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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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what is reading
What is reading…?

Think about this for a few seconds.

slide6

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

slide7

What do we mean by constructing meaning as we read?

Look at the following slides and decide how you make sense of them.

slide8

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)

slide13

SOS

Quick Reaction Team

Ta Ta For NowSelf-contained Underwater Breathing ApparatusLaughing

I’ll Be LateDownloading an Episode Happy

meaning is constructed from sets of knowledge
Meaning is constructed from sets of knowledge

World Knowledge

Literary Background

Meaning

Life Experiences

cueing systems
Cueing systems

Meaning

Structure

Reading

Visual

slide18

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

slide19
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.’
slide20
Reading is only incidentally visual. It must begin with predicting and other “in-head” activities.-Frank Smith
slide21

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?
slide22

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

slide23

Take a look at the following sample taken from a textbook:

  • What are some of the features students need to be aware of?
we need to think about our range of readers

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?

the struggling reader in the junior high context
The Struggling Reader in the Junior High Context
  • What do you see when your students “struggle” with reading?
given what we know about struggling readers what do they need
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)
slide29

Three Levels of Text Difficulty

Easy text - 95 - 100% accuracy

Instructional text - 90 - 94% accuracy

Hard text - < 90% accuracy

slide30
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
reading is strategic it s not just saying one damn word after another

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

Grade 1 student