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Reading and Writing Strategies

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Alyssa Sabbatino

on 31 July 2018

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Transcript of Reading and Writing Strategies

Do now...
what are some things you hope to get out of today's PD session?

what are some reasons you signed up for today's PD session?

what is a reading instruction moment you're proud of and why?
what is a writing instruction moment you're proud of and why?
In my classroom, students are learning to read.
In my classroom, students are reading to learn.
In my classroom, students are assigned reading.
In my classroom, students are reading like writers.
In my classroom, students are learning to write.
In my classroom, students are writing about reading.

how does the strategy I've chosen for today yield student progress?

how does JHS teachers' reading and writing instruction impact student behavior and/or school culture?
Standing Conversation
Image by Tom Mooring
Micro vs Macro
Text #1
Task #1
With your group....brainstorm a list of reasons WHY a teacher would choose to have students read this text....WITHOUT reading it.

Task #2
With your group...decide what KIND of text this is and where it would live in the world...in other words, what was the author's purpose in writing it? WITHOUT reading it.

AGENDA
Pre-Assessment

Reading instruction
Strategies
Planning

Writing instruction
Strategies
Planning
Find a partner who was NOT in your original group and who did NOT have your text #1....

Explain to them:

what is the gist of this text?

why does this story matter?
You!
Reading Strategies
at Hudson Junior High School

July 30th, 2018

In your group, brainstorm all of
the reading and writing strategies
you are currently using within
your classrooms.

Put one strategy on each post-it at
your table.

Think about:
what do students do when they're
reading in your class?
what is your goal for the reading
students are doing in your class?
how do students know if they're
writing well in your class?
what do you do to help students
become better writers in your class?
what constitutes good reading in
your class? writing?

Groups:

Julie & Colleen

Brian & Sallie

Karen & Diana

Jen & Carey Ann & Anna


The Books....
Writing Strategies Book
SS/Sci - Goals 4, 5, 6, 7
ELA, Rdg, SpEd, ELL - ALL Goals

Reading Strategies Book
SS/Sci - Goals 8 - 13
ELA, Rdg, SpEd, ELL - ALL Goals
Reading
for a Purpose...
what are the reasons why students are reading in your classroom?

LENSES
read like a writer
read to learn new content
read to learn new text structures
read to learn new text features
read to learning vocabulary
read to practice (learning to read)
many more
TRANSPARENCY
(objective)
Strategy 8.15
Page 236
Why does this
story matter?
This strategy is used with narrative nonfiction (literary nonfiction) to help students understand main ideas and author's purpose in what they're reading.
Text #1 - Your text is either....

Robert Smalls
OR
Inflatable Internet
Task #3 - with your group, brainstorm together a list of things you ALREADY know about the text topic, before reading.
Task #4 - Everyone in the group should independently read the text. You are reading for the GIST at this point, or just to develop a baseline understanding of what it's about.

Task #5 - Now that you've all read the text, go back into it. Together, as a group, answer the questions:
why does the author think this topic is important enough to write an article about?
what should we take away from this article?

Task #6 - Independently answer the questions, why does this story matter and what did you learn from it?

Plan....!
Teacher hat on...

what texts/topics that you currently use would work with this strategy?

what texts/topics would work with thinking about WHY DOES THIS STORY MATTER?

what lenses would you have students read through?

how could you use a standing conversation?
Perspective
Position
Power
Strategy 8.23
Page 245
Questions to consider...

who has power within the situation presented in this text?
how has power been gained?
how has power shifted?
whose perspective are we given? is it the author's? someone in the text?
whose perspective is left out and what does that show?
where does this text position you? the students? us?

TEXT #2
Climate
or
Food
Task #1 - Independently, read the text for the gist. Work to develop a basic understanding of the Who, What, Where, When and Why, etc.

Task #2 - With your groupmates, discuss first the perspectives given in the article. Think about:
whose perspectives do we get in the article?
whose perspectives DON'T we get in the article, that might be relevant to the topic at hand?
is it clear or shown to us what the author's perspective is? or is the article neutral? how do you know?

Task #3 - With your groupmates, discuss how reading a text with the lens of perspective will help your students retain the main ideals or content within the text.

Task #4 - With your groupmates, zoom back into the article and think about power. Think about:
is there a group of people, organization, or person within the article or situation that is in power?
is there a group of people, organization, or person who is lacking power? how is the affecting him or her?
Independently...
what are some topics within your teaching life where there are dynamics or power? or different perspectives?

how can you help students notice these layers of texts within your classroom?
Position

Think about your text #1 or your text #2...

where do these texts position you?

who would be someone or a group, etc., who are positioned closely or inside this topic?

what about outside and far away from this topic?
Perspective Position Power
what are some
topics in your
classroom where
multiple
perspectives
can be
considered?
are there topics on
which our students
will be positioned
closely? farther away?

how will this impact
the lens choices you
give them for reading?
what are the topics in your
content area
where power comes into play?

fiction?
nonfiction?

Strategy 9.13, Page 262
Pick any of the texts that we've read today, one you could possibly use in your classroom...

Lens for reading - helping students to see the difference between interesting information included by an author and important facts that support the main idea.
Interesting :/ Important! :]
What about writing about reading? OR reader's response?
How does this work differently in your different content areas?

Let's read about this, pages 350-352...

The majority of the writing that takes place in schools is about reading...
The majority of writing that takes places in schools is to show teachers what students understand about what they read and what they learned.


Strategy 13.5, page 359.
Nonfiction Readers Stop and Jot



How do these connect to the purposes for writing?

Informational, Argumentative, Narrative?
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