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2. Welcome 3. Walk-Around Reading Survey Fill in the first columns with your answers. Talk to someone else in the room to see how your reading is alike and different. 4. Adolescents FIVE Overarching Needs Related to Reading Engagement Relevance Choice Competence and Autonomy Social Interaction Media Integration 5. RelevanceYoung people live in the present and are rarely concerned about the future; as a result, they are generally not concerned with how schoolwork relates to an unclear future. Classroom activities must have relevance to teens lives in the present for them to be motivated to read. 6. Ideas for Meeting Students Needs for Relevance Ask students about their interests and find ways to integrate their interests into the curriculum. Monitor engagement through formative assessment. Use surveys to learn more about students. Have students create products and presentations for their peers. Use drama. Develop inquiry units where students use research to answer a big ideaDoes age really matter? Link to background knowledge (Anticipation Guides) Other ideas? 7. Anticipation Guides 8. Choice 9. Conversation Roundtable 10. Lets hear what these high school seniors had to say! 11. Ideas for Meeting Students Needs for Choice Whenever appropriate, provide mini-choices that empower students to increase their investment in learning: Select a text. Select a page to read. Select sentences to explain. Identify a goal for the lesson. Choose three of five questions to answer. Write questions for a partner exchange. Other ideas? 12. Self-Selected Reading Matters In the effort to improve reading, motivating students to read more is ultimately more important that what they are reading. 13. BooktalksBooktalks help students learn more about books and authors. They can entice them into trying out books. 14. Types of Booktalks Excerpt Discussion First-Person (Believe it or not, this is teenagers favorite!) 15. Book TrailersWeb-based commercials that function much the same as traditional booktalks. 16. Competence/Autonomy Teens need to feel like they can accomplish a task in order to even attempt it. Thus, goals must be perceived as achievable in order for teens to feel competent (Cleveland, 2011). Teens also seek to establish independence firmly, so they feel comforted when they have the tools to complete tasks autonomously (Anderson, 2004). 17. Companion Texts Companion Texts are useful for introducing students to concepts in your content area or for practicing thinking strategies out loud. Songs Picture Books Book Excerpts Articles Art Video Clips Poems 18. Picture Books 19. Strategies for Building Competence and Autonomy Shortened readings of difficult text. Reading about a similar topic in a less complex text. Reading with a partner Literacy Groups (and a choice in roles) Affirm students identities as readers. Teach self-monitoring and other literacy strategies. Use Learning Targets Others? 20. Transactional Reading Strategies Readers who possess a set of strategies or processes use them as needed to construct meaning when texts are challenging (Ogle & Lang, 2011). 21. INSERT Note-taking and Discussion 1. Explain INSERT codes to students. ? = Questions, Confusing parts - = Disagreements ! = Surprising ideas + = Important ideas 2. Have students read and make annotations. 3. Use the INSERT discussion form to have students discuss their thoughts in small groups. 4. As time progresses, you can invite students to create their own annotation codes. (Ogle & Lang, 2011) 22. Social InteractionTeens crave relationships. Many teens (especially those living in poverty) need opportunities to test and clarify ideas with a small group of peers before presenting ideas to a whole class. 23. INSERT Note Discussion 24. Say Something 1. 2. 3. 4. 5. 6.Model the strategy. Explain the procedure to students (Give suggested times to stop reading like every two lines, every three paragraphs, etc. depending on difficulty of text.) The partners job is to offer a response to what was said. Dependent readers often need help in making their Say Something comments. Students first need to practice using Say Something on very short texts. As with all strategies, modeling will need to be frequent.(Beers, 2003) 25. Dramatic Enactments or Instant Replays 1. Divide the text into sections that students can re-create. 2. Explain to students that they will be acting out a segment of the text to show their understanding. Model. 3. Students will read the text with partners to decide how it will be acted out. 4. After acting it out, students must explain why how their skit relates to the content they read. 26. Media as a Way for Students to Make Connections 27. Media as a Way to Interact 28. Poll Everywhere 29. Lets Set Some Goals!