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Understanding Reading

Understanding Reading. What is reading…?. Think about this for a few seconds. Share your definition with a partner. Share your definition with your group. You have just modeled a new literacy strategy. Think Pair Share.

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Understanding Reading

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  1. Understanding Reading

  2. What is reading…? Think about this for a few seconds.

  3. Share your definition with a partner.

  4. Share your definition with your group.

  5. You have just modeled a new literacy strategy Think Pair Share

  6. Reading is a process of constructing meaning through interaction between the mind of the reader and the text. Outcomes Framework to Inform Professional Development for Teachers - July 2000

  7. What do we mean by constructing meaning as we read? Look at the following slides and decide how you make sense of them.

  8. 1st row: K2.Sl1P. *K2. Sl1P. repeat from * to last st.K12nd row: K1. P1. *K2. P1. Repeat from * to last 2 sts. K2.Repeat last 2 rows once more.5th row: K5 (2-5) Sl1P. *K5. Sl1P. Repeat from * to last st. K1.6th row: K1. P1. *K5. P1. Repeat from * to last 5 (2-5) sts. K5 (2-5)

  9. …---…QRT TTFNSCUBA*giggles*IL B L8dling an ep

  10. SOS Quick Reaction Team Ta Ta For NowSelf-contained Underwater Breathing ApparatusLaughing I’ll Be LateDownloading an Episode Happy

  11. How did you ‘construct meaning’ ?

  12. Meaning is constructed from sets of knowledge World Knowledge Literary Background Meaning Life Experiences

  13. Cueing systems Meaning Structure Reading Visual

  14. Read this…Expresso an sentence straighten will out this

  15. d lingo born of DIS "gnr8n txt" iz wot spawned transl8it, a Web engN dat transl8z "emoticons" lIk :-) & othR text-messaging slang in2 proper eng. it CN also tak normal eng wrds & transl8 dem in2 text-messaging lingo lIk CU L8r 2nite @ *$’s k

  16. The language born of this ‘Generation Text’ is what spawned ‘Translate It,’ a web engine that translates emoticons like happy faces and other text messaging slang into proper English. It can also take normal English words and translate them into text messaging language like ‘See you later at Starbucks.’

  17. Reading is only incidentally visual. It must begin with predicting and other “in-head” activities.-Frank Smith

  18. Fiction & Non-fiction • We need to be able to read a range of texts. • Text includes a wide range of things you read or interpret (magazines, comics, dance, photos, ads, poems, novels, short stories, SMS messages, etc…) • Share out loud what have you read in the past 24 hours? • Is it mostly fiction or non-fiction. • What was the most common in this group?

  19. Students need to learn strategies to be able to construct meaning from the various texts they are faced with.

  20. Take a look at the following sample taken from a textbook: • What are some of the features students need to be aware of?

  21. What supports and challenges are there?

  22. We need to think about our range of readers What can they already do with various texts? What do they need to learn? How can we help them?

  23. The Struggling Reader in the Junior High Context • What do you see when your students “struggle” with reading?

  24. Given what we know about struggling readers, what do they need? • Books they can read (90% and above in accuracy - 90 out of 100 words on a page)

  25. Three Levels of Text Difficulty Easy text - 95 - 100% accuracy Instructional text - 90 - 94% accuracy Hard text - < 90% accuracy

  26. We need to help our students understand that “reading is thinking.” • Students need to learn strategies to read a variety of texts in all subject areas

  27. Reading is strategic……..It’s not just “saying one damn word after another!” Grade 1 student

  28. Any questions or concerns?(End Part 2)

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