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Reading Strategy

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by

Matt Pritzl

on 3 October 2012

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Transcript of Reading Strategy

Jacob Hunter & Matt Pritzl Interactive Reading Guides are meant to guide comprehension of a given text

Promote:
making connections
generating questions
creating mental images
inferring
determining importance
synthesizing Step 1: Preview The Text Identify key points
Identify difficult areas/ vocabulary of text
Do not overlook pictures, charts, etc.
Examples not listed in text? Power Play

The Constitutional Convention was an experiment into uncharted waters.
Strong personalities had the opportunity to have a large impact on the shape of the new government.



How did Gov. Morris influence the formation of our executive branch? A
How were his ideas different than what was originally expected? B
Why did delegates oppose him? C



Dense reading
Skim means skim
Focus in on the big idea and your question
Don’t get bogged down with details 1. All Partners: Silently read paragraphs 1-4- Each partner share one thing about Gov. Morris that you think influenced his views.

2. Partner A- Read paragraph 5 aloud- What do you think fait accompli mean?

3. Partner B- Read paragraphs 6 and 7 aloud- Each partner share one difference between proposed executives and our current executive.

4. Partner C- Read paragraphs 8 and 9 aloud- How did Morris “chip at” the plan?

5. All Partners: Silently skim paragraphs 10, 11, and 12.

6. Partner A- Read aloud paragraph 13- What evidence is there that Morris played dirty politics here?

7. All Partners: Silently skim paragraphs 14, 15, 16, 17, and 18. In reference to the picture above, where do you think Morris is in the picture?

8. Partner B- Read aloud paragraph 19- Did Morris get his way because he was stubborn?

9. Partner C- Read aloud paragraph 20.

10. All Partners- take a minute to consider your Focus Question, and then share with your group.

Be prepared to share your groups thoughts on one question- Focus or not- with the whole group. Sample Interactive Reading Guide: Power Play By: Ray Raphael Wisconsin Educator Standards Directions: Get into groups of three and come up with one thing that you remember about the Constitutional Convention.

Partner A: Come to front and get a copy of the article and reading guide for each member

Partner B: Write group's rememberings on the whiteboard

Partner C: Timekeeper - keep your group moving and on task Number paragraphs on student pages
Keep it simple
Focus on main ideas
Keep students who aren't comfortable with reading aloud in mind Tips and References Directions: Teachers understand that children learn differently.

The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities 3 Teachers are able to plan different kinds of lessons.
The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. 7 Teachers know how to teach.
The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children's development of critical thinking, problem solving, and performance skills. 4 Buehl, D. (2009). Classroom strategies for interactive learning (3rd ed.). Newark, Del.: International Reading Association.

Raphael, R. (2012). Power Play. American History, 47(1), 42-45. C.12.2 Describe how different political systems define and protect individual human rights

C.12.3 Trace how legal interpretations of liberty, equality, justice, and power, as identified in the Constitution,
the Bill of Rights, and other Constitutional Amendments, have changed and evolved over time Social Studies, Standard C: Political Science and Citizenship Performance Standards - Grade 12 Add illustrations/ equations - Math/ Science
Include hands on work
May need to guide as a group Suggestions for other Disciplines: Step 2: Construct Interactive Reading Guide Keep group work in mind
Activate prior knowledge
Engage in understanding difficult material
Students raise questions
Trigger imaginations
Draw conclusions Step 3: Divide Passage Assign members to read parts
Add information when needed in article
Difficult articles can be "jigsawed" Step 4: Summarize Use guides to summarize the article
Written or present Big Idea: Focus Questions: Pitfalls:
Full transcript