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Secondary School Reading. How reading expectations change in the secondary grades. What there’s more of:. What there’s less of: . More independent, informational text expected. Domain-specific reading instruction. Long and complex sentences. Abstract words. - PowerPoint PPT Presentation
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Secondary School Reading
How reading expectations changein the secondary grades
What there’s more of: What there’s less of:
Domain-specific reading instruction
Abstract words
Latinate words (prefix, stem, suffix)
Long and complex sentences
More independent, informational text expected
Pronoun-referent confusion
Tables, charts, maps, flow charts
Expectation of prior knowledge
Skimming Scanning Close Reading
Getting a quick overview Searching for specific information
Reading for details and inferences; re-reading isexpected; consultation ofoutside sources may benecessary; text may havemultiple interpretations
Consider the reading expectations your students. To what extent do they do these three kinds of reading?
For what purposes? How are they assessed? Do they understand the demands ofdifferent reading experiences? Do they need support? If so, where can they get it?
High interest resource books; writing a few facts for the post card
Background on a novel; Internet source
Previewing next chapter Headings Time lines Pictures Maps Charts
Getting idea about a genre
Directions
Poetry
Primary docs: Diaries maps speeches Supreme Courtj Dec
SummarizeAnalyze
Describe Discuss
Writing
Reading
Reading
Reading
Reading WritingWriting
Writing
What happens in the story/event
Main idea
ShortTime wordsBeginning or end of textFew modifiersFewer dates, facts, figures
Take it apart; look at the parts; put it back together; show how the whole is created by the parts
CommentaryMovie reviewsBook reviewsExplanation of politcal cartoon
Describe the life of a serfDescribe features ofDescribe characterDescribe setting
Experiencial accountsLiterature
Defend or refutePosition papersExpound uponPersonal reflectionPros and consCause and effect
EditorialsLiterary commentary
Kinds of Reading in Academic Classes: What? When? Why? How?
What? When?Prior to lesson, during class, to do hw…
Why? Orientation to topic, resource to do a project, review…
How? Independently, with partner(s), with teacher…Skim, Scan, Read Closely
Textbook
Handouts
Internet
Pursuit of independent interests
Other
Cornell Notes (aka: 3 column notes)
Learn to create meaning from text:
Formulate a questionthat you think the text answers:
Write phrases thathelp to answer the question.
Formulate sentences that answer the question.
Let t
ime
elap
se.
Readability of Your Major Text
• Select a page of your text. Read it, timing yourself carefully. Establish your speed.
• Write five basic comprehension questions.
Readability of Your Major Text
Write five basic comprehension questions.
Readability of Your Major Text
1. Have students read the page, timing themselves carefully.
2. Students answer the 5 questions.
3. Following the timed reading and the 5 questions, students write words from the text that they didn’t understand.
Assessing Readability
Read significantly slower than you do
More than two comprehension errors
Five or more unknown words
Read at your pace, orslightly slower
One or two comprehension errors
Fewer than five unknown words Read at your pace
or faster
No comprehension \ errors
One or two unknown words
Reading Supports/Enrichments
SupportNeeded
Enrichment recommended
Supports
• Provide more visuals
• Provide pre-reading expectations (overview)
Supports
• Provide guiding questions
Supports
• Establish a purpose for reading
Supports• Pronounce unfamiliar
words
Scaffolding Strategies: ELA
• Offer abridgements• Offer reading guides (Cliffs, Spark, BookRags)• Offer low-level “translations”• Audio version• Reading only selected parts• Shakespeare Made Easy, et.al.• Movie Version• Graphic Novels: Illustrated Classics
Strategies
Double-Entry JournalsAka dialectical journal:
Literal Level: What is happening?
•Reminds me of…•I don’t’ understand…•Predictions•Questions•Words that I want•Phrases that I like
“Brain Prints”
Strategies: What would you have to do to comprehend this text (explain it
to someone else): Mark the text: delineate itemsConversationVisual organizer: 1. Self-designed 2. Teacher-designedComposed one-sentence summaries, paragraph by paragraph Mental or writtenParaphrase, simplify (summarize); outline RereadRelate the new to the known; identify the known (activating prior knowledge)Color code key words & definitionsPicture
Reading the Busy Page
Supportive Information
Nice to Know
Essential Information
Strategies
Think of reading as a process:
Before
During
After
Strategies
Think of reading as a process:
Before:
Preview: Establish expectations Meet new words Extract main ideas
Strategies
Think of reading as a process:
Before:
Activate Prior Knowledge:
•Knowledge through facts•Knowledge through experience•Knowledge through imagination
Strategies
Think of reading as a process:
Before:
Establish a purpose for reading:
What am I looking for?
Establish a Purpose for Reading“Mathematics, Language, and Culture”
Purpose:
…because youare interested inhelping yourELL students
Purpose:
…because you are studying for your content area specialization test
Purpose:
…because a colleague saidyou would be interested in it
Establish a Purpose for ReadingWhat am I looking for?
Diversion, escape, enjoyment
Answer to a question
Affirmation of a belief
Challenge to a belief
Directions
Inspiration
Emotional connnection
Facts and information
Strategies
Think of reading as a process:
During:
Monitor for comprehension and adjust pace and focus
Reread unclear part Seek outside help Establish a better “base coat” of prior knowledge (scaffolding)
Strategies
Think of reading as a process:
During:
Make meaning happen:
Visualize Mark text
Sub-summarize Generate questions
Two Voices
• The reading-the-words voice• The processing voice:
– Do I understand this?– What is my purpose?– What is the pattern?– What does this remind me of?– If I don’t understand, what do I need to do?
Strategies
Think of reading as a process:
During:
Make meaning happen:
Make connections: To other readings To self To world
Strategies
Think of reading as a process:
During:
Make meaning happen:
Find the pattern
The Importance of PatternsCommon Patterns in Text:• Narration and description
• Classification• Definition• Example • Cause and Effect • Comparison and contrast
• Sequence; Process Analysis
Text Patternsdes
criptio
n
narr
ativ
eProcessanalysis
definition
classification
example
Cause & effect
comparison
&
contrast
Supporting Reading in Sec. Classes
Encourage students to find patternsModel your thinking as a readerEstablish reading expectationsEncourage marking text Encourage “reading talk” (socialization)
Mini-Lessons to Improve Reading10-15 Minutes
Purpose: to integrate skills teaching with content teaching “Teaching kids how to be smart.”
Procedure: 1. Write the name of the mini-lesson on
the board 2. Inform the students of its purpose 3. Spend no more than 5 minutes explaining the concept 4. Give 5-10 minutes of reading practice
5. Re-state the purpose
Mini-Lessons
• “Window Shopping”• “Word Previews”• “What Am I Looking For”
Mini-Lesson #1 “Window Shopping”
Purpose: To establish main ideas before reading a chapter
Procedure: Take 5-10 minutes in class having students page through the reading, noting all pictures, headings, graphics, other special visuals.
Ask them to jot down what they remember, what they expect to find out from this segment.
BEFORE
Mini-Lesson #2 “Word Previews”
Purpose: To establish background knowledge about new words in the text
Procedure: Ask students to send up words in the upcoming reading that they “want to know more about” : 1. Words I think I’ve heard before 2. Words I have not heard before
Select the most important words only.
Consider phrases as well as single words.
BEFORE
Mini-Lesson #3 “What Am I Looking For?”
BEFORE
Purpose: To establish a purpose for reading
Procedure: Have students preview the text and write a few questions that they think the text will answer.
Mini-Lesson #4 “Think-Aloud”
DURING
Purpose: To show students how skillful readers makemeaning from text
Procedure: Spend no more than 10 minutes reading aloud, stopping to explain what you are thinking as you read.
Mini-Lesson #5 “I Can Relate”
DURING
Purpose: To embed new learning into existing knowledge
Procedure: Help students make connections between what they are asked to read and themselves and the world: Text-text: How is this like other readings? Text-self: How is this like me and my world? Text-world: How is this like the larger world?
Mini-Lesson #5 “I Can Relate”
DURING
When I lose comprehension, I say: How is this like me, my world, the larger world?
What do I already know that is like this?
Where does this fit into the “closet” of information in my own brain?
What does this remind me of?
Mini-Lesson #6 Three Kinds of Reading:
Purpose: To teach students to read for an overview (skim), read to find specific information (scan), read for detail and implication (reading closely)
Procedure: For a given segment of text, practice the three kinds of reading: skim, scan, read closely
Mini-Lesson #7 “Reading is Seeing”
Purpose: To make meaning through visualization
Procedure: Have students consciously visualize the concrete images that come to mind as they read. After reading, have them draw and discuss their mental pictures.
DURING
Meaning-Making Activity #1 “Interim Open Book Tests”
Purpose: To teach the skill of locating key information
Procedure: Prior to a major test, give a timed open-book test.
After the open book test, discuss with students the strategies that they used to locate the information.
AFTER
Meaning-Making Activity #2 “Student-Created Tests”
Purpose: To connect students to main ideas
Procedure: Have students work in pairs to create a test. Pairs exchange with other pairs to take each other’s tests.
AFTER
Meaning-Making Activity #3 “Student-Created Crib Cards”
Purpose: To connect students to main ideas; to reward preparation; to be a window on student thinking about testing
Procedure: Allow students to bring an index card with handwritten information that they can use on a test; collect the index cards
AFTER
Building Background Knowledge
Four Indirect Ways to Build Background Knowledge
Multiple exposures to targeted information
Both linguistic and non-linguistic manipulation of information
Vocabulary development: explicit and implicit instruction
Virtual experiences
Virtual Experiences That Build Background Knowledge
• Reading• Social interaction• Educational TV, movies• Websites
SSR (Sustained Silent Reading)
20 minute sessionsTwice- three times weeklyMore than one yearStudent choiceNo formal accountabilityWide choice of reading materials
Participatory Handout 14
Learning Through Social Communication
What opportunities do students have to use subject area language by speaking and listening to each other?
Problem-solving
Role playing
Presentations
Special projects…..
Vocabulary Instruction: WHY?
Ability to make generalities and distinctions
Self-Esteem;Sense of accomplishment
Increases capacity to learn
Credibility; “membership card”
Broadens the world
Allow us to have complete ideas;Allow us to make sense to ourselves
Vocabulary: This WeekPrologueFascismContainmentCircumlocutionLine of demarcationExcommunicationOmniscientCounteraccusationAllied powersLoquacious
Why?
The best way to advance a phenomenon or idea is to name it.
Albert Einstein
Vocabulary level has the highest correlation of all other factors with every aspect of intelligence.
Three Kinds of Vocabulary
Generic Academic Words
Specialized Terminology
Embellishments
Three Kinds of Vocabulary
Generic Academic Words
High frequency in academic discourseLow frequency in students’ conversation
Three Kinds of Vocabulary
Generic Academic Words
High frequency in academic discourseLow frequency in students’ conversation
Analyze, analytical, analysisDetermine, determinationEstablish, establishmentGenerate, generationRevise, revisionOrganize, organizationPersuade, persuasion, persuasive…
Three Kinds of Vocabulary
Generic Academic Words
High frequency in academic discourseLow frequency in students’ conversation
ReasonEvidenceSupportRefer, referenceSpecify, specific…
Three Kinds of VocabularySpecialized Terminology
Domain-specific words that would be in a glossary, on a test, etc.
Manifest destinyConstitutionChecks and balancesAmendmentState’s rights
Three Kinds of VocabularyEmbellishments
Elevated adjectivesElevated nouns
ImpressiveSignificantSubversiveCharismatic…
Three Kinds of Vocabulary
Seventh Grade: World War II:
I. Generic Academic Words:
Infer, inferenceImply, implicationInterpret, interpretationAnalyze, analysisStrategy, strategic
II. Domain Specific:
fascismappeasementblitzkriegannexationgenocideNon-aggression pact
III. Embellishments:
MilitaristicGlobalExtensiveReversalIsolation, isolationist
Target Word:
Notional Set: Other words that go with this topic
Morphological Set: The other forms that this word can take by using suffixes and prefixes
Lexical Set: Synonyms
Grammatical Set: The way in which this word is used in a sentence; the words that may surround it:
The convergence of…
Connotative SetPositive, Negative, or NeutralTechnical/Scholarly or Conversational/InformalMetaphorical or Literal
Dimensions of Word Knowledge
Convergence
divergence, points, simultaneous coincidence, coming together…
converge, converging converged, convergent
Etymological Set: Root; combining forms
Con: with
intersection, convention, meeting
Extended Word Map
Absolutism:The state of having complete
rule by a monarch in 17th-18thC Eur
Notional Set: power, exclusive control, anarchy, ruler, monarchy, despot, king, queen
Morph SetAbsoluteAbsolutelyAbsolutionAbsolveAbsolutist
Lexical Set: despotism monarchy
Ety:Ab: away fromSol: one
Participatory Handout 9
Constructed Response #1
Learn to write a competent definition:
Pitfall: _____is when…
Step 1: Place the target word in a category: Photosynthesis is the process of…
Step 2: Then, distinguish the target word from other members of that category:
Photosynthesis is the process by which green plants transform light into chemical. Most forms of photosynthesis release oxygen as a by product.
Step 3: Add prepositional phrases for detail
Step 4: Add another sentence giving further information.
Vocabulary Connections I
word
math/science meaning
conversational meaning:
Visual: math/science sentence:
conversational sentence:
Participatory Handout 4
Vocabulary Connections I
word
math/science meaning
conversational meaning:
Visual: math/science sentence:
conversational sentence:
Examples: function, property, reaction, origin,tangent, variable, solve, mean, graphic,base, extreme, factor,fact, imaginary, rational,Irrational, determinepower, prime, product, multiple, operation, radical, remainder,range, regular, proof,difference, cell, value,area, cube, root, plot,complementary, common,depression, digit, operation,frequency…
Math Social Studies
English Science
Culture
Diffusion
MATH
SCIENCE
SOCIAL STUDIES
ENGLISH
OrientationFunctionCulturePropertyValueWorkEnergyPowerMomentumUnionArgumentBlockDifferenceRealmDomain
orientation
Orient, oriented, disoriented
The orientation of the Y axis…
Position, direction
The orientation of theEarth’s axis.
The relative position
TThe explorationOf the Orient.
Asia
The orientationOf an argument
Perspective, point of view
Tree Maps of Latin Roots
-port (carry)
-ject (throw)
-tract (draw)
-rupt (break)
-tain (hold)
deportsupportexportimportreporttransportportableimportantport
abjectsubjectrejectejecttrajectoryprojectdejectionadjective
abstractattractattractprotractedretracttractorintractabledistract
abruptinterruptdisrupteruptcorruptrupture
containdetainobtainattainretainmaintain
Morphology Chart
Noun Verb Adjective Adverb
excommunicationThe Excommunicated
excommunicatingExcommunicatedExcommunicatesexcommunicate
The excommunicated members of the group
Morphology ChartNoun:The…
Verb:I…S/heS/he…yesterdayIs…Has…
AdjectiveWhich one? What kind?How many?The___truck
AdverbWhere? When?Why? To what extent? In what manner?
IntentintentsIntention Intentions
IntendIntendsIntendingIntended
IntentIntensiveIntendedintending
intently
Morphology ChartNoun:The…
VerbI…S/he…S/he…yesterdayIs…Has…
AdjectiveWhich one? What kind?How many?The ___truck
AdverbWhere? When?Why? To what extent? In what manner?
SubtractionSubtractionsSubtracting
SubtractSubtractsSubtractingSubtracted
SubtractedSubtracting
Morphology ChartNoun:The…
VerbI…S/he…S/he…yesterdayIs…Has…
AdjectiveWhich one? What kind?How many?The ___truck
AdverbWhere? When?Why? To what extent? In what manner?
SongSongsSinging
SingSingsSingingSangSung
SingingSung
Morphology ChartNoun:The…
VerbI…S/he…S/he…yesterdayIs…Has…
AdjectiveWhich one? What kind?How many?The ___truck
AdverbWhere? When?Why? To what extent? In what manner?
Obscurity ObscureObscuresObscuredObscuring
Obscure Obscurely