Engaging Student Ownership

of Achievement Growth

in Reading

By Jeaninne Sage Wohlman

Stevenson Students

Are you

challenging

yourself

as a reader?

Your

Inquiring Mind

Wants to Learn!

If you don't understand

what you read,

you're not really reading.

If you don't unlock meaning

as you read,

the words are boring babble

and you can’t enjoy reading.

What good readers do:

• Create mental images• Use background knowledge• Ask questions• Make inferences• Determine themes• Synthesize information• Use fix-up strategies

» Zimmermann & Hutchins, 2003

7 Keys to Comprehension:

How to Help Your Kids Read It and Get It!

Sounding Out

Sounding out or decoding words is part of the reading puzzle but falls short of real reading.

In the 1980's, a breakthrough occurred:

Researchers identified thinking strategies

used by good readers

They found that

good readers

talk

with and about

the book.

This talk helps kids to understand and think about what they read.

So, how can you So, how can you become a better reader? become a better reader?

What good readers do:

• Create mental images• Use background knowledge• Ask questions• Make inferences• Determine importance• Synthesize information• Use fix-up strategies• Metacognition

Create Mental Images

Use Your Senses:

Imagine what it– Looks like . . .Looks like . . .– Smells like . . .Smells like . . .– Sounds like . . .Sounds like . . .– Tastes like . . .Tastes like . . .– Feels like . . .Feels like . . .

When readers use their senses they get deeper into the text.

Use Background Knowledge

Use What You Know:

Connect to– Your own life . . .Your own life . . .– The world . . .The world . . .– Other books . . .Other books . . .– Author’s craft . . .Author’s craft . . .– Author . . .Author . . .

When readers use what they know or have experienced

they get deeper into the text.

Ask Questions

Before Reading:Before Reading:What do think will happen?

During Reading:During Reading:What do you think about . . .I wonder why . . .How come . . .

After Reading:After Reading:What would have happened if . . . Why did the author . . .Where could we find out more . . .

It is also important for readers to understand that some questions aren’t answered in the story!

Make Inferences

Read Between the Lines

Question the “why” of the story– Character actions . . .Character actions . . .– Character feelings . . .Character feelings . . .– Author choices . . .Author choices . . .

When readers make inferences they do more than predict they process a logical conclusion from a premises

known or assumed to be true

they get deeper into the text.

Determine ImportancePrioritizing Information:Prioritizing Information:

What is essential to know?What is interesting, but not important?

Identifying Themes:Identifying Themes:What is the main idea?What message is the author sending?

Impact on Plot:Impact on Plot:How does this affect the course of events or the nature of things?

This is a essential skill for students to use with textbooks and nonfiction!

Synthesize Information

Making It Your OwnMaking It Your Own

Thinking grows during readingGet the overall meaningRetell the story

When readers synthesis information they do more than connect

they combine several things to form something new, bigger and better

they go beyond the text.

Use Fix-Up Strategies

Good readers are aware of when they understand and when they don't.

Problem-solving strategies:Problem-solving strategies:– RereadReread– Skip a wordSkip a word– Ask questionsAsk questions– Use a dictionaryUse a dictionary– Read the passage aloudRead the passage aloud

Good readers talk with the text.

Metacognition

Share your thinking as you read!

Talk About It:“When I read this part, I was thinking . . .”

“Isn’t this a great part . . . I thought . . .”

Sharing your thinking as you read

makes you feel smart!

Try it!

There is nothing fancy about these strategies!

But to read well, you must use them.

Happy Reading!