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Do I Really Have to Teach Reading? Content Comprehension, Grades 6-12 workshop by: Jack Decker , Deb Keeler summer 2008 PowerPoint Presentation
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Do I Really Have to Teach Reading? Content Comprehension, Grades 6-12 workshop by: Jack Decker , Deb Keeler summer 2008. Cris Tovani 2004. Morning Agenda 9:00 – 12:00. 9:00 – 9:30 Introduction, Review, Activity 9:30 – 10:30 – Engaged Reading with group. 10:30 – 10:45 Video Clip Tovani

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Do I Really Have to Teach Reading? Content Comprehension, Grades 6-12 workshop by: Jack Decker , Deb Keeler summer 2008


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Do I Really Have to Teach Reading?Content Comprehension, Grades 6-12workshop by: Jack Decker , Deb Keelersummer 2008

Cris Tovani

2004

morning agenda 9 00 12 00
Morning Agenda9:00 – 12:00
  • 9:00 – 9:30 Introduction, Review, Activity
  • 9:30 – 10:30 – Engaged Reading with group.
  • 10:30 – 10:45 Video Clip Tovani
  • 10:45 – 11:30 – Video Clip
  • 11:30 – 12:00 – Wrap up & Challenge
a review from academic literacy i
A Review from Academic Literacy I
  • GOOD READERS HAVE MORE EARNING POWER UPON GRADUATION!
  • Strong readers use strategies to help them understand text (any text).
  • These students become aware of their own thinking processes & monitor their comprehension.
  • It is all about holding their thinking so that they can reuse the content.
  • Reading becomes more complex as students enter middle & high school.
  • Strong readers activate prior knowledge, self-question,draw inferences, determine what’s important, employ fix-up strategies, and use images.
  • Find a purpose for reading!
reading reasons kelly gallagher
READING REASONSKelly Gallagher
  • Reading is rewarding
  • Reading Builds vocabulary
  • Reading helps you become a Better Writer
  • Reading is Hard & Necessary
  • Reading makes you Smarter
  • Prepares you for work ($)
  • Financially Rewarding
  • Opens door to University
  • Arms you against Oppression
  • Develops a Moral Compass
the question
The Question?
  • How comfortable are you modeling a strategy to help students become better readers of your content area?
question
QUESTION?
  • What Kinds of Text do you have a difficult time reading?
  • Use this to your advantage when teaching struggling students
the challenge
The Challenge!
  • Being pressured to cover so much material in so little time makes it almost impossible to teach anything well.
  • “Everyone involved – teachers, students, parents, - would benefit from a leaner, meaner, comprehension curriculum composed of a handful of key strategies taught well and frequently applied to read text.” (Tovani)
  • Teach Students to READ for a PURPOSE.
  • Students Question what & why they read different text.
final thought before reading
Final thought before Reading
  • Teaching strategies for the sake of teaching strategies isn’t the goal
  • The only reason to teach PEOPLE how to be strategic readers is to help them become more thoughtful about their reading.
  • Teach the value of being a good reader.
  • We will teach students how to read, BUT let’s try to teach them why we need to be good readers as well.
  • PURPOSE, PURPOSE, PURPOSE!
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Meaning doesn’t arrive because we have highlighted text or used sticky notes or written the right words on a comprehension worksheet.
  • Meaning arrives because we are purposefully engaged in thinking while we read!
purpose of this class literacy ii
Purpose of this ClassLiteracy II
  • To become engaged in the reading of Cris Tovani’s book, Do I Really Have to Teach Reading?
  • To become an expert in one chapter of this text.
  • To teach others about your thinking and how you could implement these ideas within your classroom.
  • Question Tovani’s ideas.
  • Try an idea from Tovani’s book and implement in your classroom.
double entry diary
Quote or description from reading

“School should not be a place where young people come to watch old people work.”

Record of your thinking

I wonder

This reminds me of

My thinking has changed

I’m inferring

A question I have

Double – Entry Diary
active reading
ACTIVE READING
  • Find a partner and review the statements from the chapter you are given.
  • Discuss the concepts mentioned in your chapter. Interact with the text (connect, agree, disagree, image, talk to text, Think Aloud).
  • Be prepared to make a brief presentation to the group
challenge
CHALLENGE!
  • Take a concept from Cris Tovani’s book, Do I Have to Teach Reading, and implement one or more of her ideas in your classroom in the beginning of the school term 2007-2008.
  • Be prepared to share with the class during session two in October 2007
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Three Cups of Tea
  • By Greg Mortenson