inferencing?

When inferencing, you have to apply many other reading When inferencing, you have to apply many other reading skills.skills.

To teach inferencing, compare being a reader to being a To teach inferencing, compare being a reader to being a detective.detective.

Have students employ techniques similar to those of a Have students employ techniques similar to those of a detective.detective.

Make a poster to hang in the classroom that list the Make a poster to hang in the classroom that list the similar techniques and how the reader uses them.similar techniques and how the reader uses them.

How do you teach inferencing?How do you teach inferencing?

Here are the techniques and an example of each Here are the techniques and an example of each

(By Jeffrey Wilhelm, 2001):(By Jeffrey Wilhelm, 2001):

Detectives and Readers Readers

Ask Questions Interrogate authors and texts

Use Multiple Build on backgroundInformation Sources knowledge they have

Monitor Comprehension Ask, "Does this text make sense?Is it leading me in a logicaldirection?"






ResourcesResources

http://lg.loswego.k12.or.us/jagerb/LA%20unit%201%20story%202http://lg.loswego.k12.or.us/jagerb/LA%20unit%201%20story%202%20Making%20Inferences%20cover.htm%20Making%20Inferences%20cover.htm

http://www.google.com/search?hl=en&lr=&q=definehttp://www.google.com/search?hl=en&lr=&q=define%3A+inference%3A+inference

http://www.findarticles.com/p/articles/mi_m0STR/is_4_111/http://www.findarticles.com/p/articles/mi_m0STR/is_4_111/ai_80747649ai_80747649

http://www.findarticles.com/p/articles/mi_m0STR/is_4_111/http://www.findarticles.com/p/articles/mi_m0STR/is_4_111/ai_80747649/pg_2ai_80747649/pg_2

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Strategy 7

Sequencing

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What is sequencing?What is sequencing?

SequenceSequence is the order in which events occur. Authors is the order in which events occur. Authors have a variety of ways to arrange details in a have a variety of ways to arrange details in a passage. One way to organize ideas in a story is by passage. One way to organize ideas in a story is by chronologicalchronological order, the order of time. In order, the order of time. In chronological order, writers assemble their details chronological order, writers assemble their details from the beginning of an event or process to the end. from the beginning of an event or process to the end. Noticing chronological order in a text assists you in Noticing chronological order in a text assists you in understanding and remembering the steps in a understanding and remembering the steps in a process.process.

Why is sequencing important?Why is sequencing important?

Students gain a deeper understanding of the story.Students gain a deeper understanding of the story. Visual arrangements that arrange information in a logical Visual arrangements that arrange information in a logical

way help to improve comprehension.way help to improve comprehension. Helps students summarize the story.Helps students summarize the story.

How do you teach sequencing?How do you teach sequencing?

Read aloud the story or text to the students.Read aloud the story or text to the students. Have students pay attention to the key events in the Have students pay attention to the key events in the

story and the order in which they occurred.story and the order in which they occurred. Discuss the story with the students.Discuss the story with the students. Talk about events that occurred at the beginning, Talk about events that occurred at the beginning,

middle, and end of the story or text.middle, and end of the story or text. Have students list the events of the story on the board Have students list the events of the story on the board

or on a sheet of paper.or on a sheet of paper. Discuss the importance of putting these events in the Discuss the importance of putting these events in the

correct order.correct order. Students may be asked to draw pictures of these Students may be asked to draw pictures of these

events to ensure a deeper understanding.events to ensure a deeper understanding.

Other strategies to teach sequencingOther strategies to teach sequencing

Look for sequencing words like first, next, then, and finally. Look for sequencing words like first, next, then, and finally. These are sequence clues from the author.These are sequence clues from the author.

Look for times, days of the week, months, or years to help Look for times, days of the week, months, or years to help keep track of the order of events. keep track of the order of events.

Look for numbered steps to show the sequence of events.Look for numbered steps to show the sequence of events.






ResourcesResources

http://http://www.readwritethink.org/lessons/lesson_view.asp?idwww.readwritethink.org/lessons/lesson_view.asp?id=315=315

http://www.phschool.com/science/biosurf/superread/http://www.phschool.com/science/biosurf/superread/

unit3/3strategy2.htmlunit3/3strategy2.html

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Self Questioning &Self Questioning &Self CorrectionSelf Correction

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What is self questioning?What is self questioning?

Self-Questioning is the continuing process of asking questions Self-Questioning is the continuing process of asking questions before, during, and after reading that are used by a reader to before, during, and after reading that are used by a reader to comprehend text. comprehend text.

The questions posed are based on clues that are found in the The questions posed are based on clues that are found in the text and are created to ignite interest that focuses the text and are created to ignite interest that focuses the reader's awareness on investigating, understanding, and reader's awareness on investigating, understanding, and connecting to the text. connecting to the text.

A self-questioning strategy is a set of steps that a student A self-questioning strategy is a set of steps that a student follows to generate, think about, predict, investigate, and follows to generate, think about, predict, investigate, and answer questions that satisfy curiosity about what is being answer questions that satisfy curiosity about what is being read.read.

What is self correcting?What is self correcting?

Self-correcting is the process of going back and precisely Self-correcting is the process of going back and precisely rereading a passage or text when it is not making sense. Self-rereading a passage or text when it is not making sense. Self-correction does not occur unless there is an error.correction does not occur unless there is an error.

Why is self questioning and self Why is self questioning and self correcting important?correcting important?

They help students understand that it is their job to find They help students understand that it is their job to find cues to help them work out what the text says in a book.cues to help them work out what the text says in a book.

They help students with problem solving.They help students with problem solving. They force students to challenge what they are reading by They force students to challenge what they are reading by

asking questions.asking questions.

How do you teach self questioning and How do you teach self questioning and self correcting?self correcting?

1.1. Self questioning and self correcting are skills that good readers Self questioning and self correcting are skills that good readers use when they are monitoring their reading.use when they are monitoring their reading.

2. Self questioning can be taught before, during, and after reading2. Self questioning can be taught before, during, and after reading

Before Before - Teach your students to use the self-questioning process - Teach your students to use the self-questioning process as a way of as a way of previewing text before reading begins. previewing text before reading begins.

Before Before - Have the readers create a set of guiding questions to - Have the readers create a set of guiding questions to check check comprehension during reading.comprehension during reading.

DuringDuring - Teach the students to ask questions as they read - Teach the students to ask questions as they read paragraphs and paragraphs and sections of text.sections of text.

AfterAfter – Teach students to generate questions and answer – Teach students to generate questions and answer questions after questions after they have read the text. they have read the text.

AfterAfter – Have the readers use this strategy for studying and self-– Have the readers use this strategy for studying and self-testing testing information that should have been gained from the text.information that should have been gained from the text.


3. Examples of self questions:3. Examples of self questions:Why did they say that? Why did they say that? What do they mean by that? What do they mean by that? I wonder what they were doing there. I wonder what they were doing there. How did she do that? How did she do that? Why am I reading this? Why am I reading this? How can I use this information? How can I use this information? Do I agree with this?Do I agree with this?

4. As a student monitors their reading through self 4. As a student monitors their reading through self questioning, often the student must employ self correction questioning, often the student must employ self correction techniques to correct a mistake.techniques to correct a mistake.


5. Here are some teacher prompts to encourage your students 5. Here are some teacher prompts to encourage your students to make self corrections.to make self corrections.

Something wasn't quite right. Something wasn't quite right.

Try that again. Try that again.

I liked the way you worked that out. I liked the way you worked that out.

You made a mistake. Can you find it? You made a mistake. Can you find it?

You're nearly right. Try that again. You're nearly right. Try that again.

I like the way you fixed that.I like the way you fixed that.


6. When you read passages aloud to students be sure to model 6. When you read passages aloud to students be sure to model the self correction technique. Students will see that you go the self correction technique. Students will see that you go back and correct your mistakes. Be sure to say out loud back and correct your mistakes. Be sure to say out loud that you are self correcting because you realized that the that you are self correcting because you realized that the word did not sound correct in the sentence or with the main word did not sound correct in the sentence or with the main idea of the text.idea of the text.






ResourcesResources

http://www.specialconnections.ku.edu/cgibin/cgiwrap/specconhttp://www.specialconnections.ku.edu/cgibin/cgiwrap/specconn/main.php?catn/main.php?cat==instruction&sectioninstruction&section==main&subsectionmain&subsection==rcrc/after/after

http://users.oasisol.com/daireme/self.htmhttp://users.oasisol.com/daireme/self.htm http://www.oswego.org/testprep/ela4/d/selfcorrecttr.cfmhttp://www.oswego.org/testprep/ela4/d/selfcorrecttr.cfm http://instech.tusd.k12.az.us/balancedlit/handbook/http://instech.tusd.k12.az.us/balancedlit/handbook/

blreadstra.htmlblreadstra.html

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Strategy 9

Mental Images

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What are mental images?What are mental images?

Creating mental images is what you do when Creating mental images is what you do when you form pictures in your mind while reading. you form pictures in your mind while reading. Frequently referred to as visualization, it is Frequently referred to as visualization, it is documented as a major component in documented as a major component in recollection and creativity. recollection and creativity.

It is one of the most important of all the visual It is one of the most important of all the visual skills for achievement, performance, and skills for achievement, performance, and survival in our culture because it is so closely survival in our culture because it is so closely related to reading, reading comprehension, related to reading, reading comprehension, spelling, writing and the skills of symbolic spelling, writing and the skills of symbolic performance.performance.

Why is creating mental images important?Why is creating mental images important?

It improves children’s learning of text.It improves children’s learning of text.

Students are more likely to remember what they read.Students are more likely to remember what they read.

It helps readers connect the author's writing with a personal It helps readers connect the author's writing with a personal picture.picture.

How do you teach creating mental How do you teach creating mental images?images?

Here is a step by step method to teach students to create Here is a step by step method to teach students to create mental images:mental images:

1. The teacher must first model the technique.1. The teacher must first model the technique.Read aloud a familiar fiction book to students.Read aloud a familiar fiction book to students.

While you read, describe to your students the images that While you read, describe to your students the images that you create with your mind.you create with your mind.

Example: As I read that passage, I thought about the words Example: As I read that passage, I thought about the words and I imagined what the characters looked like, what they and I imagined what the characters looked like, what they were doing, and what their surroundings were like.were doing, and what their surroundings were like.


22. . Now the students practice visualization.Now the students practice visualization.

Give the students some clues before you read: Give the students some clues before you read:

While I read, close your eyes and listen carefully. While I read, close your eyes and listen carefully. Stay alert and think about what happens in the story. Stay alert and think about what happens in the story. See if you can picture the scene the words illustrate. See if you can picture the scene the words illustrate. Pretend you are making a movie; what would you see fromPretend you are making a movie; what would you see frombehind the camera?behind the camera?As you listen, when you hear describing words - such asAs you listen, when you hear describing words - such ascold, blue, moldy, or loud - use those words to help paintcold, blue, moldy, or loud - use those words to help paintpictures in your head.pictures in your head.Remind them to think about what characters smell, taste,Remind them to think about what characters smell, taste,feel, hear, and think.feel, hear, and think.


3. Have students share visualizations.3. Have students share visualizations.Engage students in a class discussion where they share their Engage students in a class discussion where they share their images.images.If the image is incorrect, have them adjust it by asking some If the image is incorrect, have them adjust it by asking some probing questions. If some students are unable to create the probing questions. If some students are unable to create the images, try the lesson again with a different read aloud and be images, try the lesson again with a different read aloud and be sure to model what you expect them to do.sure to model what you expect them to do.

4. Have your students create a drawing to help them visualize.4. Have your students create a drawing to help them visualize.While you read another text, have students draw the images While you read another text, have students draw the images they see.they see.Students need to share their illustrations and discuss their Students need to share their illustrations and discuss their images so that comprehension is increased.images so that comprehension is increased.

5. Help students to integrate visualization into all aspects of 5. Help students to integrate visualization into all aspects of learning. Ask students to create mental images frequently in all learning. Ask students to create mental images frequently in all areas of the curriculum.areas of the curriculum.Students who have difficulty with this skill will start to Students who have difficulty with this skill will start to understand how to employ it after listening to classmates understand how to employ it after listening to classmates explain their images.explain their images.






ResourcesResources

http://http://www.google.com/search?hlwww.google.com/search?hl==en&lren&lr=&q=define%3A+visualization=&q=define%3A+visualization

http://www.auburn.edu/~murraba/chall/burtrl.htmlhttp://www.auburn.edu/~murraba/chall/burtrl.html http://www.nwrel.org/learns/tutor/spr2004/part6.htmlhttp://www.nwrel.org/learns/tutor/spr2004/part6.html http://www.nea.org/classmanagement/ifc040518.htmlhttp://www.nea.org/classmanagement/ifc040518.html

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Strategy 10

Summarizing

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What is summarizing?What is summarizing?

Summarizing is how we take larger passages of text Summarizing is how we take larger passages of text and condense them to the key ideas that are important and condense them to the key ideas that are important to remember. It is a process in which a reader picks to remember. It is a process in which a reader picks out the important ideas in a text or a story. It is a out the important ideas in a text or a story. It is a learning strategy that involves restating the main ideas learning strategy that involves restating the main ideas or creating a short description of a document, or a or creating a short description of a document, or a story object, that includes its most important features story object, that includes its most important features for a purpose. for a purpose.

Why is summarizing important?Why is summarizing important?

It helps students to remember what they read.It helps students to remember what they read.

Allows students to understand the main idea.Allows students to understand the main idea.

It helps to eliminate redundancy and pointless information.It helps to eliminate redundancy and pointless information.

How do you teach summarizing?How do you teach summarizing?

Explain the six summarization rules to your students. Explain the six summarization rules to your students. 1.1. Remove insignificant informationRemove insignificant information2.2. Delete repetitive informationDelete repetitive information3.3. Replace easy terms for lists of items Replace easy terms for lists of items 4.4. Add a series of events with an easy action termAdd a series of events with an easy action term5.5. Select a topic sentenceSelect a topic sentence6.6. Create a topic sentence if there is noneCreate a topic sentence if there is none

How do you teach summarizing?How do you teach summarizing?

The summarizing process has five main steps:The summarizing process has five main steps:1.1. Identify the key points of a text.Identify the key points of a text.2.2. Paraphrase key points at a sentence-level.Paraphrase key points at a sentence-level.3.3. Transform sentence-level paraphrases into reported Transform sentence-level paraphrases into reported

speech.speech.4.4. Add sequential markers.Add sequential markers.5.5. Optional: Creating an introductory sentence.Optional: Creating an introductory sentence.

Additional summarizing skills

Look for main ideas Look for main ideas Focus on important details Focus on important details View key words and phrases View key words and phrases Break down the large concepts Break down the large concepts Write only enough to communicate the general idea Write only enough to communicate the general idea Identify who, what, when, where, why, and howIdentify who, what, when, where, why, and how






ResourcesResources

http://http://www.google.com/search?hlwww.google.com/search?hl==en&lren&lr=&q=define%3A+summarizing=&q=define%3A+summarizing

http://curry.edschool.virginia.edu/go/readquest/strat/http://curry.edschool.virginia.edu/go/readquest/strat/summarize.htmlsummarize.html

http://www.geocities.com/~newfields/art/sum.htmhttp://www.geocities.com/~newfields/art/sum.htm http://www.auburn.edu/~murraba/chall/stylesrl.htmlhttp://www.auburn.edu/~murraba/chall/stylesrl.html

Designed and Developed By:Designed and Developed By:

Jan LepowJan Lepow

Ashley NavarroAshley Navarro

Jeanne Giardino-ZanegoodJeanne Giardino-Zanegood

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Date post:	10-Jan-2016
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