Local Update on Reading!

It's Important Kids - It can take you places!

Reading (Happy Song)
Many of us are using questioning (as supported in chapter 8) to work with our case study students. As shown in this video, questioning can make you "happy" about reading. It can help you truly understand. Kids get excited about the strategy because kids LOVE finding out information! That is a curiosity that can never be taken away.
As a group, we feel that it is easier to work with students on questioning nonfiction text in the beginning because this text naturally leads them to question facts about what they are reading. We noticed that some of our case study students are struggling with nonfiction because they are not able to connect to the information in the text.


Our goal for next week: Choose informational text that our case study students know and can connect to. Show them the importance of background and prior information and encourage them to ask questions.


We want to show our case study students the journey that reading has to offer!


Clap along if you feel like reading's what you want to do!! #GETHAPPY

Chapter 6: Monitoring Comprehension

Monitor comprehension by teaching a student about their inner voice

  • follow their inner conversation and leave tracks of their thinking
  • train students to notice when they stray from their inner conversation
  • Use fix up strategies to repair when this happens
  • stop, think and react to information as they read


Use sticky notes - either during reading or after

  • talk to partner to continue inner conversation


"Interactive reading aloud levels the playing field and gives everyone a chance to weigh in with their thinking"

~ It's OK to read to kids even as they grow older! When kids struggle with reading, give them a chance to comprehend and show what they can do.

CHAPTER 7: Activating and Connecting to Background Knowledge:

A Bridge from the New to the Known


Connections to personal experiences facilitates understanding.

  • Help students make connections by:
    • modeling a think aloud with a connection
    • linking text (text-to-self connections, text to text, text to world)
    • teach kids how to rethink their misconceptions by considering how new information changes thinking.
    • teach kids how to collect information to build a pool of knowledge about a specific content area. If a student has no background knowledge on a particular subject, share information and encourage students to ask questions.
  • Design instruction around the following elements so that readers will see the connections and better comprehend what they read:
    • -genre
    • -format (picture books, novels...)
    • -form (essays, editorials, manuals....)
    • -author
    • -text structure (narrative vs. expository..)
    • - signal words
    • - writing style
    • -literary features (themes, problems)

CHAPTER 8: Questioning:

The Strategy That Propels Readers Forward


"questions are the master key to understanding"

  • Teach your students to use questioning by:
    • show the questions you have when you read
    • teach students to wonder about what they are learning and turn their wonderings into questions.
    • - teach students to list and categorize their questions in order to promote understanding
      • ​Some question categories and corresponding codes include:
        • • ​​Questions that are answered in the text—A
        • • ​​Questions that are answered from someone’s background knowledge—BK
        • ​​• Questions whose answers can be inferred from the text—I
        • •​​ Questions that can be answered by further discussion—D
        • ​​• Questions that require further research to be answered—RS
        • ​​• Questions that signal confusion—Huh? or C
    • encourage students to ask and answer:
      • ​research questions
      • ​lingering questions
      • ​authentic questions- are usually open-ended and encourage divergent thinking
        • ​​- these types of questions:
          • ​​​- prompt thinking
          • - don't always have one right answer
          • ​​​- may have many answers
          • ​​​- cause us to ponder and wonder
          • ​​​- dispel or clarify confusion
          • - challenge us to rethink our opinions
          • ​​​- lead us to seek out further information
          • ​​​- are subject to discussion, debate, and conversation
          • ​​​- may require further research​

Chapter 9: Visualizing and Inferring

Making What's Implicit Explicit


Inferring: Background knowledge + Clues from the text=Coming up with ideas not explicitly stated in the text.

  • Inferring is ‘reading between the lines’.
  • Inferring is the bedrock of comprehension.
  • Mental processes for inferring:
Make predictions

Draw conclusions

Interpret language

Visualize

Use context to figure out meaning


Visualizing: Creating pictures in our mind

  • Personalizes reading
  • Helps make sense of what we read
  • Keeps us engaged
  • Brings joy to reading

Chapter 10: Determining Importance in Text

The Nonfiction Connection

  • Focus on the important or key details
  • Merge new information with prior background knowledge

“We remember facts and details when we link them to larger concepts” p. 155


Students must be taught how to determine what information is important

  • over view
  • highlight
Make notes of personal thoughts


“Reading is about purpose, and there is a time and a place for every type of reading…” p.176

Chapter 11: Summarizing and Synthesizing Information

The Evolution of Thought


Students should be encouraged to stop and think periodically while reading to rephrase what they have read using their own words.


  • Summarizing is a useful strategy to help students synthesize a text


  • When students synthesize a text, they are able to use what they read to alter their own thinking

STW Assignment 2: Group 2

Amelia Griffith, LaQuitta Hinton, Faison Powers, Rebecca Stone



Harvey, S. & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement (2nd ed.). Portland, ME: Stenhouse Publishers. PDF e-book.