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Untitled Prezi

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by

Rose Emrich

on 8 July 2014

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Purpose for reading:
Please read through the Challenging Statistics Text, OR the Challenging Biology Text (Handout 2a or 2b). (You choose!)

As you read, make notes about the general strategies you use to make sense of the text (meta-cognate).
(3-4 minutes)
When you finish, compare your list of strategies with a partner.
(2-3 minutes)
What strategies did you come up with?
This is the (meta) song that never ends, yes it goes on and on (meta-singing about itself) my friends!!!
...and get meta!
Find a Partner
The purpose for reading
Activity
Comprehension Strategies
Session Objectives
Reading Purposefully and Strategically
Secondary Literacy
CMWBAT
1.Explain why setting a purpose for reading is essential and using good comprehension strategies are important in reading.
2. Reflect on their own processes in reading difficult content area texts.
3. Model reading strategies for students by thinking aloud.
Do-Now: Handout 1
1. Read the paragraph titled "The House." As you read, highlight any information that would be pertinent if you were ______________.

Outputs:

By the end of today, everyone will have...

- Scripted out a think-aloud to model a
comprehension strategy within an upcoming
lesson (based on the purpose for reading.)

- If time permits, one or two CMs will be asked to
informally and briefly present their think-aloud to
the group!
___________________
Think back to that Do-Now....
Who had the most difficult time finding the pertinent information?
1. the robber?
2. the real estate agent?
3. a person who had to find the main idea?
Literacy is essential.
National Literacy Act of 1991 -
Literacy: “an individual’s ability to read, write, and speak in English and compute and solve problems at levels of proficiency necessary to function on the job and in society, to achieve one’s goals, and to develop one’s knowledge and potential.”

Prose Document Quantitative
Today's Session!
Artistic
Ceremonial
Recreational
"I have my reasons why."
- Nickle Creek
I am trying to show the world that we are all human beings and that color is not important. What is important is the quality of our work.

-Alvin Ailey
You were once wild here.
Don't let them tame you.
-Isadora Duncan
Bottom Line:

Before giving students a text to read, know the specific purpose; know the reason why they are reading.
_______________________________________________________________________________
Tell this to them.
Tell this to them. :)
What can knowing a purpose for reading a text do for our kids?



What can knowing a purpose NOT do for our kids?
1. Give a direction and framework for determining important information.
2. Create a far more purposeful and effective time in text.


1. Ensure comprehension and understanding.
The automatic processes we utilize as adult and competent readers when we engage with a text.
For learners of literacy,
(like many of our students), this automaticity is often lacking or still developing.
Good News is: They are processes! They can be taught, discussed and practiced.

Caveat: Comprehension strategies are NOT mastered in one lesson or even in one year. As various as texts can be, so too will our student's ability to utilize strategies to unlock meaning.

Our students need practice and a variety of texts.
YOU ARE A TEACHER OF LITERACY!!
Imagine...

You are a mathematician approaching a word problem about evaluating which cereal is more economial to buy...

VS.

A literary critic reading to evaluate an author’s effectiveness in a written argument
Bottom Line
Different disciplines and their texts have different purposes for reading, and therefore require different strategies for comprehension.
The Need for Strategies

OBJECTIVE:
SWBAT explore treatments of cancer and discover which forms are most treatable.
SWBAT create a plan to reduce their own risk of
developing cancer.

READING ACTIVITY:
Please read pages 85-87 the article in order to discover how to reduce one’s risk of cancer.
But how do I know what to teach them?!?
Bottom Line

Expert readers know their purpose for reading and apply strategies unconsciously. We need to teach students these skills. To do this well, we must be meta-cognitive
about our own reading
comprehension.
Pitfall alert!
Some time we get so wrapped up in an activity involved in teaching these strategies, that we forget what the text is actually about.

"Doing" a strategy is never the objective, but a means to an end. Strategies are necessary scaffolds to
comprehension.
Session 2
C
o
m
p
r
e
h
e
n
s
i
o
n
Instruction
Create-your-own-Metaphor

- Clear beginning
- Explicit thought process
- Student Friendly
-Clear Ending (Optional Debrief)

Think Alouds
Watch A Think-Aloud in Action

- Set the purpose for reading
-Clear beginning of thinking aloud
- Explicit naming of thought-process
- Student Friendly (Talk like a kid)
- Clear end (optional debrief)
You Try!
- Set the purpose for reading
-Clear beginning of thinking aloud
- Explicit naming of thought-process
- Student Friendly (Talk like a kid)
- Clear end (optional debrief)
Feel free to use a text, or set of word problems from an upcoming lesson, OR the texts from Sec Lit 1 to model one of the reading strategies.

Math--
Visualizing
Language Arts--
Monitoring for Comprehension
Use Handout 4 to plan.
Name the Steps
Ms. Emrich's Think Aloud for Inferring
Step 1:
Look at the text and ask: Who What? Action? Words? Images?
Step 2:
Ask: What does the author telling me?
Mistake to avoid:
Forgetting to think about your Background Knowledge
How to Fix it:
Think about your past experience or knowledge
Step 3:
Combine the text and your Background knowledge to make an Inference

Objective: SWBAT analyze
both text and graphics in
order to
infer
the author's
intended message.
Ms. Emrich's Think Aloud for Inferring
Step 1: _______________________________
Step 2: _______________________________
Mistake to Avoid: ____________________
How to Fix it:_________________________
Step 3: _______________________________

1
. Read and annotate the problem (i.e circle numbers, underline units)
2.
I then ask myself "what do I know from reading the word problem?"
3.
I then ask myself "what do I need to know in order to successfully answer the word problem?"
4.
I then make a visual representation of #1 & #2 using a division bar model
5.
I then interpret my bar model into an equation that I can use to solve
Name the Steps!
Full transcript