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Reading Strategies

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by

Clarissa Price

on 5 September 2013

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Transcript of Reading Strategies

Reading Strategies
One type of Research-Based Tier 1
Instructional Strategies and Supports

Important things to know about Russ that may affect his success in reading:
Low vocabulary & issues with comprehension
Difficulty functioning in small groups
Reads on a 5th grade level (in 8th grade)
Struggles in all classes except for Science
Possible processing deficit
Poor social skills
Lindsey Rodriguez, Brandi Moss,
Ashley Price,
and Satin Harrison
EDUC 6300
Sources:
DoingWhatworks.com (Adolescent Literacy)
Google Images
Explicit Vocabulary: Key Concepts
What to do?

Strategies to Help Russ
There are 4 main reading strategies:
1. Vocabulary Instruction
2. Comprehension Strategies
3. Engaging Text Discussions
4. Intensive Interventions
Overview of Explicit Vocabulary
Reading Strategy #1
Reading assignments become harder as students progress through elementary, middle, and high school
Likely to include academic terms and phrases that are unfamiliar
All teachers can improve student comprehension by providing explicit vocabulary instruction
Dedicate a portion of classroom lessons to explicit vocabulary instruction
Provide repeated exposure to new words in multiple oral and written contexts
Give sufficient opportunities to use new vocabulary in a variety of oral and written contexts
Discussions, writing, and extended reading
Provide students with strategies to make them independent vocabulary learners

Boosting Student Comprehension
Use targeted Tier II vocabulary words in their own everyday conversation
Provide positive feedback when students use new vocabulary during text discussions and in their written work
Encourage students to keep expanding their vocabularies

Explicit Vocabulary Applied to Russ Continued:
We know that Russ is forgetful and needs frequent reminders
"Vocabulary journal"
We know that Russ is fascinated by clocks
Incorporate clocks into the lesson when teaching him something new.
We know he seeks attention
One-on-one Instruction

Overview of
Comprehension Strategies
Reading Strategy #2
Appropriate reading level
Multiple range of text
Good amount of guided practice
Modeling
Scaffolding
Feedback

Graphic Organizers
Help students identify, organize, and retain information
Common types include:
Story maps
Character analysis
Cause and effect
Sequence charts
Image obtained from Google Images
Spoke Diagrams
Generate and organize ideas about text

Image obtained from Google Images
Image obtained from Google Images
Compare and Contrast
Compare and contrast themes

Image obtained from Google Images
Reciprocal Teaching
Students model what good readers do

Image obtained from Google Images
Thinkaloud
I do, we do, you do
Modeling what you are thinking a good reader would think
Read once
Think about facts
Image obtained from Google Images
• Whole class, pair work, or small group discussions that foster student engagement
• Good way to assess knowledge of content
• Challenges students to:
1. Make inferences
2. Understand “parts” and “wholes’
3. Have an appreciation for other students’ points of view
4. Come up with a complex understanding of the material


Overview of Extended Text Discussion
Reading Strategy #3
Image obtained from Google Images
1. Pair Work: Good for starters; helps children share their viewpoints with peers on a small scale
2. Small Group: Good for shy students; provides students with individual tasks
3. Whole Class: Good for getting feedback from many students at once; brainstorming

3 Types of Extended Text Discussions
Image obtained from Google Images
The text selection should be:
• Of interest to the students
• Open to different interpretations
• Supplemented by additional materials

Text Selection
Image obtained from Google Images
Tips for Teachers:
• Prepared in advance
• No one-word answers
• Follow-up questions

Using Questions to Guide Discussions
Image obtained from Google Images
The learning environment should:

• Be supportive and encouraging

• Be accepting of differing viewpoints

• Contain no negative language

• Call for active, engaged listening


Learning Environment
Image obtained from Google Images
• Engage students in the learning process
• Make new connections with reading
Additionally, students should be able to:
1. Question and summarize what they have read
2. Reference relevant parts of the text
3. Use background knowledge to make connections
4. Listen to others’ points of view

Overall Goals of Extended Text Discussions:
Image obtained from Google Images
• Russ likes one-on-one time with adults – allow him to talk through his reading selections with a teacher or paraprofessional and gradually introduce him to small groups
• Russ likes science and knowing how things work – encourage him to read science books and to reflect on the biological processes that are of interest to him

Russ and Extended Text Discussions:
Wording:
 Russ-Patient
 Nurse-Assistant- Teacher
 Doctor-Teacher

Intensive Reading Intervention
Reading Strategy #4
Russ and Text Discussions Continued:
Russ engages in lengthy, one-sided conversations – praise him for one of his good observations and ask him to defend it using evidence from the text
• Russ is inconsistent with his content – ask him to summarize his views in one or two complete sentences and build up from there

Screenings/Challenges
Learning and Behavioral
challenges
Limited ability to focus
on instructional and academic tasks
Throwing objects
Difficulties with peer relationships
and functioning in small groups


Select intervention
Targeted towards the needs identified in the screening
 Determine the:
 Intensity
 Dedication and Time

Types of Intervention
Image obtained from Google Images
Content Teachers and Reading Specialists work together to come up with instructional strategies
One-on-One intervention and Small Group Intervention

Reading Specialist
Image obtained from Google Images
Vocabulary instruction includes teaching the meaning of selected words and word learning strategies.
Research shows that in order for a student to master a new term or phrase they need multiple exposures in a variety of contexts (15-20).
Explicit Vocabulary Continued
Image obtained from Google Images
We know that Russ enjoys and does well in Science
Incorporate explicit vocabulary instruction into his/her lessons
We know that Russ does not have good social skills and does not do well in small groups
Learning games that involve the whole class
Explicit Vocabulary Applied to Russ
Image obtained from Google Images
Thanks for listening!
Questions or Comments?

Activity (if time
permits)

Everyone get out
a sheet of paper, please!
Comprehension Strategies Applied to Russ
Russ enjoys science and clocks
Incorporate science and clock themed graphic organizers into lessons
Russ enjoys one-on-one time
Allow Russ to model the thinkaloud method to the teacher in one on one sessions using books of his choice
Full transcript