Review of Reading Strategies

1. Review of Reading Strategies

2. What you already came up with… • Connections • Predicting/Inference • Questioning • Visualizing

3. Connections: making connections to text • Text to Self, Text to Text, Text to World

4. What kind of connections do you make? • Consider not only what you see happening in the image, but the emotions that the people may be feeling and/or the back-story. • How can you connect to what you see and think is happening?

5. Text to Self Connection (T-S) You are connecting the story to your own life, experiences, and feelings. • This reminds me of… • I understand how the character feels because… • The setting makes me think about another place… • I experienced this myself…

7. What kind of connections do you make?

8. What kind of connections do you make?

9. What kind of connections do you make?

10. Text to Text Connections (T-T) You are connecting the characters, setting, and events from one story to another. • The character in this story is like the character in… • The setting in this story is the same as the setting in… • This event is like the event in… • These two stories are alike…

11. Text to World Connections (T-W) You are connecting the story to world history and events. • This happened in real life… • This is like something I heard on the news… • This happened when… • This story is similar to…

12. What kind of connections do you make?

13. Choose 1 Your Turn • Make T – S, T – T, and T – W connections to the following:

14. Inference

15. What’s going on here? What happened after this picture was taken?

16. Predictions/Inference • Inference …a strategy used before, during and after reading. Predicting is a part of inferring. Inferences need to be based on references in the text and then mixed with background knowledge.

17. So what does this mean to me? In answering what was going on in the picture …we inferred In answering why there was a house rocketing away …we inferred In answering what happened after this picture was taken …we inferred

18. Steps of Inference What is my inference? • Name it! Was it assumed from your past experience or was it reasoned through? • Assumed: This house is actually a rocket and is heading to Mars. I know that someday soon we will have a colony on Mars and this house/rocket is getting a head start??? OR • This a crazy futuristic event. One that we are not supposed to know about! shh.! (We also use connections when inferring)

19. Steps of Inference What information did I use to make this inference? • My past experiences: I have seen strange, unexplained photos before-so I have experience figuring this type of thing out Reasoning: Maybe this is a new-age way of moving.

20. Steps of Inference • How good was my thinking? • Could I be wrong? Can this house really be lifting off on its own? Is that realllly possible? • Or am I 100% correct!

21. Steps of Inference • Do I need to change my thinking? • Am I pretty much a genius and 100% correct? If so, I probably don’t need to change my thinking too much. • Was I way off base? If so, what other reference points can I use to rethink my inference.

22. What’s going on here?

23. What’s going on here? How about this picture?

24. Questioning • Thin and Thick

26. Thin Questions • Questions that deal with specific content or words. • Questions where the answers are short and close ended.

28. Thick Questions • Questions that require more than a one or two word response. It deals with the big picture and large concepts • Questions where the answers are involved, complex, and open ended.

29. Routines to Help • Think aloud • Talk to the text

30. Think Aloud • “Eavesdropping on someone's thinking.” • Verbalizing aloud while reading a selection. • This could include describing things you’re doing as you read.

32. Why do we do think alouds? • They improve comprehension. • It reminds/teaches you to re-read a sentence, read ahead to clarify, and/or look for context clues to make sense of what they read. • It slows down the reading process and allows you to monitor your understanding of a text.

33. Talking to the Text • Strategy used to help you comprehend readings • Good readers “talk to the text” in their head • Practicing it by writing it out teaches us to do it in our heads Follow these steps to do:

34. What does this look like? • As you’re reading a passage highlight or circle words or phrases you can identify with • In the margins, make notes, ask questions, make comments, and make predictions • Think about these things: • Connections you can make to what you know • What you wonder about as you read (AKA Predictions/Inferences) • Words, phrases, or sentences that you find interesting • Questions about or wanting additional information

36. Using the Routines • We are really using all of the strategies when we use routines like talk to the text and think aloud. • This makes sense because that is what we do naturally anyway-incorporate all strategies into our thinking.

37. Metacognition • Thinking about your thinking! • Defined as: awareness and understanding of one's own thought processes • Let’s break the word down • Meta-beyond • Cognition (cognitive)-brain-thinking

38. Why do we practice these in school? • Believe it or not, these do help you understand the text better • May take more time, but in the end, you will be able to make more sense of what you have just read • You won’t always have teachers or friends to help you out. . .knowing these strategies allows you to make sense of things yourself! • https://www.youtube.com/watch?v=VrSUe_m19FY

39. Practicing these Routines • We will be using and practicing these routines a lot this year with a variety of readings and types of texts. • Lets start now!

40. Give one Get one • Write down the strategies/routines you used as you were reading • Write down as many as you can • Move around the room and “get” at least five new strategies/routines