Reading Strategies

ReadingReading StrategiesStrategies

To Enhance 6To Enhance 6thth-8-8thth Grade Grade

Create NormsCreate Norms

What norms are What norms are necessary to ensure necessary to ensure that our two days are that our two days are productive?productive?

Picking StickiesPicking Stickies

•What burning questions do you have about the standards or standards training?

•Where have you taught and how long?

•Have you read a good book lately (professional reading or pleasure reading)?

Picking StickiesPicking Stickies1.1. Find a person in the room who is Find a person in the room who is

wearing the same (or a similar) color wearing the same (or a similar) color as you.as you.

2.2. Share the information on your post-it Share the information on your post-it notes.notes.

3.3. Write down any book titles or burning Write down any book titles or burning questions that interest you. questions that interest you.

4.4. Raise your hand to locate another Raise your hand to locate another partner and repeat steps 1-4 until the partner and repeat steps 1-4 until the timer stops.timer stops.

5.5. Place your burning questions on the Place your burning questions on the Parking Lot.Parking Lot.

Standards ReviewStandards Review

New ELA New ELA StandardsStandards

Compare and ContrastCompare and Contrast What do you notice about the: What do you notice about the:

languagelanguage organizationorganization focus on readingfocus on reading

Draw a Conclusion:Draw a Conclusion: Which standards would be more beneficial to the Which standards would be more beneficial to the

students in your reading class? Why?students in your reading class? Why?

Choose a speaker to present this Choose a speaker to present this information to the group.information to the group.

Former Former

READING StandardsREADING Standards

ObjectivesObjectives To give teachers more strategies to To give teachers more strategies to

encourage their students to use encourage their students to use higher order thinking skillshigher order thinking skills..

To To review the reading standardsreview the reading standards and understand that and understand that not all not all reading standards are reading standards are embeddedembedded in the new Language in the new Language Arts standards.Arts standards.

Getting to Know the Getting to Know the Language of the StandardsLanguage of the Standards

1. Locate your counterpart 2. Introduce

Yourselves: Name, Current Job Title, School

3. Review your word and definition.

4. Gather

around the Word Wall.

5. Each group will share the word and definition with the group.

6. Each group will meet another group and exchange information.

7. We will meet at the Word Wall to present the words and place words and definitions on the wall next to the visual

DiscussionDiscussion How can you use this activity in the How can you use this activity in the

classroom? classroom?

What is the benefit of using a Word What is the benefit of using a Word Wall? Wall?

Interactive vs. Stagnant Interactive vs. Stagnant

Organization of Word Wall Organization of Word Wall

Progressive Word Wall vs. TraditionalProgressive Word Wall vs. Traditional

Progressive Progressive Word WallWord Wall

With a progressive word wall, With a progressive word wall, the students are responsible the students are responsible for adding an application to for adding an application to the word.the word.

Multiple ExposuresMultiple Exposures If it takes at least 14 times for a If it takes at least 14 times for a

student to learn a word by sight, student to learn a word by sight, think about the number of words think about the number of words a student can learn by a student can learn by interacting with it on a daily interacting with it on a daily basis.basis.

On The FenceOn The FenceYear Round School?Year Round School?

Pre-Reading/ Post-ReadingPre-Reading/ Post-Reading

Students are able to discuss Students are able to discuss points of view without bias and points of view without bias and those who are “undecided” are those who are “undecided” are able to hear discussion from able to hear discussion from each side. Those “on the fence” each side. Those “on the fence” then choose a side.then choose a side.

On the FenceOn the Fence

1.1. Should MNPS move to a year-round Should MNPS move to a year-round calendar?calendar?

2.2. Write your rationale under YES or NO.Write your rationale under YES or NO.

3.3. Stand on either side of the fence to Stand on either side of the fence to indicate your answer to the question. indicate your answer to the question. Be prepared to defend your position.Be prepared to defend your position.

4.4. Read the article(s).Read the article(s).

5.5. Write your conclusion. Did you Write your conclusion. Did you change your mind? Why? / Why not?change your mind? Why? / Why not?

QVCIPC QVCIPC Created By: Donna MooreCreated By: Donna Moore

Mnemonic DeviceMnemonic Device QVC Is Pretty Cool QVC Is Pretty Cool

Makes students aware of Makes students aware of comprehension strategies and comprehension strategies and facilitates open discussion.facilitates open discussion.

Is a before, during, and after reading Is a before, during, and after reading strategy.strategy.

Can be used in all subject areas.Can be used in all subject areas.

QVCIPCQVCIPC QuestionQuestion VisualizeVisualize ConnectConnect InferInfer PredictPredict ConcludeConclude

QQuestionuestion

What is Happening?What is Happening? Where?Where? When?When? Why?Why? Who?Who? Did What?Did What?

VVisualizeisualize

I See…I See…

-------------------------------------------------------------------------------------------- Allows students to discuss how Allows students to discuss how

they see the story as they are they see the story as they are reading.reading.

This DOES NOT remind them of This DOES NOT remind them of something in their own life.something in their own life.

CConnectonnect This reminds me of…This reminds me of…

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In connecting with the story, In connecting with the story, students are able to talk about students are able to talk about events events in their own lives, other in their own lives, other texts, and the worldtexts, and the world that relate to that relate to the story.the story.

IInfernfer

I think… because…I think… because…

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Students must explain why they Students must explain why they think the way they do. Students think the way they do. Students apply more to their answers by apply more to their answers by being able to explain.being able to explain.

PPredictredict

I Predict… because…I Predict… because…

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Have students explain why they Have students explain why they think it will happen. Creates think it will happen. Creates more discussion and deeper more discussion and deeper answers as they read.answers as they read.

CConcludeonclude

My conclusion is…My conclusion is…

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Students are able to give more Students are able to give more meaningful conclusions to their meaningful conclusions to their writings and discussions by writings and discussions by using these six strategies.using these six strategies.

QVCIPCQVCIPC Question – Question – Who? What? When? Where? Who? What? When? Where?

Why? Did what?Why? Did what?

Visualize – Visualize – I see…I see… Connect – Connect – This reminds me of…This reminds me of… Infer – Infer – I think…because…I think…because… Predict – Predict – I predict…because…I predict…because… Conclude – Conclude – My conclusion is…My conclusion is…

QVCIPCQVCIPC Question – Question – Who? What? When? Where? Who? What? When? Where?

Why? Did what?Why? Did what?

Visualize – Visualize – I see…I see… Connect – Connect – This reminds me of…This reminds me of… Infer – Infer – I think…because…I think…because… Predict – Predict – I predict…because…I predict…because… Conclude – Conclude – My conclusion is…My conclusion is…

Think SilentlyThink Silently

Use non-print text or short textUse non-print text or short text

Give students opportunities to Give students opportunities to use visualizations to express use visualizations to express their ideas.their ideas.

FishbowlFishbowl1. Read the article and mark it using QVCIPC, highlighting, etc.

2. Number off

1 - ___ 3. Evens sit in the inner circle; odds sit in the outer circle.

4. Participants in

the inner circle discuss the article. 5. If an outer-circle participant

wishes to discuss, s/he must stand up, tap an inner-circle participant, and change seats.

Create a Flip ChartCreate a Flip Chart

Table Discussion of Table Discussion of StandardsStandards

Review the reading standards.Review the reading standards.

With the people at your table, With the people at your table, discuss which standards would discuss which standards would be addressed with each activity be addressed with each activity you participated in today.you participated in today.

two stars and a wish

Two Stars:

Wish:

To enhance 6To enhance 6thth-8-8thth Grade Grade

Reading StrategiesReading StrategiesDAY 2DAY 2

Review NormsReview Norms Turn off your cell phone or put it Turn off your cell phone or put it

on vibrate.on vibrate. Take restroom breaks when Take restroom breaks when

needed.needed. Limit sidebar conversations.Limit sidebar conversations. Be a team player.Be a team player. Be respectful.Be respectful. Participate in all activities.Participate in all activities.

Share One, Share One, Get OneGet One

A quick way for students to recall A quick way for students to recall information or chunk a lesson. information or chunk a lesson.

Helps students move information from Helps students move information from short-term to long-term memory. short-term to long-term memory. ((10-24-7 10-24-7 ResearchResearch, Quantum Learning), Quantum Learning)

Students interact with material (more than Students interact with material (more than just writing it down).just writing it down).

Share One, Get OneShare One, Get One

Fold a grid with 9 blocks (like Tic-Tac-Toe)Fold a grid with 9 blocks (like Tic-Tac-Toe)

Use any 3 squares to write down 3 ideas that were presented Use any 3 squares to write down 3 ideas that were presented yesterday.yesterday.

Move around the room asking other participants to fill in a square Move around the room asking other participants to fill in a square with a different idea. They will initial the square.with a different idea. They will initial the square.

You may be seated after all 9 squares are filled.You may be seated after all 9 squares are filled.

Summarize the information.Summarize the information.

Add this strategy to your flip chart.Add this strategy to your flip chart.

Review TN DOE Review TN DOE WebsiteWebsite

Curriculum Curriculum StandardsStandards

www.state.tn.us/www.state.tn.us/education/curriculum.sheducation/curriculum.sh

Electronic Electronic Learning CenterLearning Center

http://tnelc.org

Active Engagement Format of Active Engagement Format of LessonsLessons

Activate and build prior Activate and build prior knowledge.knowledge.

Guide active silent reading.Guide active silent reading.

Clarify, Reinforce, Extend Clarify, Reinforce, Extend KnowledgeKnowledge

RANRANRReading and eading and AAnalyzing nalyzing

NNonfiction Textonfiction Text

Before, During, and After Before, During, and After Reading StrategyReading Strategy

Similar to KWL, but encourages Similar to KWL, but encourages higher order thinking.higher order thinking.

RANRAN What I think I knowWhat I think I know ConfirmedConfirmed MisconceptionsMisconceptions New LearningNew Learning WonderingsWonderings Summary/ReflectionsSummary/Reflections

RAN RAN Work in pairsWork in pairs

On a post-it note, write down what you know On a post-it note, write down what you know about Safe Haven laws in the U.S.?about Safe Haven laws in the U.S.?

Read the text to confirm ideas or discover Read the text to confirm ideas or discover misconceptions, new learning, and wonderings. misconceptions, new learning, and wonderings.

ReflectionReflection Was the strategy successful?Was the strategy successful? What did you think about as you were reading What did you think about as you were reading

(metacognition)? Did you QVCIPC? Which reading (metacognition)? Did you QVCIPC? Which reading strategy is most helpful for you?strategy is most helpful for you?


Preview Content Preview Content VocabularyVocabulary

Graphic OrganizerGraphic Organizer

Based on the title, predict expected vocabulary. Based on the title, predict expected vocabulary. (Brainstorm)(Brainstorm)

List actual vocabulary words on 1/3 stickyList actual vocabulary words on 1/3 sticky

Place sticky in appropriate box on graphic Place sticky in appropriate box on graphic organizer.organizer.

Read nonfiction text as shared, interactive, or silent Read nonfiction text as shared, interactive, or silent reading.reading.

Revisit graphic organizer & move stickies if Revisit graphic organizer & move stickies if necessary.necessary.

Content VocabularyContent Vocabulary WistfulWistful BoughBough HeronHeron PettishPettish HousebreakerHousebreaker ChafedChafed TalonTalon TwitterTwitter PonderousPonderous WendWend PinionsPinions


Celebrating Celebrating MilestoneMilestone BirthdaysBirthdays

Many people observe their milestone birthdays. Have you ever celebrated an extra-special birthday (21, 30, 40, 50…)? How did you celebrate? Do you think it is a good or bad idea to celebrate these milestones? Why/Why not?

Explain in a paragraph.

Somebody, Wanted, But, SoSomebody, Wanted, But, So

During Reading StrategyDuring Reading Strategy1.1. Read a portion of the textRead a portion of the text

2.2. Stop periodically to complete the SWBS chartStop periodically to complete the SWBS chart

Somebody Wanted But So

Add this strategy to your flip chart.

TwitterTwitter What are you doing?What are you doing?

After reading After reading Nightmare in Nightmare in YellowYellow, create a series of twitter , create a series of twitter entries from the husband’s point entries from the husband’s point of view, wife’s point of view, and of view, wife’s point of view, and a guest’s point of view.a guest’s point of view.

Welcome to Welcome to TwitterTwitter

Following (Name goes here):Following (Name goes here):

Watching the NBC news special.Watching the NBC news special. 5:17 PM June 55:17 PM June 5thth

Watching American Idol Watching American Idol 6:34 PM May 66:34 PM May 6thth

We are getting ready to go to Carolyn’s affair We are getting ready to go to Carolyn’s affair 9:07 AM Apr 9:07 AM Apr 2525thth

Checking my email and relaxing Checking my email and relaxing 5:53 PM Apr 225:53 PM Apr 22ndnd

My email address is active My email address is active 8:18 PM Apr 8:18 PM Apr 2121stst

Trying to twitTrying to twit 2:37 PM Apr 172:37 PM Apr 17thth

Watching OprahWatching Oprah 2:15 PM Apr 2:15 PM Apr 1717thth

Getting ready to watch a movieGetting ready to watch a movie 5:49 PM Apr 155:49 PM Apr 15thth


7 Keys to 7 Keys to ComprehensionComprehension

By: Susan Zimmerman and Chryse HutchinsBy: Susan Zimmerman and Chryse Hutchins

The 7 Keys, pp. 5 - 6

Book PassBook Pass Allows students to view different texts Allows students to view different texts

that address a common theme. that address a common theme.

Teach students how to choose a book Teach students how to choose a book for independent reading.for independent reading.

Allows students to examine a Allows students to examine a significant number of books, in a short significant number of books, in a short time.time.

Book Pass Book Pass DirectionsDirections

1. Choose a seat:Professional Literature (outside circle)Children’s Literature (inside circle)

2. Peruse each book for 2 minutes.

2. Write the title, author, comments, and rating (1-5)

5=A Must Have

4. When I call, “Book Pass,” pass your book to the left.Add this strategy to your flip chart.

Vocabulary TreeVocabulary Tree

1. Choose a morpheme (word part) from the list.2. Write the morpheme on the trunk of the vocabulary

tree. 3. Write words containing the morpheme on the

branches.4. Cut out the vocabulary tree and tape it to construction

paper.

When Kids Can’t Read, What Teachers Can Doby:Kylene Beers


Three Facts and Three Facts and a Fiba Fib

Student created. They use three Student created. They use three facts from the story and then facts from the story and then create a Fib. create a Fib.

Students are able to review with Students are able to review with one another and allows the one another and allows the teacher to see who “got” what.teacher to see who “got” what.

List, Group, LabelList, Group, Label Brainstorm a list of words Brainstorm a list of words

related to the topic.related to the topic.

Categorize the words into Categorize the words into smaller lists. smaller lists.

Give each group of words a Give each group of words a label that indicates the shared label that indicates the shared relationship. relationship.

Documents

Reading Strategies