Teaching What Good Readers Do
Purpose
Participants will learn several research-based strategies that good
readers use
Think/Pair-Share
With a partner create a list of things you do to help you understand what you’re reading (e.g. write notes in the margin).
Be prepared to share out.
You’re not teaching reading—You’re teaching your content through reading
“Reading is the key enabler for academic proficiency across all subject areas and over all grades.”
Willard Daggett, International Center for Leadership in Education, “What We Know about Adolescent Reading”
More Daggett
“ . . . Employability and career success in an increasingly competitive global economy depend on reading to a far greater extent than previously required.”
Need ability tofindanalyzesynthesis
information
Explicit Teaching
Expository text is often schematically unfamiliar to young readers. Textbook-variety expository text comprises unfamiliar topics, factual material, and uncommon structures. Teachers need to expose students to a variety of expository text to familiarize them with the genre and teach different strategies for comprehending it.
Stephanie Harvey in Nonfiction Matters
Expository Text
What kinds of text do students in your course(s) read (or you wish they would read!)? Example: invoices
Take nothing for granted!granite!
What do good readers do?
1. Activate background knowledge2. Question3. Determine important ideas4. Monitor and repair
comprehension5. Draw inferences6. Synthesize information7. Visualize
Stephanie Harvey in Nonfiction Matters
Good Reader Strategy #1
Text Walk
Elements of Textbooks
• Chapter Previews• Charts and graphs• Footnotes• Glossaries• Indexes• Maps• Photos and Illustrations
Elements of Textbooks, cont.
• Special features• Study questions and reviews• Table of contents• Timelines• Typography• Unit, chapter, section
headingsGreat Source Reader’s Handbook
What good readers do:Text Walk
1. Activate background knowledge2. Question3. Determine important ideas4. Monitor and repair
comprehension5. Draw inferences6. Synthesize information7. Visualize
Stephanie Harvey in Nonfiction Matters
Purpose of a Text WalkTo understand and use the elements of textbooks to better – comprehend the content of the textbook– use the textbook as a resource and research document
Let’s go for a walk
First Responder: A Skills Approach
What if the last print these students read was a Golden
Book?
A Text Walk can help overcome some of their anxiety and teach
basic textbook skills.
Lead the walk
Please walk a colleague through your textbook.
Chapter WalksTo assist students with individual chapters, adapt the two handouts
• “How to Pre-read a Textbook Chapter”
• “Chapter/Section Pre-Reading Guide”
How/when can you use a Text Walk?
Good Reader Strategy #2 Think-Aloud
What good readers do: Think-Aloud
1. Question2. Determine important ideas3. Monitor and repair
comprehension4. Draw inferences5. Synthesize information6. Visualize7. Activate background knowledge
Stephanie Harvey in Nonfiction Matters
Purpose of Think-Aloud
To encourage students to be active, engaged readers
To provide opportunities for metacognition* during reading
*examining our ways of thinking
Frames
I think/believeI predictI can pictureI’m confused aboutI need to reread thisI wonderI would guess
Linette’s ZEN
Help! I can’t breathe.
First Responder
Put your think-aloud cap on!
Choose a section from your textbook and execute a think-
aloud
How/when can you use a Think-aloud?
Good Reader Strategy # 3
Talking to the Text
What good readers do:Talking to the Text
1. Activate background knowledge2. Question3. Determine important ideas4. Monitor and repair
comprehension5. Draw inferences6. Synthesize information7. Visualize
Stephanie Harvey in Nonfiction Matters
Purpose of Talking to the Text
To encourage students to be active, engaged readers
To provide opportunities for metacognition* during reading
*examining our ways of thinking
Frames
I think/believeI predictI can pictureI’m confused aboutI need to reread thisI wonderI would guessThis reminds me of
Linette gets to ham it up
Academic Literacy Instruction for Adolescents, p. 5
We get to ham it up
Academic Literacy Instruction for Adolescents, p. 125-126
You get to ham it up
Academic Literacy Instruction for Adolescents, p. 17-18
How/when can you use Talking to the Text?
Teaching what good readers do?
A piece of cake