WELCOME!

1. WELCOME! Before Reading Strategies

2. Ready-Set-Go-Whoa! Topic: LITERACY IN THE CONTENT AREAS

3. A Marsden Giberter Gils was very fraper. She had demarpen Farfle’s marsden. She did not talp a giberter for him. So, she conlanted to plimp a marsden binky for him. She had just sparved the binky when he jibbed in the gorger. “Clorsty marsden!” she boffed. “That’s a crouistish marsden binky,” boffed Farfle, “but my marsden is on Stansan. Agsan is Kelsan.” “In that ruspen,” boffed Glis, “I won’t wnak you your giberter until Stansan.” • Why was Glis fraper? • What did Glis plimp? • Who jibbed the gorger when Gils sparved the blinky? • Why didn’t Glis wank Farfle his giberter?

4. Do your students really understand what they read? How can you tell? • They do well on tests • They can write about the topic • They can explain what they’ve read

5. Students who struggle with reading KNOW: • they struggle with reading • they lack the single most important tool for success in school • that not having that skill opens them to ridicule from peers and from teachers • they can’t read; they’ve known it for years

6. Kids who can’t read… • distance themselves from the place and the people who will remind them that they can’t read • prefer to get into trouble for not doing their work rather than be embarrassed in front of their peers for doing it wrong

7. What strategies do you use when you encounter text you don’t understand? • Jot down one or two strategies that you use to get more from reading.

8. IDEA WAVE • Take out a large Post-It Note and write the following: NameReading Strategy 1. 2.

9. IDEA WAVE • Stretch your legs and find a new friendly face • Introduce yourself • Write your new friend’s name beside #1 and a reading strategy that he/she uses • Repeat with new friendly face #2!

10. IDEA WAVE Share out… start the wave!

11. What strategies will your STUDENTS use when they encounter text they don’t understand?

12. Independent Strategic Readers • Know how to make text make sense • Have strategies to use • Know how to struggle with text • Develop the patience and stamina to stick with a text • Know what is separating them from success with the text • Know what they should do to fix the problem

13. Dependent Readers • Lack cognitive abilities… comprehension, vocabulary, word recognition, fluency, automaticity • Have negative attitudes toward reading • Are “aliterate”—those who CAN read, but who choose not to read • Don’t know how to read different kinds of text…they read social studies like science, lack the ability to stick with difficult text, lack stamina to find or complete a text.

14. The KEY PREDICTOR of reading success is the student’s background knowledge.

15. Students often know how to read, they just don’t use (or know how to use) effective strategies to get the full meaning from the text they read.

16. 3 Phases of Reading: • Before Reading-this is the focus of today’s training • During Reading- March 25th Training • After Reading – April 1st Training

17. Learning/Reading and Retention Construct Meaning Before Reading Organize During Reading Store After Reading Time Spent

18. 3 Things Independent Strategic Readers Do: • Have strategies to use when encountering new words. • Connect new knowledge to make meaning. • Think ahead to what might be coming in the reading.

19. Reflection Time • Take a moment to review what we’ve talked about • Choose one thing that has been most enlightening for you • Share with the person sitting next to you • Share with the group

20. Independent Strategic Readers: • Have strategies to use when encountering new words.

21. It takes 7 – 14 meaningful exposures to a word before it becomes part of your vocabulary

22. The Importance of Vocabulary Skills • Comprehension • Constructing meanings

23. How to teach the words? • Front-loading meaning – prior instruction increases understanding by 33% • Create symbols or pictures to represent the word • Categorize the words – associations among related concepts • Limit the number of words taught to those that represent key concepts • Teach common prefixes, suffixes, roots

24. Instruction in Vocabulary…. Why NOT look up and memorize? • not effective • doesn’t translate into everyday language • no real understanding or recall • need to go beyond simply defining • need to make CONNECTIONS

25. Strategies to use when encountering new words • Vocabulary Knowledge Rating Sheet • Vocabulary Circle Map • Vocabulary Tree Map • Word Walls • Vocabulary Skits • Word Wheels

26. Vocabulary Knowledge Rating Sheet Word Before Reading After Reading Definition Sentence Image/ Picture + = I can define it and use it = I have heard it and seen it - = I don’t know it

27. Now Let’s Practice… • As a group, let’s choose words from the “Evel Knievel” story that students may struggle with in class. • List these on the Vocabulary Knowledge Rating Sheet • Rate these words before having read the story.

28. Concept Vocabulary Circle Map SYNONYMS Adventurer Gambler Risk taker Daredevil Examples Stuntman Soldier Spiderman BEHAVIOR Take risks Sometimes foolish Unafraid Bold ANTONYMS a person who is: “chicken” Careful Wimpy

29. Concept Vocabulary Circle Map Definition A line that intersects a circle at exactly one point. Tangent Book’s Example The locomotive’s drive wheel forms a tangent with the track. Your Own Example The sidewalk formed a tangent with my Soccer ball. Visual

30. Concept Vocabulary Circle Map Definition (adj.) Very bad; blatant; grievous. egregious Synonym Atrocious; flagrant; foul Your Own Example Deleting my homework Folder was an egregious error. Antonym minor; little; measly

32. Word Wall • Organize new words on wall so students are continually seeing them • Can use different colors to represent different courses • Acts as a word bank • Can be used in various activities

33. Short Vowel Sounds Wall

34. Tree Map as a Word Wall

35. Word Wall Activities • WORDO (BINGO) • Find a Match (“I have circle. Who has the word that means a quadrilateral with four congruent sides and four congruent angles”) • Be A Mind Reader • Wheel of Fortune • Make a sentence with Word Wall words

36. Vocabulary Skits • Each set of partners is given their own word to do the following with: • Define the word • Create a setting for the skit (in which the word will be used) • Create the dialogue (set a minimum for this-for example each person has to have three lines)

37. Let’s Practice Vocabulary Skits • Choose a word from this list: documentary harness ensure tension rebound Fill out the vocabulary skit handout using your chosen word. Use the sample provided as a guide.

38. Word Wheels Definition and part of Speech Copy Sentence found in textbook Illustration Word Create your own Sentence

39. Independent Strategic Readers: • Have strategies to use when encountering new words. • Connect new knowledge to make meaning.

40. Strategies to connect new knowledge to make meaning • Anticipation Guide • How Sure Are You? • My Own Perspective • KWL/KPC • Ready-Set-Go-Whoa!

41. Anticipation Guide • To activate prior knowledge • Helps students predict before they read • Helps students form opinions • Helps students identify concrete details and commentary • Needs to relate directly to what’s in the article

42. Anticipation Guide: “Evel Knievel” Directions: (1) Before reading the article, read the following statements carefully and indicate your reaction: + = strongly agree,  = agree somewhat, and – = disagree. Be prepared to support your opinions with specific information and experience. (2) After reading the article, reread these statements and indicate any new and changed opinions. (3) Compare your opinions with those of the author and mark each statement with which the author would agree. Finally, copy a quotation that helped you to identify the author’s perspective. Before ReadingAfter Reading Me Me Author _____ 1. Motorcycle jumping is a very dangerous sport. _____ _____ Quotation from text:

43. Let’s Practice Using the Anticipation Guide Complete the Anticipation Guide on Evel Knievel. Fill in the Before Reading Column only. Now read the story and see if your opinion changes.

44. How Sure Are You? • How To Use: • As a prereading activity, ask students to recall everything they know or think they know about the reading topic. • Ask students to think about how sure they are about what they already know. If the students are not very sure or think they could be wrong about a fact, it should be listed as an “In-Pencil Fact.”

45. How Sure Are You? • Those facts that students believe are absolutely true should be listed under “In-Stone Facts.” • If the students feel confident about a fact but are not absolutely certain, it should be listed as an “In-Ink Fact.”

46. How Sure Are You? • Instruct students to add to their lists as they complete the reading assignment, correcting any misconceptions they may have had before the reading.

47. How Sure Are You? Topic: ______________________________________________________

48. My Own Perspective • Provide a statement about the topic being studied. The statement should be one about which people hold conflicting viewpoints. • Ask students to write the statement on the “position” line.

49. My Own Perspective • Before they read the assignment, ask students to mark their level of agreement with the position statement. • Instruct students to list their reasons for believing as they do in the “Thoughts BEFORE Reading” box.

50. My Own Perspective • After completing the reading, have students note any additional information about the topic in the “Thoughts AFTER Reading” box. They may also indicate any changes in their thinking that may have resulted from their new learning.