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Reading in Real Life

KSU, Dr. Simpson

Joanne Simpson

on 29 December 2012

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Transcript of Reading in Real Life

Dr. Simpson, KSU Reading in Real Life When they REALLY read: They can visualize ideas and situations in the text.
Make connections
Ask questions
How would this be helpful in your classroom?
What if your students started to. . .
Draw inferences
Evaluate and determine what's important
Notice and analyze the author's craft
Recall ideas
How would this be helpful in your classroom? But you love your subject. :-) Research consistently reflects teachers choose middle/secondary because they love the content.
Elementary teachers choose to teach because they love the kids.
You, you love your content. :-)
We don't have to convince elementary teachers to teach reading because they know it is in the best interest of the kids.
We have to convince middle/secondary to teach reading because they have to dump content for it. And, they don't like that. You don't like that.
Realistically speaking. . .if they can't read, or can't read well, how much of your content are they going to grasp? Some Statistics 24% of US 8th graders and 30% of 12th graders can score at the "proficient" level in civics
There have been NO gains for 8th graders in Science since 1996. And, 12th graders have actually dropped 3 points, since then.
Mathematics scores do show gains in 8th grade, but they are modest. 12th graders are dropping in Math.
The 10 year score trends in History and Georgraphy show slight gains in 8th grade, and flat in high school.
Huh. Why aren't our kids improving? We're good teachers. We love our content. We know our content. We teach our content!
Lots of it. Probably lots.
*National Assessment of Educational Progress (not made up). We really are not doing well. Really. What happens when they read? No. Really read. I mean, reading for understanding. (explains why America is questioning us) Reading in Real Life Should be.... Students are reading your textbook. And, it is causing them to go out and research what it says to learn more.
Students are self-directed to a variety of sources to either prove you wrong, prove the book wrong, or to investigate the authentic, interesting, and CURRENT issues that you are teaching them about.
They are reading comics, newspapers, magazines, blogs, etc. And, they are doing this in front of you.
THEY are making cross-curricular connections.
Because, well, they will have to read outside of your textbook when they leave school. :-) What you'll have to do. HAVE TO DO. Every student cannot read the same text. Impossible. There will be some common readings, and some jigsawing. Get used to that idea.
You will have to teach them specific thinking strategies. Specific reading strategies to help them grasp the content. Yes, you will teach them to read.
It needs to be relevant. There needs to be action tied to their reading. Make them do something. Write a letter. Create something. There can NEVER be a "So, what?" moment.
Let them debate the answers. There can't be an exclusive "right" answer all of the time. Let these children speak and CONTRIBUTE. Humor Me Read this:
The Batsmen were merciless against the Bowlers. The Bowlers placed their men in slips and covers. But to no avail. The Batsment hit one four after another along with an occasional six. Not once did their balls hit their stumps or get caught.
You are a good reader. You are a good teacher. You are smart. I'm not just flattering you. These are things you know.
Stay with me here. Answer these questions Who were merciless against the Bowlers?
Where did the Bowlers place their men?
Was this strategy successful?
Who hit an occasional six?
How many times did the Batsmen's balls hit a stump?
Look at that. You can answer every question. You can get a 100%. You can read every word and still have no idea that passage was about a game of Cricket.
WELCOME TO CONTENT AREA READING A little about Reading It is more than decoding, or correctly pronouncing and understanding the word.
Reading is an active, constructive process.
If you read passively, you will not remember and you are unlikely to comprehend.
Good readers have thinking and reading strategies they use to comprehend text and they do this without thinking about it.
Prior knowledge is the main determinant of comprehension. Tell them it's about Cricket, and a few more will be able to comprehend the passage. A few. Thinking Strategies of Effective Readers Visualize (make mental pictures or sensory images)
Connect (connect to self, world, text)
Question (wonder, uncertainties, interrogate)
Infer (predict, hypothesize, interpret, draw conclusions)
Evaluate (determine the importance of, make judgments)
Analyze (notice text structures, author's craft, vocabulary, purpose, theme, point of view)
Recall (retell, summarize, remember)
Self-monitor (recognize and act on confusion, uncertainty, attention problems)
These are your good readers. Not your gifted/high achievers. There is a difference. These kids just know how to read. :-)
Reading is a "Staged" Process Stage 1 - Before Reading
Set the purpose for reading
Activate prior knowledge
Develop questions
Make predictions
Stage 2 - During Reading
Sample text first
Confirm/Alter predictions
Monitor comprehension
Stage 3 - After Reading
So, what? If we understand that reading is not just receiving a message, but actively building meaning upon prior knowledge using staged, strategic thinking, then we will teach differently.
Instead of saying, "Read this for Friday" and then giving a quiz on that appointed day, we will provide pre-reading activities that activate their thinking, get ready for new vocabulary, and start making predictions about the text.
Guess what? You're going to have to teach.
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