Transacting with Text

Chapter 3Megan Thornton

The Successful Reader

• Is active and motivated• Uses schema• Takes a stance• Acquires approaches to text• Monitors reading• Links reading to prior knowledge• Needs time to read

Point to Ponder: How would you describe a successful reader?

Aspect of Reading

• Print Knowledge– Instruction should build on prior knowledge.– Instruction can be effective in older grades in

terms of word parts.– Instruction can include using print referencing

during read alouds. (Zucker, Ward, & Justice)

Point to Ponder: How do you teach the beginning aspects of reading such as print knowledge, fluency, and phonics?

Aspects of Reading

• Phonemic Awareness• Phonics– Students need to be taught the four cues.– Students need to write.– The purpose is not for students to memorize rules.– Students need to practice what they learn.

Aspects of Reading

• Sight Words– Students need opportunities to read and write.

• Fluency– Students need to practice with a variety of texts.– Students need to read on

the appropriate level.Follow me for Reading Rocket’sideas to targetfluency.

Fluency and TechnologyPoint to Ponder: Would you consider using iPods as a part of fluency instruction? Why or why not?

To see a video about how to incorporate fluency and technology, click here

Aspect of Reading

• Comprehension– Needs to be taught across all curricula• SQ3R is one method to encourage comprehension

during content area reading.

Point to Ponder: Do you teach note taking skills as a part of your reading instruction?

Aspects of Reading

– Taught using before, during and after strategies• Before: Brainstorming, Questioning, Connecting• During: Questioning, Rereading, Taking notes• After: Discussing, Presenting, Writing• Reciprocal Teaching can incorporate several strategies

to lead to student independence (Marcell, DeCleene, Juettner)

Point to Ponder: Has anyone tried reciprocal teaching? How did it work?

Aspects of Reading

• Vocabulary– Learning word strategies are important• Students need to practice using context clues

(Greenwood).

– Wide reading can increase vocabulary– Teacher read alouds can be used to enhance

student vocabulary.– Some specific strategies that work are PAVE, The

Frayer Model, Concept Circles, Semantic Mapping, and Analogies (Greenwood).

Aspects of Reading

• Strategies– Strategies should be taught in all content areas.• Pitcher, Martinez, Dicembre, Fewster, and McCormick

found that adolescents still struggle with comprehending content area texts (2010).

– Before Reading strategies activate schema– During Reading strategies help students to

construct meaning while reading.– After Reading strategies can expand thinking.

Pick me formore contentarea readingInfo!!!

A variety of strategiesfrom All About AdolescentLiteracy

Instruction

• Explicit– Instruction uses the whole text.– Comprehension is never mastered.– There may be multiple answers.– Strategies from the National Reading Panel that are helpful:

• Comprehension monitoring• Cooperative learning• Graphic and Semantic Organizers• Question Answering and Question Generating• Story Structure• Summarization

Click for peer reviewed lessons from IRA and NCTE

Instruction

• Implicit– Teacher is the guide.– Examples are reader response or literature circles.• Reader response can be conducted online (Larson).

– Students are grouped by book choice and post in an online forum.

– The online format allows for inclusion of new literacies.

– Students need the opportunity to discuss.• Online discussion can provide more time for students

to discuss as they can access it at home.

Point to Ponder: What are some instruction strategies that have worked well in your classroom?

Works Cited• Adolescent literacy- classroom strategies. (2010). Retrieved from http://www.adlit.org/strategy_library• Greenwood, S. C. (2010). Conten are readers: Helping middle-level students become word aware (and enjoy it!). The

Clearing House, 83, 223-229.• Larson, L. C. (2009). Reader response meets new literacies: Empowering readers in online learning communities. The

Reading Teacher, 62(8), 638-648.• Marcell, B., DeCleene, J., & Juettner, M. R. (2010). Caution! Hard hat area! Comprehension under construction: Cementing a

foundation of comprehension of strategy usage that carries over to independent practice. The Reading Teacher, 63(8), 687-691.

• Pitcher, S. M., Martinez, G., Dicembre, E. A., Fewster, D., & McCormick, M. K. (2010). The literacy needs of adolescents in their own words. Journal of Adolescent and Adult Literacy, 53(8), 636-645.

• Reading in the content areas: strategies for success. (2006, September). Retrieved from http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/12

• Reading methods: sq3r. (2009, September 14). Retrieved from http://www.arc.sbc.edu/sq3r.html• Reading rockets: fluency. (2010). Retrieved from http://www.readingrockets.org/helping/target/fluency• Readwritethink. (2010). Retrieved from http://www.readwritethink.org/• Zucker, T. A. , Ward, A. E., & Justce, L. M. (2009). Print referencing during read-alouds: A technique for increasing emergent

readers' print knowledge. The Reading Teacher, 63(1), 62-72.