Reading for Information Integrating Reading and Information Skills into the Secondary Curriculum

Reading for Information

Integrating Reading and Information Skills into the

Secondary Curriculum

Increase Student Achievement

The Bottom Line

Reading and LearningLearning and Reading

Use o

f In

form

ati

on

• Experienced through the 5 /Senses

• Observe; Examples

• Reasoning—drawing conclusions, inferences

• Use of information to experience the world in new ways

What is this?

Did you know?

Shift Happens 3.0 for 2008 - Newly Revised Edition

Created by Karl Fisch, and modified by Scott McLeod; Globalization & The

Information Age.

http://video.google.com/videoplay?docid=1079559802724380900&hl=en://video.google.com/videoplay?docid=1079559802724380900&hl=en

Developing Strategic Readers

Philosophy

• How do learners learn?

• How is content expressed?

• Are we teachers of Reading?

Sentences

Words

* Syllables

* Onset-Rime

* Individual

Phonemes

1:1

Graphemes

(Digraphs, Trigraphs, Vowel Teams)

Blends

Word Families

Syllable Types

Morphemes

Roots / Affixes

Word Origin

Orthography

Connect letters

and sounds

Teach letter names

Created by Dr. Carol Tolman

[email protected]

PHONOLOGY

* Steps most supported by research in phonology to improve reading and spelling skills.

Instructional Progression for Decoding

DIGITAL NATIVESThe 21st Century Learner

Digital Learners

Are you an “Engaged Teacher”?

http://teachertube.com/viewVideo.php?video_id=448&title=Pay_Attention&ref=jchandler

http://teachertube.com/viewVideo.php?video_id=448&title=Pay_Attention&ref=jchandler

21st Century Learners

Fairview High School Cyberlibrary

http://fhslibrarymedia.wikispaces.com/

1. Inquire, think critically, and gain knowledge.

2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

3. Share knowledge and participate ethically and productively as members of a democratic society.

4. Pursue personal and aesthetic growth.

Learners use skills, resources, & tools to:

Reading Comprehension

Schema

Metacognition

Use of Information

Reading is a process skill

Reading is a meaning seeking process. Effective readers are active, not passive. They take some time before they begin to read a text to:

• activate prior knowledge

• preview the passage (vocabulary and structure of the text)

• make predictions

• establish a purpose

• generate questions

Student Achievement on Standardized Tests• Identifying similarities and differences— 45 G

• Summarizing and note taking— 34 G

• Nonlinguistic representations— 27 G

• Cooperative learning— 27 G

• Setting objectives & providing feedback— 23 G

• Questions, cues, and advance organizers— 22 G

Instructional Strategies

http://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Strategies.html


Incorporate R-B Instructional Strategies

Integrate Reading Comprehension Strategies

Support The AFAR Project

Collaborate


• Activating or building background knowledge

• Using sensory images

• Questioning

• Making predictions and inferences

• Determining main ideas

• Using Fix-Up options

• Synthesizing


• Across all disciplines, teachers have identified a need to strengthen students' ability to read for information...to develop strategic and active readers.

• Learning is a social process. It increases when students collaborate. It increases when teachers collaborate.

• Build your own personal learning network

http://davidwarlick.com/wiki/pmwiki.php/Main/TheArtAmpTechniqueOfCultivatingYourPersonalLearningNetwork


• The meaning of a text is not contained in the words on a page. It is constructed by the reader.

• The single most important variable in learning with texts is a reader's prior knowledge.

• How well a reader comprehends a text also depends on metacognition, one's ability to think about and control his thinking process before, during, and after reading.

• Reading and writing are integrally related.




• Questioning




• Synthesizing


Activating or building background knowledge

• Provides critical support for understanding

• Text to self connections

• Text to text connections

• Text to world connections

• Teachers should model thinking

Building ConnectionsMake connections to the text (subject)

before, during, and after reading.

Before Reading

Activating prior knowledge—

Build background knowledge

Making Predictions

Setting A Purpose

Building Connections

During Reading

Passages/Sections

Ask questions

Use of text to defend positions/statements

Read aloud passages of importance


After ReadingCheck for

understanding

Graphic organizers (charts, graphs,

diagrams)

Vocabulary activities

Discuss implications and main ideas


Goat, oral mucosa. There is a large erosion (ruptured vesicle) on the rostral mandibular buccal mucosa.(Iowa State University, The Center for Food Security and Public Health)

Credit: PIADC

Comprehension Activities

Graphic Organizers- Allow students to preview text, stay focused on text and retell text.

1. Variety available to use

2. Commercially created or can be student/teacher madehttp://www.edhelper.com/teachers/graphic_organizers.htm

3. Any kind of visual or organizational tool

http://www.edhelper.com/teachers/graphic_organizers.htm

http://www.edhelper.com/teachers/graphic_organizers.htm


Using sensory images• Significant aspect of our background

knowledge and schemas (create memories)

• Most powerful memories are attached to sensory experiences

• Multiple intelligences theory (Gardner)

• Use of literary devices (similes and metaphors)

• Use of digital multimedia

• Use of nonlinguistic representation

Sensory ImagesIs a picture is worth a 1000 words?

Do pictures tell a story?


Questioning• Lifelong skill—should be taught across

the curriculum.

• Essential component of comprehension, of conduction research, and of critical thinking.

• Provides focus and a path for learning.

• Who, what, where, when, why and how

• Useful for assessing and reflecting


Making predictions and inferences• Specific types of questioning strategies

– I predict that…– My guess is that…– I suspect that…– I think this clue means that…– I knew this would happen next because…

• Evidence within the text

• Readers active interaction with the text


Determining main ideas• Excess of information—teach to recognize

distinctions that should be drawn between data, information, knowledge and wisdom.

• The important thing

• Summarize learning—learn to take effective notes

• Key to making sense and using information to generate knowledge


Using Fix-Up options• Reader is able to realize when he/she has lost

comprehension– Re-reading– Reading ahead– Figuring out unknown words

• When the reader no longer can visualize the text inside his/her head

• Information is not stored in memory, resulting in the significance of the text is not found


Synthesizing• Putting it all together– sort and evaluate

• Reader analyzes the information and filters it through his/her interpretation (point of view)

• Reader makes value judgments

• Reads & evaluates to use ideas and information and communicates what was learned to others




• Questioning




• Synthesizing


What we need to do as educators—Participate in the AFAR project

Know what the reading level is for each of your students so you can make interventions

Know what the reading level is for your textbook and other reading assignments you give

Develop and practice specific strategies to assist and promote reading in your students

CollaborateA key to successful teaching

practice.

Personal Learning Communities


Incorporate R-B Instructional Strategies

Integrate Reading Comprehension Strategies

Support The AFAR Project

Collaborate

BibliographyGraphic: Goat mouth, "Image Database: Foot and Mouth Disease." The Center for Food Security and Public Health. Iowa State University. 29 Jul 2009 <http://www.cfsph.iastate.edu/DiseaseInfo/ImageDB /imagesFMD.htm>.Finchler, Judy. Testing Miss Malarkey. Broadway, NY:

Scholastic, 2000. Print.Marzano, Robert J., . "Classroom Instruction that Works." Integrating Technology into the Classroom using Instructional Strategies (Teaching, Learning, & Technology Guide). © 2007. Cherry Creek Schools. 29 Jul 2009 <http://www.tltguide.ccsd.k12.co.us

/instructional_tools/Strategies/Strategies.html>.

BibliographyMoreillon, Judi. Collaboratiave strategies for teaching reading comprehension: maximizing your impact. Chicago: American Library Association, 2007. Print."Standards for the 21st Century Learner."American Association of School Librarians. 1st. 2007. Print.

Let’s Have a Great Year!

Documents

Reading for Information Integrating Reading and Information Skills into the Secondary Curriculum