The Idea Factory: Implementing Reading Strategies w ithin the Library Media Center

1. The Idea Factory: Implementing Reading Strategies within the Library Media Center

2. Are you looking to: • Motivate young readers • Implement engaging reading strategies within your library curriculum • Build reading comprehension strategies • Create a successful reading environment for students of varying abilities and experiences. • Differentiate between a reading skill and strategy

3. The Evolution of the Essential 8

4. AASL’s Position Statement: “ Resource Based Instruction: Role of the School Library Media Specialist” • Reading development is a process for attaining literacy by integrating oral and written language experiences into the literature and content areas. • Spoken language, reading and writing are learned simultaneously. As students read “real books” and write to communicate, learning becomes relevant, interesting, and motivational and prepares students for lifelong learning. (AASL 1999)

5. School Libraries Work According to School Libraries Workthe School Library Media Specialists help schools meet reading goals when they provide: Support for in-class reading instruction with collaborative programs Resources to meet the learning needs of all students Support for national and state learning standards Imaginative materials that promote reading motivation Free voluntary reading, individual reading selection, and reading guidance (Roscello, Webster, 2002)

6. Statistics or articles

7. The Marriage of Reading Strategies and “Real Life” The LMS Component Survey Says: (After I finish a survey, informal among 5-6 graders to find out what their reading strategies are (I am finding many across the board are forget about them until prodded, there is a disconnect between reading a book at home and reading strategies. The LMS can bridge those gaps.)

8. Summarize Ask Questions Main Idea/ Importance Make Predictions Make Inferences Visualize Make connections Synthesize The Essential 8

9. Activate Prior Knowledge Overlapping and Additional Reading Strategies

10. The Careful Dance: Will I Step on the toes of the Reading Specialists?

12. Skills and Strategies: What is the difference?

13. Paper Bag Inquiry (this is the portion where we do the introductory exercise with the bear, strawberry and the mouse. Each group (2) gets a kinestetic portion of the book and are asked to put the story .

16. Reading Strategies for ELL Students • Where they struggle? • According to the Report of the National Literacy Panel on Language-Minority Children and Youth, there is growing evidence that ELL students are often able to perform at or even above the level of their English-speaking peers in the areas of spelling and word recognition, but tend to struggle in the areas of reading vocabulary and comprehension. (Dreher, Gray, 2009)

17. Where is the Reading Gap An average of six years is needed for ELLs to acquire English proficiency. Many students get stuck in the middle ground of being conversational in English but lacking the breadth of English needed for content area success. (Ogle, & Correa-Kovtun, 2010)

18. Set Up Your Priorities Free-reading time at their reading level Opportunities to talk and use academic vocabulary Inquiry approach to learning- allow them to answer their own questions Allow time for reflection, sharing points of view help students deeper their understanding Offer guidance in using informational texts and textbooks (Ogle, & Correa-Kovtun, 2010)

19. How We Can Help Them • Teach text structure • Important for non-fiction texts • Three different structures found in non-fiction that aren’t found as often in fiction texts • Compare and Contrast • Cause-Effect • Problem-Solution • (Dreher, & Gray, 2009)

20. Use Graphic Organizers

21. Types of Texts That Will Help Them • Activate background knowledge • Stimulate new vocabulary • Particularly vocabulary in a content area they need for other learning. (Dreher, & Gray, 2009) • Collection Development • Select books that are at a comfortable reading level that are still within content area. • If books can’t be found at a lower level find shorter books that will not be as overwhelming. (Ogle, & Correa-Kovtun, 2010)

22. Pairing Students • Pair up students of similar language and reading abilities so they can read, share and discuss texts together. • The Process • Preview the text together • For each two page spread both read the pages silently • Partners reread their page and prepare a question to ask their partner • Each partner reads a page orally and then asks a question about the text, this encourages them to talk about the text • Partners switch roles- reader and listener- as they read section by section. • Add words that are learned to a vocabulary notebook • (Ogle, & Correa-Kovtun, 2010)

23. Resources Dreher, M, & Gray, J. (2009). Compare, contrast, comprehend: using compare-contrast text structures with ells in k-3 classrooms. The Reading Teacher, 63(2), 132-141. Ogle, D, & Correa-Kovtun, A. (2010). Supporting english-language learners and struggling readers in content literacy with the "partner reading and content, too" routine. The Reading Teacher, 63(7), 532-542.