Reading


 * I broke this apart because it made it easier to create a chart, but if anyone wants to change it, feel free!**

1. What are the skills and strategies students need to know? 2. How do we assess?
 * || **Skills** || **Strategies** || **How do we assess?** ||
 * K-2 ||  ||   ||   ||
 * 3-5 ||  ||   ||   ||
 * 6-8 ||  ||   ||   ||

1. Define the term. 2. What are the teaching methods teachers need/can use to teach? 1. Activate prior knowledge. 2. Set a purpose/reason/goal for reading. 3. Decode text into words and meanings. 4. Make personal connections. 5. Make predictions. 6. Visualize. 7. Ask questions. 8. Monitor understanding and summarize. 9. Apply what has been learned.
 * || **Definition** || **Research/Rationale** || **Teaching Methods** || **References Used** ||
 * Modeled Reading/Think Aloud - Michele || A Think Aloud is a strategy to use to slow down the reading process and let students get a good look at how skilled readers construct meaning from a text. It is a technique in which both teachers and students verbalize their own thoughts as they read and break into open the strategies they are using to understand a text. Think alouds are used to model comprehension processes such as making predictions, creating images, linking information in text with prior knowledge, monitoring comprehension, and overcoming problems with word recognition or comprehension. || Teachers need to help students learn and apply the following reading skills/strategies on a regular basis to improve their interactions with text. Teachers need to take the implicit and make it explicit, especially for struggling readers.


 * By using modeling, coached practice, and reflection, you can teach your students strategies and monitoring behaviors that good readers use.


 * Modeling strategic behaviors for struggling readers by thinking aloud for them while reading, is the first step in raising awareness of what it means to be a strategic reader.


 * Using think alouds, visual art, and drama (reader's theater) helps readers to use more reflective strategies, such as inferring and elaborating.


 * Think aloud enables teachers to better assess their students' reading abilities. The level of student interest and participation in class is increased and their understanding of literature improves when think-aloud is made as a basis of teaching. || *Choose an enriching text (text selection is critical to engaging students in purposeful reading). Many considerations must be taken into account (readers' present strategies, interests/background knowledge, language, content, quality of text: language, illustrations, layout, writing style).


 * Give students the purpose or goal for the particular reading, before the read aloud (example: Which characters change and which don't? How is character change important in the story? How does the story make you feel? Etc.)

1. Teacher does think aloud; students listen. 2. Teacher does think aloud; students help out. 3. Students do think aloud as a large group; teacher and other students monitor and help. 4. Students do think aloud in small group; teacher and other students monitor and help. 5. Individual student does think aloud in forum; other students help (guided reading). 6. Students do think aloud individually; compare with others 7. Teacher or students do think aloud orally, in writing, Moodling, journaling, etc. || "Guiding Readers and Writers; grades 3-6" Irene C. Fountas and Gay Su Pinnell
 * There are basic ways to conduct think-alouds

"Using Think Alouds to Build Reading Comprehension" Roger Farr and Jenny Conner.

"Improving Comprehension with Think Aloud Strategies" Jeffrey WIllhelm

"The Reading Teacher" Oster, L. and Baumann, J.F., Jones, L.A., & Seifert-Kessell || "In primary grades children are learning to read and in upper grades they are reading to learn." || 1. Students should be divided into small groups (4-6 students). The younger the students the smaller the groups. 2. Guided reading lessons are to be about 15-20 minutes in duration. 3. Appropriately leveled reading materials must be selected for the group and each child should have his/her own copy of the literature. 4. Pre-Reading: The teacher establishes a purpose for reading through prediction making, vocabulary introduction, or discussing ideas that will provide the readers with the background knowledge required for the text. 5. Reading: The teacher observes the students as they read the text softly or silently to themselves. The teacher provides guidance and coaching to individuals based on her/his observations by providing prompts, asking questions, and encouraging attempts at reading strategy application. 6. Post Reading: The teacher asks questions to ensure that the text has been comprehended by the readers and praises their efforts. Further, the teacher may observe gaps in strategy application and address these gaps following the reading in a mini-lesson format. 7. When you teach guided reading you are busy observing and instructing a small group of students. The other students in your class must be kept engage in a literacy activity while you are with your GR group. To ensure success of guided reading, be prepared to invest time upfront teaching your students the procedures you would like them to follow while you are busy with the GR groups. Once you are certain that the students can follow the procedures THEN focus on actually teaching guided reading. || source:http://olc.spsd.sk.ca/DE/PD/instr/strats/guided/guided.html none ||
 * Shared Reading - Kate || Through teacher modeling and encouragement, students join with their peers to read a text collaboratively. When a group of learners sees the text, observes the teacher reading it with fluency and expression, and is invited to read along. || * Provides more support than if they were reading alone, but more challenge than read aloud since they’re actually reading the text
 * Shows children various ways to figure out words they don’t know
 * Shows children what reading is all about
 * Highlights features of print, language structure, conventions of language, letter-sound relationships
 * Demonstrates and supports what good readers do
 * Makes reading visible and explicit and provides scaffolding so students will be successful
 * Repeated readings build fluency, confidence, word familiarity, practice in phonemic awareness and phonics
 * Higher levels (mid 2nd through intermediate grades) context for demonstrating and practicing all aspects of the reading process. Following shared reading by guided silent reading and/or independent reading provides necessary time for students to problem solve, self correct, self evaluate, and practice all other aspects of successful independent reading || * Using a big book, large text, poem, chant, piece of writing authored by the class or student, etc.
 * Provides appropriate introduction – discusses cover, walks through illustrations, makes predictions
 * Reads aloud in an expressive voice
 * Highlights features of text (e.g. framing words)
 * Poses questions for discussion
 * Demonstrates thinking while reading (making connections, inferring meaning, confirming a prediction, summarizing to restate and recall important happenings before reading on)
 * Observe students’ responses and behavior and determines the appropriate next steps
 * Upper grades – more complex texts focusing on sophisticated discussions, modeling fluent reading, specific reading strategy, think aloud, more content specific
 * Provides opportunities for learning about genres, forms, text structure, content, themes and ideas, language and literary features, sentence complexity, vocabulary, words, illustrations, book and print features.
 * Teacher: models, coaches, engages
 * Students: problem solve, think, talk - enjoy literature! || * On Solid Ground by Sharon Taberski
 * Reading Essentials by Regie Routman
 * The Continuum of Literacy Learning (Grades K-8) by Fountas & Pinnell ||
 * Guided Reading - Kim || Guided reading is a strategy that helps students become good readers. The teacher provides support for small groups of readers as they learn to use various reading strategies (context clues, letter and sound relationships, word structure, and so forth). Although guided reading has been traditionally associated with primary grades it can be modified and used successfully in all grade levels. || For example, older students may need to learn new strategies to understand how to read an information book in a way that is going to give them access to the information they are seeking.
 * Independent Reading - Shelley || Students read self-selected materials on their own for a sustained period of time. || * students who read more, read better, write better, spell better, have larger vocabularies, have better control of complex grammatical constructions, and are better test-takers. (Krashen)
 * students who do self-selected reading for a given amount of time consistently are more successful readers than those who devote that same amount of time to regular reading instruction (both for first and second language learners). (Krashen)
 * students in remedial reading classes read approximately 75% less than students in regular reading classes (Richard Allington in Miller).
 * 54.3% of preservice teachers studied were "unenthusiastic about reading" (Applegate in Miller). || * dynamic, broad, engaging, and accessible classroom library is a prerequisite (Routman).
 * students read self-selected books; however, they are given regular book talks, book reviews, and personal encouragement in choosing just right books by the teacher (and other students). Informed choice.
 * Routman, Calkins, Miller, and Krashen all agree that independent reading should be the basis of reading instruction and workshop time in the classroom.
 * at least 30 minutes of independent reading in class daily.
 * the teacher must model his or her own reading and enthusiasm for reading (think-alouds, book shares, real struggles with reading, and so on).
 * often includes a written or oral share about their reading as a follow-up (or both). || * "Anything But Reading," Stephen Krashen.
 * //The Book Whisperer//, Donalyn Miller.
 * //Reading Essentials//, Reggie Routman.
 * //The Art of Teaching Reading//, Lucy Calkins. ||
 * Investigative Reading - Renee || Reading with a particluar purpose in mind.

I liked Kim's quote from the other section, so I'm pasting it below:

"//In primary grades children are learning to read and in upper grades they are reading to learn." Anonymous// || * Giving students a purpose for reading improves comprehension.
 * Give students a stake in their own learning; allow them to select what they read and why they read it.
 * Students need to learn how to read different types of materials.
 * According to Nancy Atwell, students' discussions of books should look and sound a lot like the discussions she has around her own dining room table. So I think allowing students to control a real conversation about a book instead of a teacher-led discussion would be good.
 * According to Wren, simply immersing a child in literature-rich environment will not guarantee reading success. We need to find strategies to get the students actively involved. || * strategic reading: learn how to read different types of materials: skimming, vs. reading the whole thing. Adjusting type of reading to purpose. Read lightly for pleasure. Read the whole book if it's for literature purposes. Skim if looking for one particular subject out of an entire book.
 * Writing about what you read.
 * Active Reading: ie questioning as you go along, making predictions, making connections.
 * Whole group read-alouds, demonstrating active reading skills.
 * Reading with a purpose
 * I-Search Paper
 * PREREADING
 * KWL Chart
 * Activate Prior Knowledge (scaffolding)
 * Anticipation Guides
 * During Reading
 * Double Entry Journal
 * Learning Log
 * Think Alouds
 * After Reading
 * Journaling--writing about what you read
 * Class Discussions
 * || "Enhancing Comprehension: Reading Skills in MIddle School" __Scholastic Parents__.

Literacy Matters.org

Ken Macrorie's __The I-Search Paper__

"10 Myths of Reading Instruction" Sebastian Wren, Phd. ||