The Road to Success Jill Nogueras Henrico County Public Schools Secondary Literacy Coach Varina High School Henrico VA College PrepCollaborative English 9 Reading APCollege Prep 11 ID: 684832
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Slide1
Creating Strong & Independent Readers
The Road to Success:Slide2
Jill Nogueras
Henrico County Public Schools
-Secondary Literacy Coach
-Varina High School Henrico, VA*College Prep/Collaborative English 9 *Reading *AP/College Prep 11jhnogueras@henrico.k12.va.us
Henrico County Public Schools -English Teacher -Varina High School Henrico, VA*College Prep/ Collaborative English 10*AP English Literature 12elstains@henrico.k12.va.us
Emily StainsSlide3
From
www.pennykittle.net
1. Create mental images2. Use background knowledge
3. Ask questions4. Make inferences5. Determine what’s important in a text
6
. Synthesize information7. Use “fix-up” strategies to monitor their comprehensionYou do these without even thinking! We need to be intentional in our instruction of these strategies.
Good Readers…Slide4
Children’s books are perfect for addressing comprehension strategies and close reading/annotation.
1)They are short- therefore, they are fantastic for mini-lessons.
2)Many children’s books are actually geared towards adults.
3)They boost student confidence.
4)They are manageable.5)They remind students why they loved reading in the first place!Children’s BooksSlide5
Make a Prediction
·I predict that…
·I bet that…
·I think that…·Since this happened (fill in detail), then I bet the next thing
that is going to happen is…·Reading this part makes me think that this (fill in detail) is about to happen…·I wonder if….“Say Something”Slide6
“Say Something”
Ask a Question
·Why
did…·What’s this part about…·How is this (fill in detail) like this (fill in detail…)
·What would happen if….·Why…·Who is…·What does this section (fill in detail) mean…·Do you think that…Slide7
Clarify Something
·Oh
, I get…
·Now I understand…·This makes sense now…·No, I think it means…
·I agree with you. This means…·At first I thought (fill in detail) but now I think… (fill in detail)·This part is really saying…
“Say Something”Slide8
“Say Something”
Make a Comment
· This is good because…
·This is hard because…·This is confusing because….·I like the part where…
·I don’t like this part because…·My favorite part so far is…·I think that…Slide9
Make
a Connection
· This reminds me of…
·This part is like…·This character (fill in name) is like (fill in name) because…·This is similar to…
·The differences are…·I also (name something in the text that has also happened to you)…·I never (name something in the text that has never happened to you)…·This character makes me think of…·This setting reminds me of…
“Say Something”Slide10
Practicing the “Say Something” Strategy with “High School Training Ground”
Ted TalksSlide11
from Donalyn Miller’s
The Book Whisperer
Students need:
1) Time2) Choice
3) Response4) Community
5) Structure
Independent Reader’s WorkshopSlide12
Research indicates that time spent reading correlates positively with students’ performance on standardized reading tests (Cunningham and Stanovich, 1998):
•A student in the
twentieth percentile
reads books for .7 minutes per day
. This adds up to 21,000 words read per year.•A student in the eightieth percentile reads books for
14.2 minutes per day
. This adds up to 1,146,000 words read per year.•A student in the ninetieth percentile reads for
21.1 minutes per day
.
This adds up to
1,823,000 words
per year.
•A student in the
ninety-eighth percentile
reads for
65.0 minutes per day
. This adds up to
4,358,000 words
per year.
(Miller)
Why Reading Time at School Really Matters
Slide13
•Finishes few books or finishes books too quickly.
•Abandons books often.
•Conducts personal errands during reading time.
•Fidgets or talks a lot.•Rarely has a book to read.
•Acts like a wild reader- appears knowledgeable, visits the library, discusses books, but spends more time talking about reading than doing it.•How do we fix this?Signs of a Struggling ReaderSlide14
Conference with the student.
Minimize
distractions/switch seats.
Find accessible books for the student. Take an active interest in their area of interest. Share your own struggles with reading.
Peer advice Youtube book trailers
Working Towards “Buy In”Slide15
“Article of the Week”
Each
week, students read an assigned article on a recent event
that’s been published from a credible source. Gallagher has the articles that deal with issue around the world to help students become global thinkers. *www.kellygallagher.org/resourcesSample Article Headlines:“High School News Make More Money, Says Social Science” (Slate.com)“More Innocent People on Death Row Than Estimated: Study” (Time.com)“Everything You Need to Know ABout Japan’s Population Crisis” (TheWeek.com)
Kelly GallagherSlide16
All assignments have the same box of instructions:
www.kellygallagher.org/resources
For this presentation, we will focus on supporting students with (1) and (2). The AssignmentSlide17
Given the opportunity, students will “mark” everything. Focus their annotations!
1.Formulate first impression questions
2.Highlight confusing diction
3.Research any background knowledge needed to understand the textMark Your ConfusionSlide18
Struggling readers must have a
purpose
for reading!
1. Read the entire passage once for understanding.2. Describe the point of view. Identify the narrator. Analyze how the narrator’s perspective impact the text.3. Consider the author’s tone. Identify it. Mark the text with words or phrases to support the tone you’ve identified.4. Make connections between what you read and other literature, world events, popular culture, etc. What background knowledge have been helpful prior to reading? What questions do you have now that you would like to research/ask the class?
Evidence of a Close ReadingSlide19
1.
Pre-test/post-test
for annotation, close reading skills, and writing
2. Weekly informal assessments3. Use as a paired passage with a fictional text or a poem4. Use as a model for students to find their own news articles to read/review5. Find shorter passages for warm-ups for annotations or introductions to a lesson/unit6. Use as a text for a multigenre project
Uses in the ClassroomSlide20
The English Teacher’s Companion: 4th Edition (2013)
Teaching vocabulary is incredibly tough to teach for several reasons:
1. There’s not enough time in the block to fit it seamlessly
2. There are too many words to “teach”3. Some teachers teach vocabulary out of contextSo, what vocabulary words should we teach? How do we fit it into our instruction seamlessly?Jim BurkeSlide21
Burke highlights strategies used by Don Graves in his book,
The Vocabulary Book
(2006).
1. Provide rich and varied language experiences2. Teach individual words that are Tier II3. Teach word-learning strategies 4. Foster word consciousness
Vocabulary StrategiesSlide22
Choose
vocabulary based on the texts you will read throughout the week or throughout the unit. Have students find synonyms and antonyms of the word. (263)
Show students the word primarily used in the context you’re studying, as well as supplemental texts where they could encounter the word. (263) Be sure YOU say the word, so students know how to pronounce the word correctly. (263) Make sure students have the correct primary definition. (263)1. Rich and Varied ExperiencesSlide23
Beneficial
for
word parts
to be prepared for SAT/ACT/AP exams (263) Identify words they need to know PRIOR to reading a specific text, such as specific technical terms (264) Help students to follow a process for learning a new word (624):1. Provide a description or example of the word2. Have students summarize the definition3. Create games for students to play with these words (like Bingo)
2. Teach Individual WordsSlide24
Model
the word for students (266)
Use images/create images for word recognition (266)Teach students how word parts can work together to create new words (267)Create semantic or concept maps for the thematic words taught (267)3. Teach Word-Learning StrategiesSlide25
Create
nicknames, place names, business names with the words (269)
Find the words in idioms, proverbs, slang terms (269) Use word games (i.e. alphabetic, alliterations, rhymes, puns, etc) (269) Use the word in figures of speech (similes, metaphors, hyperboles) (269)4. Foster Word ConsciousnessSlide26
Nilsen, Alleen Pace, James Blasingame, Kenneth Donelson, and Don Nilsen.
Literature for Today's Young Adults
. Boston: Pearson, 2013. Print.
“How do I use YA Literature in my classroom in a meaningful way?”Alleen Pace Nilsen, James Blasingame, Kenneth L. Donelson, Don NilsenSlide27
Students
could be more motivated to participate in the discussion (367)
Use
YA as a paired text with a class as an introduction to similar/contrasting themes (368) Use children’s books for annotation, finding literary devices, and breaking down grammar into manageable sentences (373) Use YA with your thematic units for a literature circle (384-385) Use YA for creative writing/response journals (387)
Pros of Using YA LiteratureSlide28
www.visualthesaurus.com
Instagram, Twitter, and Pinterest
Student Example—Instagram Student Example—TwitterPicture to PDFUsing Google Drive for Analyzing a Text
Text 2 Mind MapTechnologySlide29
Great Texts for Additional InfoSlide30
Additional TitlesSlide31
Burke, Jim.
The English Teacher's Companion: A Completely New Guide to Classroom, Curriculum, and the Profession
. 4th ed. Portsmouth: Heinemann, 2012. Print.
Gallagher, Kelly. "Kelly Gallagher: Resources." Kelly Gallagher, 2014. Web. 28 July 2014."Genius Scan - PDF Scanner." App Store. Apple, 15 Apr. 2014. Web. 28 July 2014.Kittle, Penny. "Handouts." Penny Kittle. Heinemann, 2013. Web. 28 July 2014.Klein, Erin. "Twitter, Instagram, and Pinterest in the Classroom." Scholastic Teachers. Scholastic, 2014. Web. 28 July 2014.
Miller, Donalyn. The Book Whisperer: Awakening the Inner Reader in Every Child. San Francisco: Jossey-Bass, 2009. Print.Nilsen, Alleen Pace, James Blasingame, Kenneth Donelson, and Don Nilsen. Literature for Today's Young Adults. Boston: Pearson, 2013. Print."Search for Synonyms Using the Visual Thesaurus." Thinkmap Visual Thesaurus. Thinkmap, 1998. Web. 28 July 2014."Text 2 Mind Map: Simple Mind Mapping Online." Text 2 Mind Map. NQT AB, 2013. Web. 28 July 2014.
BibliographySlide32
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