Cortney Steffens2009

Proficient ReadersMake connections between prior knowledge and

the text.Text-to-self connectionsText-to-text connectionsText-to-world connections

Ask questionsVisualizeInferDetermine important ideasSynthesizeUse “fix-up” strategies

Harvey, S., & Goudvis, A. (2000). Strategies that work. York, Main: Stenhouse.

How do you teach strategies?The Gradual release of responsibility approach

1. The teacher models the strategy by explaining and demonstrating it using a think aloud approach.

2. Guided practice – the teacher and student practice it together . The teacher provides support as the student attempts the strategy.

3. Independent practice- the student tries it on their own.

4. Application to real reading situations- the student applies the strategy when reading .

Harvey, S., & Goudvis, A. (2000). Strategies that work. York, Main: Stenhouse.

The GoalWe want our students be monitoring their

comprehension. This means they:Are aware of their thinking while readingAre aware when they are confusedKnow what strategies to use to support

meaning.

This requires developing our student’s

metacognition!(Harvey & Goudvis, 2000)

Monitoring and Repairing UnderstandingIn order to develop metacognition we need to

teach them to:Track their thinking through coding, writing,

or discussion.Notice when they lose focus.Stop and go back to clarify thinkingReread to enhance understandingRead ahead to clarify meaningIdentify and articulate what’s confusing or

puzzling (Harvey & Goudvis, 2000)

Continued…Recognize that all questions have valueDevelop the disposition to question the text or

author.Think critically about the text and be willing to

disagree with its information or logicMatch the problem with the strategy that will

best solve it.

(Harvey & Goudvis, 2000)

Making ConnectionsText-to-self connections- the reader connects

the text to something to his/her experiences or schema

Text-to-text connections- the reader connects two or more texts

Text-to-world connections- the reader makes connections between the text and bigger issues, events and concerns of society

http://kids.nypl.org/reading/Childrensebooks.cfm

(Harvey & Goudvis, 2000)

QuestioningProficient readers ask questions before,

during, and after readingQuestions we develop can be categorized as

T= In the text

BK= Background knowledgeI= Answers can be inferredD= Answered by further investigationRS= Requires further researchHuh?= Questions that signal confusion

(Harvey & Goudvis, 2000)

Questioning Web

Why did grandma not know how to

read?

VisualizingWhen we visualize we make movies or

pictures in our minds (mental images). These pictures are affected by our schema.

We use all our senses at times to visualize the text.

A reader can say:I see …I smell …I taste …I can feel …I can hear …

(Harvey & Goudvis, 2000)

Visualizing (mental images)The room was warm and clean, the curtains drawn, the two table lamps alight-hers and the one by the empty chair opposite. On the sideboard behind her, two tall glasses, soda water, whiskey.  Fresh ice cubes in the Thermos bucket.

(excerpt of Lamb to the Slaughter by Roald Dahl)

InferringThe reader must take what is known (taking

clues from the text), think ahead (prediction) to make a judgement or discern a theme (Harvey & Goudvis, 2000)

Why were his parents not laughing?

RiddlesI live in a bowl. I can swim. I have a tail. I also have fins and big eyes. I am a...

Determine Important IdeasOverviewing

Activating prior knowledgeNoting text length and structureNoting important headings and subheadingsDetermining what to read and in what orderDetermining what to pay careful attention toDetermining what to ignoreDeciding to quit because the text contains no

relevant informationDeciding if the text is worth careful reading or

just skimming (Harvey & Goudvis, 2000, p. 119)

Determine Important IdeasHighlighting

Look carefully at the first and last line of each paragraph. Important information is often contained there

Highlight only necessary words and phrases Don’t get thrown by interesting details Make notes in the margins to emphasize pertinent highlighted

words or phrases Use nonfiction features that signal importance

(Fonts and effects, cue words and phrases, photographs, text organizers, text structures, etc)

Pay attention to text cues that signal important information(since, this led to, consequently, similarly, however, before, next,

then, one reason, etc.)

Harvey & Goudvis, 2000, p.p. 120-121)

Synthesizing InformationWe take individual pieces of information and

combine them with our prior knowledge and begin to see a pattern emerge.

Like a jigsaw puzzle our thinking evolves as more pieces come together and we have a new perspective (Harvey & Goudvis, 2000).

Or think of a water ripple

Two Column NotesWhat the text is about What it makes me think

about

Direct quote Personal response

Opinion before reading New ideas

Quote or picture from text

New idea

Information from the text

New insight

Content Process

What’s Interesting What’s important

Three Column Note FormsContent Process Craft

Facts Questions Response

Topic Details Response

Thinking New Information New Thinking

Concept Similarities Concept