I Don’t Get It! Reading Strategies to Promote Student Success
"In primary grades children are learning to read and in upper grades they are reading to learn." -Anonymous
Challenge Yourself! • It is easy for us as educated, proficient readers to forget just how hard it can be to make meaning from words on a page • Preview all of the readings on your sheet and choose two for close reading- the one that you believe will be most challenging and the one that you believe will be least challenging
How Did You Do? • Were your pre-reading predictions correct? • How did you read your selected texts? • What was your mind doing to help you understand what you read?
Discuss… • Which skills did you use the most? The least? • How did the skills that you used help you to understand the texts that you read? • What are some ways that you teach these skills in your classroom? • What are some of the challenges that you face in helping students build their reading skills?
Possible Sentences • Pre-reading Strategy from Kylene Beers’ When Kids Can’t Read • Helps students make predictions about a reading & encourages them to stay engagedwhile reading • Helps teachers to assess prior knowledge about a concept
“spectators” “who really needs this stuff?” “bottle of neon orange liquid nearby” “replace salt lost in sweat” “kids playing video games” “key to athletic success” “dangerous obsession with hydration” “athletes” “growing backlash” “drink responsibly” “benefits meager at best”
Possible Sentences • Struggling readers don’t automatically make predictions • Struggling readers don’t always notice text elements that trigger prior knowledge • Struggling readers tend to open a book and look at the words without a focus • This strategy helps students to build vocabulary, make predictions, realize that they have prior knowledge about the text, see relationships between text elements, make inferences, and visualize as they read
Key Details • Choose one thing to pay attention to (imagery, plot, characterization, mood, conflict, figures of speech, etc.) • Highlight related words and phrases • Then we will look at those words together and group them together • Article of the Week site: http://www.kellygallagher.org/resources/articles.html
Key Details • Read the passage • Underline or highlight any passages that relate to imagery • You may also want to pay attention to the phrases that you saw in the “possible sentences” activity- you can self-correct your sentences • You can complete this activity on your own or with a partner
Key Details • It’s okay for kids to have different passages highlighted- there are no right and wrong answers • Students have a focused reading task that keeps them on track and motivated- encourages close reading • Students understand how writers write- every word is chosen for a reason • Builds vocabulary • Great preparation for writing an essay- I have a focus for my thesis statement and I have supporting evidence (How does the author use _______ to reveal _________?) • Can do this activity with the essay topic (students highlight any details that relate back to essay topic)
First Word, Last Word • Highlight or underline words/phrases/sentences that stand out to you • Get into small groups • First person reads one of their highlighted sections and does not comment on it • One at a time, other members comment on selection (“I chose that as well because…”, “I didn’t choose that, but I think that someone may have chosen it because…”) • First person explains why they chose selection
First Word, Last Word • Builds confidence in struggling readers- they hear their ideas validated by their peers • Based on text- not personal • All students have a role and a voice • Students practice finding and describing significance of text details
THANK YOU for participating today! If you have any questions or comments about anything that we did today, please contact me at firstname.lastname@example.org @LauraSchmaltz