Welcome to TAKS Reading Strategies 3 rd -5 th

1. Welcome to TAKS Reading Strategies3rd-5th Presented by Alex Carrillo, Effie Dukes, Pennie Graeber, and Becky Strassner January 6, 2009

2. 3rd 3-4 passages Word count 500-700 5th 4-5 passages Word count 600-900 Design

3. Types of Selections • Typically the test will have a fiction, non-fiction, and paired or mixed selection. • A paired selection might include two different passages (often a fictional and non-fictional piece) with a common theme. For example you may have a legend from a particular Native American tribe and then a non-fiction piece about that tribe to compare/contrast. • A mixed selection will have two different types of writing in the same selection for instance a story about MLK with a news article or recipe inserted. • Due to the differences in language, the Spanish reading selections may be somewhat longer than the English passages.

4. Graphic Organizers Sequence Main Idea/Details Character Web Cause and Effect Venn Diagram Graphs/Charts Summary

6. How to Bubble It is a BIGGER problem than you think. • Bubble as you go! • Two finger check • Common bubbling errors • Double Bubbling • Skipping • Dyslexia

7. Strategies that Work! Title – fiction or non-fiction Read each paragraph and write the Main Idea in a few words Read the question Cover the answers with your hand and answer it yourself Then read each answer choice - X and dot Prove your answers! Write the paragraph # where you found your answer by the question.

8. Purposes for Writing the Main Idea • In the margin have students write the main idea of each paragraph as they read. • It is less overwhelming for students to reread one paragraph than a whole passage if they forget what they have read. • This ensures understanding of the passage and helps them stay involved in the passage by focusing on one paragraph at a time. • Have students answer the questions by referring to their notes in the margin.

9. Purposes for writing the Main Idea • Specific questions that relate to specific paragraphs will already be answered in the margin. • Students can refer to their notes to refresh their understanding of the story. • It will assist the student in finding answers and can lower the frustration level. • They end up with a better overall understanding of the passage, a summary of the story, and a quick reference for each paragraph to assist in looking up answers.

10. Proof If you can’t prove it you don’t have it! Requiring your students to prove their answers will force them to actually look it up, slow them down, make it easier to check their answers later, and help you understand where they are going wrong.

11. Interactive TAKS Talk it out! When doing a whole group TAKS passage read it and discuss it out loud with your students. Ask open-ended questions. Move through the questions and have an out loud discussion with yourself the way you want your students to do it in their heads. Model exactly what you want. Extend the content of your passages into other areas of your day.

12. Other Strategies • Main Idea – Tally • Summary – BME • Fact/Opinion – F and O • Sequence

13. Let’s Take a Look Please view and discuss the 3rd and 5th grade TAKS passages with your table. This is a great time to share other ideas or ask questions.

14. Reflection I used to … But now I…

15. Incorporating Reading Strategies in Your Classroom How do I teach TAKS without teaching to the Test?

16. Introducing an Objective Begin by using a lower level read aloud – this will allow your students to focus on the skill rather than the text. Once the skills have been taught and practiced use on-level material to increase the difficulty of the skill until mastery. Note: Gives your lower students the chance for success as well.

17. Guided reading material can include your text book, novels, leveled readers, and short passages. It is not the material that you use that makes it guided reading; it is the guided part. The purpose is to scaffold your students’ learning; moving them from whole group to independent. Guided reading gives students a support system. They get to listen to other students and share their own thoughts, practice reading aloud and learn a new skill. It will also give you more time to work with individual students or groups that need extra support. Guided Reading

18. Guided Reading Continued Things to include in your guided reading groups. • A guideline with expectations • Guiding/discussion questions • Graphic organizer • Various ways to practice objective • Writing opportunities • Jobs to keep the students on track

19. Journaling • Reading and A.R. journal • Use these for notes, reflections, graphic organizers, etc. • If they write about it they are more likely to remember it, especially if they are making personal connections. • Quick reference and review

20. Measuring Growth Don’t just use a TAKS passage! • Journals and independent G.O. • Step up to the TAKS – test objectives independently • Scott Foresman Reading Practice Book • Write their own TAKS questions • Make corrections in essay form.

21. What does this look like? • Monday – introduce new skill with read aloud and whole group discussion. Then break into groups to practice the skill with another easy read. • Tuesday – Guided Reading Groups – group work to reinforce skill and guiding questions. • Wednesday – Guided Reading Groups – partners work to reinforce skill using G.O. • Thursday – Independent work on level practicing skill and corresponding G.O. • Friday – Assessment of skill

22. Materials and Ideas for the Classroom • Journals • Index Cards • G.O. wall • Student generated TAKS questions • Corrections in essay form

23. Energizer

24. Building Endurance • Teach your students to take personal breaks between each passage. • Instead of laying their heads down, encourage them to look up or lean back against their chairs – it will give your students a good stretch and keep them from falling asleep. • Take deep breaths and stretch.

25. Relax During TAKS • Chair Exercises • Try these: tense your whole body and then release; eye fixation, shoulder rotations, yawn, smile, hand massage • Note: You can have them wipe their faces with a damp paper towel or get a drink of water.

26. Things to do before TAKS • Self-esteem Activities • Write yourself a letter • Self-Collages • Ranking Traits • Card of Qualities • Letter to Parents • Remind them of the testing date and time. • Give them suggestions for a healthy breakfast that morning • Encourage your parents to encourage their children and be positive

27. Shaping Up a Review What ideas “square” up with your thinking? What questions are still “circling” in your head? What are three main “points” that you want to remember?