2. Reading Strategies
Reading Process
Importance of Explicit Instruction and Engagement
Research
Welcome

3.  Based on your answer, think where you
would place your colored sticker in the
correct column on the class
consensogram.
I rarely teach
students explicit
strategies to help
them
comprehend
content area
text.
I sometimes
teach students
explicit strategies
to help them
comprehend
content area
text.
I often teach
students explicit
strategies to help
them
comprehend
content area
text.
I regularly teach
students explicit
strategies to help
them
comprehend
content area
text.

4. Statistics
The number of adults that are classified as functionally
illiterate increases by about 2.25 million each year.
One child in four grows up not knowing how to read.
44 million adults in the U.S. can't read well enough to read a
simple story to a child.
21 million Americans can't read at all, 45 million are
marginally illiterate, and one-fifth of high school graduates
can't read their diplomas.

5. 43 % of those whose
literacy skills are
lowest live in
poverty.
Two-thirds of
students who
cannot read
proficiently by the
end of the 4th
grade will end up
in jail or on welfare.
90% of welfare
recipients are high
school dropouts.
16 to 19 year old
girls at the poverty
level and below,
with below
average skills, are 6
times more likely to
have out-of-
wedlock children
than their reading
counterparts.
When the State of
Arizona projects
how many prison
beds it will need, it
factors in the
number of kids who
read well in fourth
grade.
70% of America's
prison inmates are
illiterate and 85% of
all juvenile
offenders have
reading problems.

6.  Professor Pearson finds that in many
classrooms, students spend little time actually
reading texts. Much of their instructional time is
spent on workbook-type assignments. The
skill/time ratio is typically the highest for
children of the lowest reading ability (Allington,
1983). Furthermore, the research indicates that
teachers are spending inadequate amounts of
time on direct comprehension instruction. A
study completed (Durkin) concluded that
teachers used either workbooks or textbook
questions to determine a student's
understanding of content, but rarely taught
students "how to comprehend."

7.  Both NRP and Duke and Pearson (2002) agree
that explicit teaching, including an
explanation of what and how the strategy
should be used, teacher modeling and
thinking aloud about the strategy, guided
practice with the strategy and support for
students applying the strategy independently
are the steps needed to effectively teach any
comprehension strategy.
 Comprehension is what it’s all about!
 Reading comprehension – and how to teach
it – is probably the area of literacy about
which we have the most knowledge and the
most consensus.
 It is also probably the area that gets the least
attention in the classroom.

8. Engagement Motivation
ComprehensionPerformance

9. “Effective classroom
teachers are the only
absolutely essential
element of an
effective school.”
 Allington & Cunningham, 1997

10. 1. During the discussion, teammates place their chip in
the center each time they talk. They cannot talk
again until all team members have placed a chip in
the middle.
2. All teammates pick up their chip and begin again.
 Round 1: How do you engage your students?
 Round 2: How do you define rigor?
 Round 3: What does engaging instruction look like?

13. For Words Comprehension
Mosaic of
Thought
Vocabulary

15. What Works:
Ample Time
for Reading
Provide time for
sustained reading
(the “Zone”)
Allow Students
choice in selecting
the reading
material
Match students
and text to ensure
success
Encourage
multiple readings
of text (with
different purposes)
Explicit
Instruction
Teach strategies
successful readers
use to
comprehend
Model and
demonstrate
strategy use
Provide time for
guided practice
Use authentic text
to practice
strategies
Peer and
Collaborative
Learning
Teach students to
explain things to
each other
Establish goals for
success
Teach students
how to collaborate
Use peer teaching
to reinforce
instruction
Time to Talk
About
Reading
Encourage
students to express
their own thoughts
Use whole class,
small group, and
pair discussions
Embed strategy
instruction in the
discussions
Ask literal, critical,
and evaluative
questions

17. Strategy: Questioning
› Ask Questions Throughout the Reading
Process
- Blooms

18. https://www.teachingchannel.org/videos/
analyzing-text-brainstorming

19. m.socrative.com
Join room 980994
Type response to question(s):
How will you be able to use the
Bloom’s flip chart with your students?
How will you use the flip chart to
differentiate instruction?

20. Conversation about the
texts students read
Literate conversations
mimic the conversations
real readers in the real
world have about real
books they really want to
talk about!
Conduct discussions with
readers as conversations –
not interrogations.
Model types of
connections readers
make
(T-S, T-T, T-W).
Arrange for students to
have literate
conversations in small
groups.

21.  http://www.youtube.com/watch?v=YDP
75I1b5Do

22. Lesson
Plan
Template
Mini
Lesson
Examples

23. What
• Inclusion
activity
• Opener (for
day, class
period, etc.)
Why
• Builds
community
• Gets
everyone’s
voice in the
room
• Sets the norm
for respectful
listening
How
• On the Give
One, Get One
sheet, write
down answers
to the question
below. Be
prepared to
share your
ideas.
What makes informational text difficult for students
to comprehend and for teachers to explicitly
teach?

24. 24
Why Explicitly Teach Informational
Text Strategies?
Once students leave high school, 90%
of their reading will be informational
reading.
Only 10% will be reading for pleasure.

26. There are five text structures found in expository
text.
Compare /
Contrast
Problem /
Solution
Descriptive
Sequence
Cause /
Effect
These strategies need to be explicitly taught to students in
order for them to learn the strategies needed to extract the
most important information from the text.

27. 27
Schools purchase a single
reading source for students –
the textbook.
Textbooks are often two or
more years above the
average reading level of the
students (Chall & Conard,
1991; Budiansky, 2001).

28. Independent Level 96%- 100% Accuracy
with good
comprehension and
fluency
“Just Right”
Instructional Level 90-95% Accuracy Students can read with
teacher support and
instruction
Frustration Level < 90% Accuracy “Too Hard”

30. Fountas and Pinnell’s
leveling list
Level It
iPad app
($4.00)
Procedure to Level
Books
Text
Complexity
by
Scholastic

31. Small Groups
Guided Reading
Ability grouping
Literacy centers
Whole Group
Read-alouds
Modeled reading and
writing
Mini-lessons
Shared reading/writing
Independent
Independent reading and
writing activities
Teacher-Student
Reading/Writing workshop
Reading/Writing
conferences

33. “Most educators believe that vocabulary
instruction is critical in any classroom. The
issue is not whether we should have
vocabulary instruction, but how to make
that vocabulary instruction have meaning
beyond assigned word lists.”
Inside Words: Tools for Teaching Academic Vocabulary Grades 4-12, Janet Allen,
2007.
33

34. Language – Vocabulary Acquisition and Use
L4. Determine or clarify the meaning of unknown and
multiple-meaning words and phrases by using context
clues, analyzing meaningful word parts, and consulting
general and specialized reference materials, as
appropriate.
L5. Demonstrate understanding of word relationships
and nuances in word meanings.
L6. Acquire and use accurately a range of general
academic and domain-specific words and phrases
sufficient for reading, writing, speaking, and listening at
the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge
when considering a word or phrase important to
comprehension or expression.

35. The following vocabulary instruction is not
supported by research :
copy definitions
draw a line from the word to the definition (matching)
write sentences using the words
look-up the definitions in a dictionary
memorize definitions
use context clues for unknown words when there is little
contextual support

36. Vocabulary instruction
should focus on critical
words
Different types of words
require different types of
instruction
Active engagement
improves learning
Effective vocabulary
instruction does not rely
on definitions alone
Teaching word parts
enhances
understanding
Repeated exposure is
essential

37. Not all terms are
of equal
importance
Identify the
most critically
important terms
for a given
subject area

38. Strategically select a relatively small number (3-10 per
reading selection) of words for explicit instruction.
Select words that:
are unknown
are critical to
the meaning
will likely be
encountered
in the future
(Archer, 2008)

39. Tier 3
Less common
Content specific
algorithm, velocity
Tier 2
Sophisticated vocabulary
Common in oral language &
written texts
mobilize, industry, naïve,
contemplate
Tier 1
Most basic
Very common (high frequency words, sight words)
Usually do not require explicit instructional attention to
meaning
car, water, walk, man…
(Beck, McKeown, Kucan, 2002)

41. Johnny Harrington was a kind master who
treated his servants fairly. He was also a
successful wool merchant, and his business
required that he travel often. In his
absence, his servants would tend to the
fields and cattle and maintain the upkeep of
his mansion. They performed their duties
happily, for they felt fortunate to have such a
benevolent and trusting master.
(Kohnke,2001, p. 12)

42. required
tend
maintain
performed
fortunate
benevolent

45. Use illustrations
or videos to
visualize the
word
1. Choose word (tier II)
2. Explain Meaning
3. Repeat word several times
Day 1:

46.  Students fill in the statement using the term:
When something smells bad, we might say
that it smells ____ (terrible). When we watch
a very bad movie, we might say that the
movie was ______ (terrible). When our
parents make us eat broccoli, some of us
might say that it tastes _______ (terrible).
When a storm is very strong and destroys
trees and homes, we say that the storm was
______ (terrible).
Day 2:

47. Students act out the term: Make a face that
shows me what you would look like if we
smelled something terrible, like rotten food.
Kids make a face. Show me how you would
look if you hurt your arm and it felt terrible.
Day 2:

48. Day 2:

49.  Engage students in a read aloud
where students identify the
vocabulary words as they are read.
Day 3:

50. terrible
Select one
term for the
concept
wheel –
terrible
Brainstorm
what kids
know about
the word and
its meaning.
Write the
word in the
first
quadrant.
Think of
three more
key ideas
about the
word to add
to the
graphic
organizer
Day 4:

51.  Anchor Charts or Posters - Have students created their own anchor charts based on the academic
vocabulary learned during the week.
 Examples vs. Non-examples
 Questioning – Have students answer questions such as “Would you prefer to have terrible day or an ordinary
day?” or have students create examples from a question such as “What is something terrible that someone
might do?”
 Real Life Experiences – Have students experience real life examples of the terms and respond accordingly in
writing. For example, if you are studying “more than” and “less than” in math, set up a center with student
weight items on a scale and respond, “_______________ weighs more than _________________.” Etc.
 Pantomime – Have students show how the vocabulary terms would be acted out such as “How an eagle
soars.”
 Storytelling – have students tell stories including the vocabulary terms.
 Synonyms and Antonyms – Have students find synonyms and antonyms for the academic vocabulary terms
they are studying.
 Illustration – Have students illustrate the academic vocabulary terms.
 Word Search – Have students look through books to find the terms.
 Substitution – Have students find places in their own writing or in other literature where they could substitute
the new term for one that is already there.
 Hands-on Activities – provide opportunities for students to discover new understandings with hands-on
activities.
 Real World – Have students find real world examples of the terms.
 Problem Solving – Provide students with a real world problem involving the academic vocabulary term, and
have them work with a partner to solve it.
 Transfer/Multiple Meanings – Provide students with opportunities for them to transfer their learning of the new
word so they understand what the same term may mean in math, science, social studies, reading or writing.
 Commercial – Have students create a commercial or a pamphlet of the term.
 Technology – Have students use technology to create a visual representation of the vocabulary terms.
Day 4:

52. Tell what you know about the
word…
Day 5:

53.  Use a student notebook for learning
terms
 Modify notebook format for grade levels

54.  www.wordle.net
 http://www.tagxedo.com/

55. Before
Reading
• Pre-teach
essential
words(Tier 2)
During
Reading
•Repeated
exposure to
words
•Interacting
with rich
text
After
Reading
•Enhance
vocabulary
through
connections
and active
involvement
with words

57. Grade 2 Vocabulary Video
 https://www.teachingchannel.org/videos/impr
oving-student-vocabulary?fd=1
Dr. Anita Archer Podcasts
 http://www.scoe.org/pub/htdocs/archer-
videos.html
My Protopage with more examples
 http://www.protopage.com/evans.jennifer#Un
titled/Language

58.  Turn and Talk:
What was
done well?
What can be
improved?
What will you
implement?

59. •Jigsaw Activity (Guided Highlighted
Reading, Vocabulary Book, Word Tree,
Word Sort)
What
•Divides the work; Allows smaller groups
to become “experts”Why
•Each team reads their assigned activity.
•Develop a brief overview of the
activities and why use them. Share with
large group.
How