What are key reading strategies ? How are students who have
them different from students who do not have them? How can these
strategies help struggling students? How can I target the automatic
application of these strategies in my teaching practice? 2
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I understand what reading strategies are and can explain their
relationship to the Kentucky Cognitive Literacy intervention model.
I am able to target the development of these strategies in unit and
lesson planning. 3
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4 It must be remembered that the purpose of education is not to
fill the minds of students with facts, it is not to reform them, or
amuse them, or to make them expert technicians in any field. It is
to teach them to think, if that is possible, and always to think
for themselves. -- Robert Hutchins
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Metacognition 5
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6 What if... - you were stuck in traffic in a town you dont
know well? - your babysitter canceled at the last minute? - your
boss volunteered you to complete a task you detest?
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These strategies are Consistently under-taught Rarely
benchmarked Not in state curriculum documents 7
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Students who are reflective construct meaning in response to
their situation, questions they have, or their learning task; use
self-generated criteria to evaluate their work, both in progress
and after it is complete; and use self-control to alter their mood
and impulsivity in order to accomplish their goals. 8
14 The need to avoid impulsivity and take time to consider
options and alternatives has been identified as a key strategy in
overcoming learning failure ( Feuerstein, 1980). An ordinary person
almost never approaches a problem systematically and exhaustively
unless specifically educated to do so (As quoted in Fisher,
1998).
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15 Being strategic promotes growth and development in all areas
of the curriculum.
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16
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1.We will divide you into 4 groups. Each group will be assigned
two of the Eight Strategies Used by Independent Strategic Readers.
2.Group 1 Encountering New Words Think Ahead to What Might be
Coming up in the Reading Group 2 Use Textual Clues Have a Plan to
Approach Reading Tasks Group 3 Connecting New Knowledge to Existing
Knowledge Creating Images Group 4 Evaluating Summarizing What You
Have Read and Learned 3.Your groups should reflect on the behavior
of struggling readers related to this topic and what teachers can
do to support them. Record your ideas on the chart paper provided.
Each group will report out. 17
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18 A great amount of time is spent mentoring, practicing, and
assessing, but little time is actually spent teaching students how
to understand and comprehend. --Durkin
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19 A deliberate cognitive process of selecting, enacting,
monitoring/regulating behavior. An action one can take to perform a
task, solve a problem, find an answer.
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Activating/ Accessing Prior Knowledge Determining Important
Ideas and Summarizing Monitoring and Clarifying Understanding 20
Visualizing Synthesizing & Retelling Inferring and Predicting
Asking Questions PK S M/C V S/R I/P Q
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21 strategies are useful mainly when the student is grappling
with important but unfamiliar content. Becoming a Nation of
Readers, 1985
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22 As you visualize, pay attention to the actions you are
taking or the thinking process that help you make the picture in
your head.
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23 Our small, soft hands blistered quickly at the start of each
summer, but Daddy never let us wear work gloves, which he
considered a sign of weakness. After a few weeks of constant work,
the bloody blisters gave way to hard-earned calluses that protected
us from pain. Long after the fact, it occurred to me that this was
a metaphor for life blisters come before calluses, vulnerability
before maturity. --From My Grandfathers Son: A Memoir by Clarence
Thomas
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24 Turn and talk to the person next to you about what actions
you took as a reader to help you visualize the scene.
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25 Anyone interested in te___________ is concerned about
c_______. Its hard to imagine te_______ sch_____ without them.
Although they can sometimes be bothersome, we t_______ them. When
t________ go wrong, we sometimes blame the p______, instead of
accepting responsibility for the consequences ourselves. Cummings,
1990 STRATEGY PRACTICE: MAKING CONNECTIONS TO PRIOR KNOWLEDGE
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26 Anyone interested in television is concerned about
commercials. Its hard to imagine television schedules without them.
Although they can sometimes be bothersome, we tolerate them. When
things go wrong, we sometimes blame the product, instead of
accepting responsibility for the consequences ourselves. Cummings,
1990
Clarify Three Way Tie 4-Square Vocabulary Rate Your Knowledge
Question Most Important Word Mind Mapping Think-Pair-Share
Summarize Quick Write Word Sort Connect the Words Predict and Infer
Quick Write Text Impressions QAR 38
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39 Activating/ Accessing Prior Knowledge Determining Important
Ideas and Summarizing Monitoring and Clarifying Understanding
Visualizing Synthesizing & Retelling Inferring and Predicting
Asking Questions pk s m/c v s/r i/p Q
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40
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41
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42
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43
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Developing readers must learn to be metacognitive, and it is in
the stage of conscious application of strategies that readers come
to understand how reading works and how to identify and fix
problems. Afflerbach, Peter; Pearson, P. David; Paris, Scott G.,
Clarifying Differences Between Reading Skills and Reading
Strategies, The Reading Teacher, February 2008 44 REFLECTIVE
JOURNAL I understand what reading strategies are and can explain
their relationship to the Kentucky Cognitive Literacy intervention
model. I am able to target the development of these strategies in
unit and lesson planning.
Slide 45
Afflerbach, Peter; Pearson, P. David; Paris, Scott G.
Clarifying Differences Between Reading Skills and Reading
Strategies. The Reading Teacher, February 2008. Almasi, Janet.
Teaching Strategic Processes in Reading. Guilford Press: November
2002. Anderson, Richard., Elfrieda H. Hiebert, Judith A. Scott and
Ian Wilkinson. Becoming A Nation of Readers. National Academy of
Education 1985. Beers, Kylene. When Kids Cant Read What Teachers
Can Do. Heinemann: October 2002. Buehl, Doug. Classroom Strategies
for Interactive Learning. International Reading Association: 2001..
Durkin, D. (1978-1979).What classroom observations reveal about
reading comprehension instruction. Reading Research Quarterly,
14(4), 241-533. Evans, Richard Paul &Jonathan Linton. The Spy
Glass. Simon and Schuster Books : 2000. Fisher, Robert. Thinking
about Thinking: Developing Metacognition in Children. Retrieved
from the World Wide Web:
http://www.teachingthinking.net/thinking/web%20resources/robert_fish
er_thinkingaboutthinking.htm. June 2010.
http://www.teachingthinking.net/thinking/web%20resources/robert_fish
er_thinkingaboutthinking.htm
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Hutchins, Robert. A Nationwide Inquiry on Problems Confronting
Americas Youth. The Elementary School Journal. University of
Chicago Press 1935. Questions Before During and After. Teacher
Vision. Retrieved from the World Wide Web:
http://www.teachervision.fen.com/skill-builder/reading-
comprehension/48617.html. June,
2010.http://www.teachervision.fen.com/skill-builder/reading-
comprehension/48617.html Schwartz R. & Perkins D. (1989)
Teaching Thinking-Issues and Approaches, Pacific Grove, CA: Midwest
Publications. Silver, Harvey F, Richard W. Strong & Matthew J.
Perini. The Strategic Teacher: Selecting the Right Research-Based
Strategy for Every Lesson. ASCD: 2007. Thomas, Clarence. My
Grandfathers Son. Harper, 2007. Visualizing. Teacher Vision..
Retrieved from the World Wide Web:
http://www.teachervision.fen.com/reading-comprehension/skill-
builder/48791.html. June 2010.
http://www.teachervision.fen.com/reading-comprehension/skill-
builder/48791.html Weir, Carol. Using Embedded Questions to
Jump-Start Metacognition in Middle School Remedial Readers. Journal
of Adolescent & Adult Literacy, Vol. 41, No. 6 (Mar., 1998),
pp. 458-467. Zwiers, Jeff. Building Reading Comprehension Habits.
International Reading Association: 2004.