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THE  SUPER 6 Understanding and Comprehending Reading in Content-Area Classes
Reading To Learn This year your focus in reading will be READING TO LEARN. IN other words, you read texts and learn from these texts in ,[object Object]
Science
Social Studies
ELA
Any subject/ class,[object Object]
Good readers use many strategies to make sense of text.
GOOD READERS … Make connections Make predictions Ask questions before, during, and after reading Clarify Summarize what was read Visualize or “picture in their head” Synthesize Evaluate
What can a reader do to read and learn from difficult texts? SUPER SIX GROUPS TO THE RESCUE!
The SUPER SIX are parts of a TEAM. Together Everyone Achieves More
PREDICTOR
The PREDICTOR says ONE of the following: The group may say: Based on the title, we can predict this is going to be about ____. We think the next part will be about ____. Based on ____ (a clue),  we predict ____. Based on what ____ said/did,  we can predict .. “Let’s  get started by reading the titles and headings.” “Let’s read the topic sentence of the next paragraph.” “Based on the title/ heading/ topic sentence, who can make a prediction?”
LEAD  READER
The LEAD  READER says: The lead reader will choose HOW the group will read and may say : “Let’s read  this next part… Silently Together quietly in a whisper To a partner” Can you read the next paragraph, please ? Help everyone read in the BEST way to reach your goal.
QUESTIONER
The QUESTIONER may ask: The group asks a few questions that they THINK they may need to answer to understand  this text: Who is ____? What is/does ____? When is ____? Where is ____? Why is ____ important? Why does ____ happen? How is ____ like ____? What caused ____ to ____? Why does the author ____? Which sentence best tells ____? How is ___ an example of ___? Based on our reading, what do you think we are expected to know?
CLARIFIER  
The CLARIFIER says: To make words and ideas clear, the group may try a fix-it strategy: Reread Look for little words inside big words Look for root words, prefixes or suffixes Look for commas, parentheses, or bold-face type Think of a similar word Substitute a word Use a reference Ask What parts do we need to make clear?
Sometimes to clarify, you need to look up a word.
DOES IT LOOK RIGHT?  DOES IT SOUND RIGHT?  DOES IT MAKE SENSE? References like dictionaries, encyclopedias, and maps are useful to have on hand.  Using other “fix it “ strategies help the group clear up any confusion about new words and ideas. Solving problems on your own within the group is a great  teamwork tool.
SUMMARIZER
The SUMMARIZER says: A group member may use a summary frame to say: SUMMARY FRAME: This story/passage about _________ begins with _________, discusses (or develops) theidea that _________, and ends with _________. “Please state the most important facts or parts of this passage.”
Connecting and Evaluating: Making  Our Reading  Real,  Personal and Reflective BEFORE/ DURING READING: Connector AFTER READING: Evaluator Helps the group makes judgments Helps the group plug in  links  to other learning and joins parts together

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The Super Six

  • 1. THE SUPER 6 Understanding and Comprehending Reading in Content-Area Classes
  • 2.
  • 5. ELA
  • 6.
  • 7. Good readers use many strategies to make sense of text.
  • 8. GOOD READERS … Make connections Make predictions Ask questions before, during, and after reading Clarify Summarize what was read Visualize or “picture in their head” Synthesize Evaluate
  • 9. What can a reader do to read and learn from difficult texts? SUPER SIX GROUPS TO THE RESCUE!
  • 10. The SUPER SIX are parts of a TEAM. Together Everyone Achieves More
  • 12. The PREDICTOR says ONE of the following: The group may say: Based on the title, we can predict this is going to be about ____. We think the next part will be about ____. Based on ____ (a clue), we predict ____. Based on what ____ said/did, we can predict .. “Let’s get started by reading the titles and headings.” “Let’s read the topic sentence of the next paragraph.” “Based on the title/ heading/ topic sentence, who can make a prediction?”
  • 14. The LEAD READER says: The lead reader will choose HOW the group will read and may say : “Let’s read this next part… Silently Together quietly in a whisper To a partner” Can you read the next paragraph, please ? Help everyone read in the BEST way to reach your goal.
  • 16. The QUESTIONER may ask: The group asks a few questions that they THINK they may need to answer to understand this text: Who is ____? What is/does ____? When is ____? Where is ____? Why is ____ important? Why does ____ happen? How is ____ like ____? What caused ____ to ____? Why does the author ____? Which sentence best tells ____? How is ___ an example of ___? Based on our reading, what do you think we are expected to know?
  • 18. The CLARIFIER says: To make words and ideas clear, the group may try a fix-it strategy: Reread Look for little words inside big words Look for root words, prefixes or suffixes Look for commas, parentheses, or bold-face type Think of a similar word Substitute a word Use a reference Ask What parts do we need to make clear?
  • 19. Sometimes to clarify, you need to look up a word.
  • 20. DOES IT LOOK RIGHT? DOES IT SOUND RIGHT? DOES IT MAKE SENSE? References like dictionaries, encyclopedias, and maps are useful to have on hand. Using other “fix it “ strategies help the group clear up any confusion about new words and ideas. Solving problems on your own within the group is a great teamwork tool.
  • 22. The SUMMARIZER says: A group member may use a summary frame to say: SUMMARY FRAME: This story/passage about _________ begins with _________, discusses (or develops) theidea that _________, and ends with _________. “Please state the most important facts or parts of this passage.”
  • 23. Connecting and Evaluating: Making Our Reading Real, Personal and Reflective BEFORE/ DURING READING: Connector AFTER READING: Evaluator Helps the group makes judgments Helps the group plug in links to other learning and joins parts together
  • 24. The CONNECTOR/ EVALUATER may say: “ How would you rate this idea/ these ideas? Why? “Do you agree or disagree with this idea/ these ideas ? Why or why not?” This reminds me of something we talked about in class… EXPRESS YOURSELF! Opinions, thoughts, and feelings are okay!
  • 25. Reading to learn can be easier and FUN when you can use the SUPER SIX! Ahh! The good ole days…NOT! 
  • 26. http://sophieandsadiesscholarlysite.blogspot.com/ References: Reciprocal Teaching by Lori Ozckus www.lindahoyt.com/Free!/Good%20Reader%20Strategies.pdf http://www.sanjuan.edu/webpages/gguthrie/resources.cfm?subpage=118703 http://www.printablereadinggames.com/room4/recip/ Presentation by FrancesCRichardson June 2011