Reading Workshop Day One

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Reading Workshop Day One. Introduction, Overview, & Before Reading Strategies. Our Goal. Through the use of cross-curricular Reading strategies all students in grades 7-12 at New Berlin West Middle/High School will improve WKCE Scores from: Minimal to Basic Basic to Proficient - PowerPoint PPT Presentation

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<p>Reading Workshop Day One</p> <p>Reading Workshop Day OneIntroduction, Overview, &amp; Before Reading Strategies</p> <p>Our GoalThrough the use of cross-curricular Reading strategies all students in grades 7-12 at New Berlin West Middle/High School will improve WKCE Scores from:</p> <p>Minimal to BasicBasic to ProficientProficient to Advanced</p> <p>NB West Literacy Needs AssessmentI am confident my instruction leads to my students increased comprehension of my disciplines texts.68% Agree or Strongly AgreeMy students read strategically.84% Dont know, Disagree or Strongly DisagreeI am confident that my instruction leads to students increased use of academic vocabularies in my discipline.79% Agree or Strongly AgreeThere is consistency in the academic vocabulary that is taught within my department.79% Dont know, Disagree or Strongly Disagree</p> <p>Professional Development SeriesBefore Reading StrategiesAsking &amp; Answering QuestionsVocabulary DevelopmentUnderstanding Text StructureSummarizing, Synthesizing, &amp; ReflectingComparing, Contrasting, &amp; CategorizingAdapting Literature Circles Across Content Areas/Collaborative GroupingInteracting With Text </p> <p>Activity Get in groups of four and discuss the following questions:</p> <p>What are the different things that you read in a week?What are the different purposes you have for reading?What are the different process that you use for different types of reading:A. Before reading?B. During reading?C. After reading?</p> <p>What Good Readers Do: Before Reading Set goals/establish a purpose for reading PreviewPredictActivate Prior Knowledge</p> <p>What Good Readers Do: During ReadingRead sequentially, skimming some parts and focusing on othersReread some sectionsMake notesTune in to main ideas related to reading goalsCheck and adapt predictionsMonitor and repair comprehensionConnect to world knowledge Make inferencesParaphrase and Summarize passagesRespond to and evaluate textUse context clues/Understand different types of context cluesVisualize/Construct Mental Images</p> <p>What Good Readers Do: After Reading Reread selectivelySummarizeReflectApplyCompare and contrast</p> <p>Explicit Teaching Model/Gradual ReleaseExplicit Teaching ModelI Do (Teacher Modeling)We Do (Guided Practice)You Do (Indiv. Practice)Gradual Release ModelI Do (Teacher Modeling)We All Do (Whole Group)We Do (Small Group)You Do (Indiv. Practice)</p> <p>Todays Focus: Before Reading StrategiesSet GoalsEstablish a purpose for ReadingPreviewUse textual elements such as titles, headers, graphics, charts, index, etc. to figure out text structure and make predictions. PredictMake predictions about the content and then check and adapt those predictions during reading as new information is introduced. Activate Prior KnowledgeGather prior knowledge and experience related to a topic and make connections which aid in comprehension. Strategy #1: KWL</p> <p>Strategy #1: KWL (Modified)KKnowTThink/GuessWWant to KnowLLearned</p> <p>Strategy #2: Prediction ChartMaking and Verifying Predictions What is my prediction?What is my prediction based on?Did the text verify my prediction?If not, what was the difference?1.2.3.1.2.3.1.2.3.1.2.3.Strategy #3: Previewing Checklist Teach students 5 steps for previewing:___Read the Title: Think about what you already know about the topic. ___Read all the headings and subheadings and bold print. ___Scan the whole text to see how long it is and what it covers. Read the introductory sentence or paragraph. ___Look at all the pictures, graphs, and charts. Read all the captions. Make note of words that are unfamiliar. ___Read the chapter review summary and review questions (if applicable). </p> <p>Strategy #4: Pre-Reading Checklist___Determine what you want to learn or find out from the material. ___Look over what you will read. ___Skim to find out how the author has chosen to present the material. ___Ask yourself what you already know about the topic(s) the author will cover. ___Jot some predictions on paper about what you expect to learn from the text. </p> <p>Strategy #5: Multi-PassPURPOSE: This strategy is used to preview information in a textbook chapter.The strategy is a series of passes the students make through the chapter to acquaint them with the Information in the chapter.First Pass: Students read the headings and subheadings and turn them into questions. If the textbook has section objectives or objectives by the paragraphs, students turn those into questions.Second Pass: Look at the visuals and read the captions.Third Pass: Read the sentences containing the boldfaced words to use the context to determine the meaning of the words.Fourth Pass: Read the introduction and conclusion. If the textbook has a chapter review section that explains what should have been learned, read that section.Activity: Before Reading JigsawGet in groups of four Assign each group member a different one of the following strategies: Strategy #1: KWL or KTWL Strategy #2: Prediction Chart Strategy #3: Previewing Checklist Strategy #4: Pre-Reading Checklist</p> <p>2. Complete the activity as if you were a student preparing to read the article titled Supreme Decisions that is included in your packet. </p> <p>3. Discuss: How might the activity help students to comprehend challenging text? How could this activity be modified to be more effective for your students?Strategy #6: Topic SurveyDevelop a list of statements related to the reading topic which students can agree or disagree with.Post an Agree sign on one side of the room and a Disagree sign on another side of the roomAs you announce each statement, students move to the Agree side if they agree with it and the Disagree side if they disagreeAfter each statement, ask several students from each side of the room to justify their reasoning. </p> <p>* Can be modified as a writing or discussion activity</p> <p>Sample Topic Survey StatementsSalem Witch Trial Topic Survey Statements </p> <p>Confessing to a crime you didnt commit in order to avoid punishment is wise.The difference between right and wrong is clear.It is better to die for what you believe in rather than to lie to save your life.That which doesnt destroy us only makes us stronger.Its more difficult to forgive yourself if the person you have hurt doesnt forgive you.Courage means doing something even though it can be difficult and frightening.A person is innocent until proven guilty.Beliefs in opposition to common values should be illegal.Justice is best determined in a court of law.</p> <p>Strategy #7: Four CornersStudents</p> <p>Get in groups of fourWrite a topic in the middle of a piece of chart paper Divide the piece of chart paper into four sectionsEach student sits by one corner of the paper and writes what they know about the topic in one section (silently)Students share at tablesStudents summarize ideas (or compare/contrast, look for common themes, etc.)One person from each group shares out to the class. </p> <p> 20Four Corners Template TopicStrategy #8: Speaker, Supporter, ArguerStudents get in groups of three and create three placards: 1) Speaker, 2) Supporter, 3) ArguerEach student chooses a role and places the appropriate placard in front of themTeacher presents one side of a controversial topic related to the readingThe speaker must argue the side of the topic presented by the teacherThe supporter must support the argumentThe arguer must oppose the argumentGive students 1 minute to prepare an argumentGive students 2 minutes to discuss in rolesGive students 1 minute to discuss their personal opinions on the topicStudents switch roles and the teacher presents a new topic. </p> <p>Strategy #9: Anticipatory QuestionsChoose questions that:</p> <p>Activate prior knowledgeConnect to life experienceGet students thinking about the topic(s)Promote interest in the topic(s)Encourage students to make guesses about the readingSample Anticipatory Question StemsThink about a time whenWhat do you know aboutIf you couldWhat do you think would happen ifWhat do you want to know aboutMake a prediction about...To what extent do you believe</p> <p>* Students can journal, think-pair-share, discuss, create idea webs, etc. Next Steps: ImplementationGo back to your classrooms and implement some pre-reading strategies.</p> <p>Discuss implementation in your PLCs and collect several samples. </p> <p>Bring several before reading student work samples (per department) to the next PD meeting. Activity: ReflectionGet in groups of 4 and discuss the following questions:</p> <p>What other before reading strategies have you used successfully in the past?What new strategies will you implement in your classroom?What worries you most about a school-wide Reading initiative?What excites you the most about a school-wide Reading initiative?</p>