PowerPoint Presentation

Reading NonfictionWhat do you mean I have to teach reading?

Carousel Brainstorm

What are my students like as readers?What do I do to support them?What do I hope to learn today?2

TodayPart 1: Building your background about you as a reader and about readingPart II: Applying this knowledge to the classroomPart III: Focusing on whats unique to your discipline (disciplinary literacy)

Building our BackgroundPart I

Nonfiction is sexy!

Nonfiction Leads to Understanding

I love busywork. I dont have to think. I just do it.

What does it mean to UNDERSTAND? Its not this....Instead it is this

6 FACETS OF UNDERSTANDINGExplanationInterpretationApplicationPerspectiveEmpathySelf-knowledge

A Brief Story

THE JOURNEY TO UNDERSTANDINGKnowing how to construct meaning (Procedural)Knowing the content (Declarative)

In your group, study the annotations:

What do you learn about each other? Look for patterns in your annotations.14

Remember learning to ride with no hands? Thats a skill; its the end product of a lot of practice. Getting to that skill, you might need a strategy such as learning to balance the bike by shifting your weight, not by maneuvering the handlebars. The strategy takes you to the skill. Kylene Beers, When Kids Cant Read, 2002

Lori L. Conrad, PEBC www.pebc.org15

What strategies do proficient readers use?

Cognitive Thinking Strategies

Monitor for meaning and employ fix up strategies when meaning breaks downActivate, revise and apply schema (background knowledge)Draw inferencesDetermine importanceEvoke sensory imagesAsk questionsSynthesize

Lori L. Conrad, PEBC www.pebc.org17

Monitor for Meaning

Lori L. Conrad, PEBC www.pebc.org18

What voice do you hear?ConversationalInterrupterSilent

But you have to teach them the importance of being active readers. One way is to talk about the kind of voices that we hear.19

Activate and apply background knowledge.

20Reading research cited on the bottom of each slide taken from Mosaic and also referenced in the resources section of the spiral

Dont set your joint up by the donnikers. Youll find that the marks ignore your flash as they make their way down the midway and youll never hear the hey, rube.

Draw

What are you inferring?

Practice writing a caption using inferences: what would you say for the caption?Whole groupLori L. Conrad, PEBC www.pebc.org24

Evoke sensory imagesDurian

Lori L. Conrad, PEBC www.pebc.org25

Ask questions

26We generate questions BEFORE, DURING, and AFTER reading which helps us focus our attention on important components of the text.Andre and Anderson, 1979; Brown and Palincsar, 1985

Determine importance

27

Synthesize information

28As we read, we monitor the overall meaning, important concepts and themes. We are aware of how these elements fit together to create overarching ideas.Brown and Day, 1983

In your group.Which cognitive strategies did you as a group use?Most often?Least often?

Your task:With a partner, use the cognitive strategies to make meaning: Chunk the text.Stop and say something.Be intentional about using the cognitive strategies.

Your Goal:Be able to explain to another pair: The content (declarative)The process for understanding (procedural)

Applying this to the classroom Part II

Before, During, After

The House

BEFORE

This is the purpose of the before to pique curiosity to get them ready to read37

Images of Children and War

What do you see? Think? Wonder?

in order to notice & determine importance

Sometimes you want to linger with the opening44

Rules of Notice

Titles and beginnings and endingsExtended descriptionsContrasts and contradictionsPoint of viewRepetitionSurprises and rupturesFacts, figures, statisticsCharts, graphs

PROLOGUEAmman, Jordan, February 3, 2015 Just after nightfall, a warrant arrived at the citys main womens prison for the execution of Sajida al-Rishawi. The instructions had come from King Abdullah II himself, then in Washington on a state visit, and were transmitted from his private plane to the royal course in Jordans capital. A clerk relayed the message to the Interior Ministry and then to the prisons department, where it caused a stir. State executions are complicated affairs requiring many steps, yet the kings wishes were explicit: the woman would face the gallows before the sun rose the next day.

Opening paragraph: Use those rules of notice and generate questions.46

What do you do to build and activate background knoweldge?

During Reading

Reading wide awake

Meaning making is not a spectator sport. -Art Costa

Annotate, not highlight

Using annotation with students: !) You can peek into their heads to see how theyre making meaning. 2) Reinforces being active as readers. 3) Hard to be a fake reader.51

What voice do you hear?

Conversational

Interrupter

Silent

But you have to teach them the importance of being active readers. One way is to talk about the kind of voices that we hear.52

Questioning Stance

The Three Big QuestionsWhat surprised you?What did the author think you knew?What challenged, changed, or confirmed what you already knew?

What surprised me?

With a partnerWhat did the author think I knew?

Everything is up for grabs: vocabulary, concepts, facts.

This is a way for students to activate background knowledge and to figure out what they need to do to build BK when they dont have it. Its putting the intellectual work in their hands.56

Why do we read nonfiction? To learn somethingwhich involves changing the way we think about an issue or an idea

By.Confirming what we already thoughtModifying our thinkingChanging our minds completely--Beers and Probst Reading Nonfiction

Infographs as TextWhat challenged, changed, or confirmed what I already knew?

ClarifyExtendDeepenAfter reading.

Moving beyond first draft reading

Genre ReformulationRewrite Nuclear Arsenal:A news article to inform the publicAn op-ed for a call to actionA protest song similar to one of the 60sOr.

Talk about changing the genre of what they read, so they could take the Nuclear Arsenal info graph and turn it into an essay or a UN speech or a political speech.63

What do you do to clarify, extend, deepen understanding?

Examples of Other Instructional Strategies

List Group LabelPossible PassagesVIPs

Warning: Study GuidesWhos doing the intellectual heavy lifting?

Design a reading task that:Identify the challenges students will faceSelect instructional strategies that will help students navigate those challengesBuild from the cognitive strategiesApply the before/during/after frameworkIncorporate the gradual release of responsibility model

Focusing on whats unique to your disciplinePart III

Disciplinary LiteracyGeneral LiteracyBasic LiteracyThe increasing specialization of literacy developmentTimothy & Cynthia Shanahan, Teaching Disciplinary Literacy to Adolescents: Rethinking Content Area Literacy

Lori L. Conrad, PEBC www.pebc.org69

DisciplineGoalImplicationsMathArrive at truthClose readingPrecise readingSearch for errorsChemistryPredict how the world worksFull understanding of experiment or processesUnderstand the connection among graphs, formulas, prose, etc. HistoryMake sense of the pastConsider bias, the source, the context, corroborationRead multiple texts since single texts are problematic

EnglishInterpret the literatureLook for patternsPay attention to diction and syntaxConsider authors background (perhaps depending on the literary theory)

Steviq.com

Your jobFind 3 teaching tips to share with a colleague

WOWWALK OUT WITH?