Reading Action Plan: Cole Harbour District High School Cross­Curricular Reading Strategies Prepared by Cole Harbour District High School Staff Members Page 1 of 85
Introduction to Reading Strategies Reading is a complex, multi­dimensional process. Immersing all students, in all subject areas, in meaningful and engaging texts underlies all educational curricula. As the literacies of our world have expanded, so too have our understandings of what we mean by texts. This current notion of texts in has broadened to include media, musical, visual, technological, informational (including graphs, charts, maps) and numerical texts. It is also a widely held pedagogical belief that one is not truly, fully engaged in the reading process unless one is reading critically. The development of critical reading skills (the meaning­making, inquisitive interaction with texts) in students is necessary if they are to be fully educated and achieving curriculum outcomes. The learning processes of writing, viewing, speaking, other ways of representing and listening are all inextricably linked in this process of reading. A literate person is one who reads, understands, makes meaning, knows and can express what he/she knows. An environment seeped in the wonders of reading is desirable if one is to invite students into a reading positive climate. It takes a whole school effort, including a cross­curricular integration of the valuing of reading, to create this climate. Providing students with high interest, age and reading level appropriate texts is paramount to enfranchising their love of reading. It is widely recognized that there is no one best way to teach reading, but there are many strategies that can be used to develop thinking skills that can be used to improve reading ability. It must be understood that although each of the seven reading strategies we have highlighted are presented here in isolation, it is our intention that once we are all familiar with using these in the courses we teach that they will be integrated into our programs in more holistic ways. Although introducing each of these strategies may seem redundant to most of us because they are strategies we already incorporate in our best teaching practices, it is important to note that making explicit what we may already do implicitly is critical to bringing increased reading levels for our students to the forefront. Making the teaching of reading a conscious effort on the part of all teachers is central to seeing our students’ literacy levels improve. An enriched learning environment for all of our students, where each student maximizes his/her reading ability is a goal to which we strive. Modeling reading, valuing reading, sharing reading, highlighting books and other texts, providing time for reading, planning for reading and making reading fun are all conditions we can create to help realize this goal. Page 2 of 85
READING Reading is a construction of meaning from written text. It is an active, cognitive and affective process that involves complex thinking. Most researchers agree that skilled readers pay attention to three basic cueing systems which must interact fluently for readers to access meaning from print. The semantic cueing system (background knowledge) The syntactic cueing system (patterns of language) The graphophonic cueing system (letter sound relationships) Effective teachers help students learn reading strategies using cueing systems automatically, confidently and independently. Page 3 of 85
Reading Strategies Strategy # 1: Accessing Background Knowledge Strategy # 2: Predict What Will be Learned or What Will Happen Strategy # 3: Determine the Most Important Events and the Relationship Between Them Strategy # 4: Extract Information from Text, Charts, Maps and Illustrations Strategy # 5: Summarize What Has Been Read Strategy # 6: Make Inferences and Draw Conclusions Strategy # 7: Reflect and Respond Page 4 of 85
Reading Strategy 1 The following graphic organizers and teaching tools are used with strategy # 1. These can be found at the back of the handbook in the Appendix. Brainstorming Pre­reading Vocabulary Awareness Chart Page 5 of 85
pages 59, 60 page 58 page 84 Reading Strategy 2 The following graphic organizers and teaching tools are used with strategy # 2. These can be found at the back of the handbook in the Appendix. Concept Map Brainstorming Know­Wonder­Learn (KWL) Seeing Both Sides Page 6 of 85
page 68, 69 pages 59, 60 page 72 pages 79, 80 Reading Strategy 3 The following graphic organizers and teaching tools are used with strategy # 3. These can be found at the back of the handbook in the Appendix. Brainstorming Cause/Effect Frame Response Logs/Reflective Journals Series of Events Chain SQ4R Page 7 of 85
pages 59, 60 pages 61, 62 pages 76, 77 page 82 page 83 Reading Strategy 4 The following graphic organizers and teaching tools are used with strategy # 4. These can be found at the back of the handbook in the Appendix. Concept Circles Semantic Mapping/Webbing Series of Events Chain Venn Diagram Listen­Sketch­Draft Paper Bag Presentation Question Answer Relationship Page 8 of 85
pages 66, 67 page 81 page 82 page 68 page 73 page 73 page 74 Reading Strategy 5 The following graphic organizers and teaching tools are used with strategy # 5. These can be found at the back of the handbook in the Appendix. Cause/Effect Frame Debate Paper Bag Presentation Problem/Solution Outline Role Play Writing Discussion Note Taking Oral Presentations Compare/Contrast Response Logs/Reflective Journals Seeing Both Sides Page 9 of 85
pages 61, 62 page 68 page 73 page 75 page 78 page 78 page 70 page 70 page 70 page 65 pages 76, 77 pages 79, 80 Reading Strategy 6 The following graphic organizers and teaching tools are used with strategy # 6. These can be found at the back of the handbook in the Appendix. Response Logs/Reflective Journals Writing Paper Bag Presentation Seeing Both Sides Cause/Effect Frame Character Attributes Web Compare/Contrast Problem/Solution Outline Venn Diagram Page 10 of 85
pages 76, 77 page 78 page 73 pages 79, 80 page 61, 62 page 63 page 65 page 75 page 68 Reading Strategy 7 The following graphic organizers and teaching tools are used with strategy # 7. These can be found at the back of the handbook in the Appendix. Collaborative Summaries Fact Finder Response Log/Reflective Journal Seeing Both Sides Know­Wonder­Learn Writing Compare/Contrast Page 11 of 85
page 64 page 71 pages 76, 77 pages 79, 80 page 72 page 78 page 65 Reading Strategy # 1: Accessing Background Knowledge Page 12 of 85
Reading Strategy # 1: Accessing Background Knowledge Access Background Knowledge: Skilled readers actively integrate what they know about the world, language and print conventions to build understanding of the text. Rationale: Background knowledge and prior experience is critical to the reading process. Students’ background knowledge can be accessed using a number of different teaching strategies. Some that work well are: Brainstorming prior knowledge Pre­reading statements to engage students in the text and to check for understanding Predicting what the text is about Determining vocabulary awareness Relating personal experiences to the text Making connections to other texts (including film, television, novels, newspaper, music, and other students’ experiences) Sharing connections with one another Page 13 of 85
Reading Strategy # 1: Accessing Background Knowledge In Math Topic: Terminology Pre Reading Instructional Activities: 1. Graphic Organizer: Students complete vocabulary awareness chart (See attached) 2. Word Sort: Teacher lists key words from the chapter and asks the students individually or in groups to sort words into logical groups of two or more justifying this decision. Sorts can be OPEN (any classification is possible) or CLOSED (words should be sorted within the context of the class). Students are expected to justify / explain their decisions. 3. Concept Map: Have students use the concept map to help them understand terms. Page 14 of 85
Reading Strategy # 1: Accessing Background Knowledge In Science Topic: Nutrition – using an article about Fat­free chips and Canadians who cross the border to purchase them. Pre Reading Instructional Activities: 1. Discussion: Discuss the questions “Why can’t we eat just one chip?” “What are the best chips (brands)?” 2. Anticipation Guides: Using the Anticipation Guide as a guide, discuss, based on the title, what they think the reading will be about? Talk about other items Canadians are crossing the border to get. Topic: Genetics – using the newspaper article: Was Dolly A Mistake? Pre Reading Instructional Activities: 1. Reading Assignment: Recalling previous studied class material on genetics, students’ knowledge and opinions on cloning will be extended through a reading and discussion of the article. As well, this article can be used to show students how an information article is structured. Page 15 of 85
Reading Strategy # 1: Accessing Background Knowledge In English Topic: Current events article on the NHL Lockout Pre Reading Instructional Activities: 1. Discussion: Teacher leads the class in a discussion of the salaries in professional sports and how students feel about them. Page 16 of 85
Reading Strategy # 1: Accessing Background Knowledge In Geography Topic: Types of maps and Geography Terms Pre Reading Instructional Activities: 1. Discussion: Lead students in a discussion about geography terms. Introduce geography morphemes, discuss meanings and related terms. 2. Graphic Organizer: Use a brainstorm geographic organizer to generate a vocabulary list related to geography with the class. Next, in pairs, have students complete a semantic map graphic organizer based on the brainstormed vocabulary. Group the words into different categories and justify the groupings. Page 17 of 85
Reading Strategy # 2: Predict What Will Be Learned Or What Will Happen Page 18 of 85
Reading Strategy # 2: Predict what will be Learned Skilled readers form hypotheses about what they are reading as they read and constantly adjust their assumptions accordingly. Rationale: Motivation and engagement in the reading task are essential for success. Reading is a construction of meaning from written text. It is an active, cognitive, and effective process that involves complex thinking. Instructional activities: Brainstorming Concept Mapping Know – Wonder – Learn Seeing Both Sides Page 19 of 85
Reading Strategy # 2: Predict what will be Learned In English Topic: Stereotyping in the Mass Media Pre Reading Instructional Activities: 1. Anticipation Guide: Teacher gives 4 to 6 simple open­ended statements for student response. Teacher leads students to choose concepts that challenge or support preconceived beliefs. 2. Directed Reading – Thinking Activity: Teacher shows overhead transparencies depicting stereotypes in the media. 3. Graphic Organizers: Brainstorming: As a class students generate a list of common stereotypes. Know­Wonder­Learn: Students then complete chart categorizing: what they know, what they want to know and what they still need to learn. 4. Response Logs: Students reflect in their journals on their prior knowledge, and preconceived assumptions of stereotypes. At this stage of the lesson students reflect on their peers’ assumptions and the constructions behind these assumptions. Page 20 of 85
Reading Strategy # 2: Predict what will be Learned In Business Management Topic: Contingent Workers and Benefits Pre Reading Instructional Activities: 1. Discussion: Discuss the questions: How do full­time employees differ from part­time employees? Do part­time/seasonal or contract employees deserve benefits? 2. Know­Wonder­Learn (KWL): Using the KWL Chart, students will record what they know about contingent workers and what they would like to learn about contingent workers. Page 21 of 85
Reading Strategy # 2: Predict what will be Learned In Child Studies 11 Topic: Through prediction and hypothesis, the students will be introduced to the different types of birth control methods (both male and female). Students will demonstrate the ability to differentiate between birth control methods. Students will also be able to compare and contrast the advantages and disadvantages of birth control methods and thus be able to make responsible decisions. At the beginning of each unit, students will read various materials on the different types of birth control methods. The information will be drawn from the text and applied to various activities and graphic organizers, which will help students predict what will be learned. Page 22 of 85
Reading Strategy # 3: Determine the Most Important Events and the Relationship Between Them Page 23 of 85
Reading Strategy # 3: Determine the Most Important Events and the Relationship Between Them Skilled readers continually analyze and evaluate text in order to establish key ideas or concepts and then make connections such as cause and effect, sequence, compare and contrast between them. Rationale: Reading is a construction of meaning from written text. It is an active, cognitive and affective process that involves complex thinking. Background knowledge and prior experience are critical to the reading process. Assessment and evaluation of the development of reading processes informs instruction and is vital to student success. Social interaction is essential in learning to read: instruction about text promotes students’ understanding. Instructional activities: Brainstorming Graphic Organizers Cause and Effect Debate Discussion Extension Activities (collage, poster, cartoon, model, scavenger hunt, portfolio) Know­Wonder­Learn Note Taking Oral Presentation Response Logs/Reflective Journals Role­Play Survey, Question, Read, Recite, Review, Reflect View Videos Writing: Paragraph, Essay, Creative, Response, Commentary, Letter, Research Project, Precis Page 24 of 85
Debate Discussion Know­Wonder­Learn Students state what they know about a topic and what they want to find out prior to reading and what they have learned from the text after reading. Teaching the Activity: 1. Before reading/viewing Students brainstorm what they already know about the topic. (Done as whole class, or small groups of 3­5 students.) Teacher, whole class or students (small groups) record ideas on overhead or sheets under “What We Know” column and “What We Wonder” column. Students formulate questions about disputed ideas and place those questions in the “What We Wonder” column on their strategy sheet. 2. During reading/viewing Students read text to confirm or revise knowledge, and seek answers to questions. 3. After reading/viewing Students share what they have learned in small groups or with the whole class Responses are recorded on chalkboard or overhead. Teacher also helps students clarify points and categorize new information. Students revise individual strategy sheets with shared information. Students reflect on their learning by writing statements on what they learned, what they didn’t mention in the text or what they still wonder. See graphic organizer. What We Know (K) What We Wonder (W) Page 25 of 85
What We Learned – Still Need to Learn (L) Extension Activities (Collage, Poster, Cartoon, Model, Scavenger Hunt, Portfolio) Page 26 of 85
Note Taking Role Play Page 27 of 85
Oral Presentations Page 28 of 85
You’re the Critic / Film Reviews For the end of each week, you are to watch a movie of your choice (unless otherwise instructed). After you watch the movie, you are to do a review of the film you watched. You are going to be the film critic. You are to answer the following questions after each movie you watch. Your presentation should be organized as follows: 1. Provide a brief summary of the film. (Two or three sentences are fine; you don’t need to include a lot of details. For example, you might summarize the film Titanic by saying, “This film is a classic love story set on the only voyage Titanic ever made. The young woman involved, who is played by Kate Winslet, comes from a high society family. Meanwhile, the young man, played by Leonardo Di Caprio, is poor and traveling in third class. Their relationship is intensified by the fact that the ship is sinking.”) 2. State your opinion of the movie. What are its strengths and weaknesses? Provide specific examples (scenes, situations) from the film. (About Titanic, you might say, “Overall, I really liked this movie. For one, I’m a die­hard romantic, so I really got involved in the story. I loved the way that the photographs at the end showed how Rose went on to do everything she and Jack had talked about together – like riding a horse in California. Also, I thought the filming was beautiful. I really liked a lot of the shots. For example, I loved the aerial shot at the beginning that panned the whole length of the ship. It really gave you a feeling of how big the ship was! I also really liked the scene with all of the china floating in the dining room. As far as weaknesses go, I didn’t like the fact that this movie gives us a distorted view of history. It was a really nice story, but it was obviously fictional.”) 3. With which character(s) do you most identify? What are the main personality traits of this (these) character(s)? (About Titanic, you might say, “I really identified with Jack. He’s a free spirit. He doesn’t have any money, but he’s traveled all over the world looking for adventure. Maybe he finds more adventure than he wants on the Titanic, but he’s strong and true to his principles.”) 4. In your opinion, what was the director’s intention or message? (Of Titanic, you might say, “I think that James Cameron wanted to show he’s king of the movie world. No, seriously, I think he wanted to provide some great blockbuster entertainment while at the same time recreating one of the most famous sea disasters in history. Actually, I’m really glad that Jack died at the end. If he had lived, this story wouldn’t be tragic. It would just be another Hollywood movie.”) 5. Finally, give the movie a “thumbs up” or “thumbs down”. (Obviously, Titanic gets the thumbs up.) Page 29 of 85
Writing: Paragraph, Essay, Creative, Response, Commentary, Letter, Research, Project, Precis Page 30 of 85
Reading Strategy # 3: Determine the Most Important Events and the Relationship Between Them In Art Topic: Sculpture Goal: To explore and interpret varying pieces of sculpture and materials used. Instructional Activity: Slide presentation; hands on sculptured pieces. Students will critically examine the methods used in sculpturing. They will utilize opportunities to interpret what message various artists may be trying to communicate to individuals. Final Product: Each student will produce a piece of sculpture. Question/Answer Relationship: Sharing Ideas This organizer will help students to better understand how the messages in various pieces of sculpture are subject to varying interpretations. Teaching the Activity: The teacher will use a slide presentation to provide the students with a visual way to observe how sculpture has evolved. Students will be asked to record personal observations as each slide is shown. Following the presentation students will meet in small groups to discuss these observations. Each group will be given two slides to discuss. The teacher will then ask the students to handle specific pieces of sculpture on each table. The teacher will ask each student to create his or her own piece of sculpture based on a specific idea/theme. Page 31 of 85
Reading Strategy # 3: Determine the Most Important Events and the Relationship Between Them In English Topic: The Short Story Goal: To explore how an author uses the short story to get his message to the reader. Instructional Activity: Reading and Discussion Students will be asked to read a short story and then complete a problem/ solution outline sheet as a way of analyzing the story. Final Product: Each student will be asked to write their own short story on an idea of their own choosing. Problem/Solution Outline: This organizer will enable students to understand that a short story flows from a beginning, middle, and an end. Teaching Activity: 1. The teacher will read a short story to the class. 2. The teacher will follow this with the class sharing ideas to complete an example of the problem/solution outline. 3. The teacher will provide a second short story to be read aloud. Each student will then independently complete a problem/solution outline sheet. 4. The teacher will then lead a class discussion when student share their personal interpretations. 5. The students will select a short story from one of several provided by the teacher, read it silently and then complete a problem/solution outline sheet to be passed in to the teacher. Page 32 of 85
Reading Strategy # 3: Determine the Most Important Events and the Relationship Between Them In CLM/PAL Topic: Contraception Goal: To heighten awareness of the importance of practicing safe sex. Instructional Activity: Pre/post questionnaire: Discussion Students will be asked to complete a questionnaire to enable them to understand personally what is truth and what is myth regarding the use of contraception. These will then be collected and will be returned following the instructional period. Final Product: Students will complete a post questionnaire and compare their results with the pre questionnaire. Brainstorming: Sharing Ideas and Opinions This organizer will enable students to gain insight into their own understanding of the uses of contraception and how these compare with their peers. Teaching Activity: 1. The teacher will have students initiate ideas and questions within their groups (each group will have one recorder). 2. The teacher will have a guest speaker from the health field who will talk about this topic. 3. The guest speaker, having previously reviewed the students pre responses will address their understandings as to fact and myth. Page 33 of 85
Reading Strategy # 4: Extract Information from Text, Charts, Maps and Illustrations Page 34 of 85
Reading Strategy # 4: Extract Information from Text, Charts, Graphs, Maps and Illustrations Skilled readers are able to obtain and interpret information from a large variety of expository text structures. Rationale: Reading is a construction of meaning from written text. It is an active, cognitive, and affective process that involves complex thinking. Students need to learn how to read critically. The use of multiple resources and a wide variety of texts foster student interest and learning. Instructional Activities: How to Read a Text Concept Circles Semantic Mapping Listen­Sketch­Draft Jigsaw Page 35 of 85
How to Read a Text When you know how to read a textbook, you will better comprehend and remember what you have read. Textbooks are set up so that much of the organizational aspects of reading have already been completed. There are three important learning tools you can use to enhance reading: Scan by reading subtitles, words in bold and italic print, summaries, charts and review questions. Read with a purpose. Review by scanning the material to check your comprehension. Scan Scanning gives you a quick overview of the material you are going to read. To scan, read the title, the subtitles, and everything in bold and italic print. Look at the pictures, graphs, and charts, go over any review questions, and read any summaries. Scanning provides you with a great deal of information in a very short amount of time. It provides you with an information framework of topics and main ideas which will make it much easier to read, understand, and remember the more detailed information. Read When your reading has a purpose, your comprehension improves and it’s easier for you to stay focused. To give your reading purpose, try turning each bold faced subtitle into a question. Keep your question in mind as you read, and when you finish the section, see if you can answer the question. Your question will give you something specific to look for, and it will help keep your mind from wandering. Before you start to read a section, look to see if there are any vocabulary words, names, places or events in bold or italic print, and then ask yourself, “Why is this word, place, or event, important?” You should be able to answer this question and any review questions when you have completed your reading. Review Taking a few extra minutes for review will make a huge difference in what you are able to remember later. When you review, it reinforces the information you have read so you will be better able to remember it. To review, go back to the beginning and go through the same process you did when you scanned the material. This time, as you read each section, briefly restate the point of each section using your won words. As you look at the vocabulary words and the words in bold and italic print, think about what they mean and why they are significant. It is beneficial to review everything again a day or two later. Then, when you go to study for a test you will be amazed at how well you already know the material! Page 36 of 85
Jigsaw Students work independently and in small groups to read and summarize texts in order to better understand the material that is being read. 1. Choose a text (a chapter or section) 2. Each student should have a copy of the entire chapter or section being read 3. Divide the chapter into five or six logical sections 4. Divide your class into the same number of groups and number the groups 5. Assign each group one section of the text to read and understand. Group 1 gets the first section; group 2 gets the second section, and so on. Each student in the group reads the section individually. The group then discusses the section using a “who, what, where, when and why” framework. The group agrees on the main points and makes notes. 6. Students move to new groups which include one person from each of the original groups. Each section of the text is now represented by an expert. Each student teaches the others the main point of the section of their text and each student takes notes on each section. 7. Students then return to their original expert groups, share notes, and summarize the entire text. Page 37 of 85
Reading Strategy # 5: Summarize What has Been Read Page 38 of 85
Reading Strategy # 5: Summarize What Has Been Read Skilled readers organize and analyze information in order to identify key issues and main ideas. Rationale: Reading is a construction of meaning from written text. It is an active, cognitive and affective process that involves complex thinking. Instructional activities: Cause and Effect Debates Paper Bag Presentations Problem/Solution Outline Role­Play Writing Discussion Note­taking Oral Presentations Compare/Contrast Response Logs/Reflective Journals Seeing Both Sides Graphic Organizer
Page 39 of 85
Reading Strategy # 5: Summarize What Has Been Read In Biology Topic: Cell Transport Goal: To help students understand the similarities and differences between various methods of cell transport. Instructional Activity: Compare/Contrast Organizer 1. Reading Assignment: Students have read Chapter 4 on Cell Transport. 2. Graphic Organizer: Use a compare/contrast organizer to show the similarities and differences between the various methods of cell transport. 3. Discussion: Teacher facilitated discussion on methods of cell transport used in the graphic organizer. Compare/Contrast A comparison­contrast matrix is used to show similarities and differences between two or more things (people, places, events, concepts, processes, etc.) Readers compare and contrast the target concepts listed across the top of the matrix according to attributes, properties, or characteristics listed along the left side. Key frame questions: What items are being compared and contrasted? What categories of attributes can be used to compare and contrast the items? How are the items alike or similar? How are the items not alike or different? What are the most important qualities or attributes that make the items similar? What are the most important qualities or attributes that make the items different? In terms of the qualities that are most important, are the items more alike or more different? Page 40 of 85
Reading Strategy # 5: Summarize What Has Been Read In Global History Topic: Arab­Israeli Conflict Goal: To help students demonstrate their awareness of the issues involved. Post­Reading Instructional Activity: Problem/Solution Outline 1. Discussion: Use pre­determined questions, along with a short vocabulary list and maps of the region. Discuss the terms and pinpoint strategic areas on the map. 2. Problem/Solution Outline: Use this outline to demonstrate their awareness of the problem, review attempted solutions, along with the results and outcomes. Students can examine the end results (if any exist) and offer suggestions for other possible results and outcomes. Problem/Solution Outline The problem/solution outline graphic organizer depicts A problem Attempted solutions Outcomes associated with the attempted solutions, and the end result It works equally well with narrative or informational text to display the central problem in the story or the problem­ solution text pattern. Key frame questions: What is the problem? Who has the problem? What is causing the problem? What are the effects of the problem? Who is trying to solve the problem? What solutions are attempted? What are the results of these solutions? Is the problem solved? Do any new problems develop because of the solutions? Page 41 of 85
Reading Strategy # 5: Summarize What Has Been Read In Career and Life Management (CLM) Topic: Sexuality and Sexual Decision­Making Goal: To help students see both sides of the issues involved. Instructional Activity: Seeing Both Sides 1. Reading Assignment: Students have read the scenarios given to them regarding sexual decision­making. 2. Graphic Organizer: Use the “Seeing Both Sides” worksheet to help students weigh out their decisions regarding their assigned scenarios. Seeing Both Sides This activity provides a discussion tool which helps students look at both sides of an argument or issue. Teaching the Activity: 1. The teacher models activity on the overhead with whole class by posing a question/statement about a piece of text. 2. The students discuss with a partner thoughts that support the question/statement and thoughts that are against the question/statement. 3. The teacher asks for one thought which supports the question/statement and records it on the overhead. 4. The teacher asks for one thought which is against the question/statement and records it on the overhead. 5. The teacher continues recording, alternating thoughts which support and thoughts which are against the question/statement. 6. After all the thoughts have been recorded the students are asked to make a decision after discussing the ideas presented with their partner. 7. Each pair of students share their decision and state the reasons for it. 8. Students may write individual responses based on their own ideas and those gained from the group. Page 42 of 85
Reading Strategy # 5: Summarize What Has Been Read In Science 10 Topic: Role playing different aspects within each of the units of the Science 10 curriculum. Goal: To help students internalize concepts from the course. Post­Reading Instructional Activity: When beginning each new unit, students read the chapters in the textbook for the present unit and then role­ play the present or upcoming topics to help them devise a written script to help explain the topic that they read. Examples of the role­play situations per unit: Physics: Dramatization of a car accident Chemistry: Act out the Ozone Reaction Ecology: Act out Ecological Population Weather: Act out the preserved impact of severe weather systems using scientific evidence from the text Role­Play The story is dramatized by the students using the text and dialogue as a play script. Many commercial scripts are available. Sound effects can enhance the story. Actors role­play as they read from the story. For instance, the teacher might act as one of the characters or as an interviewer and one or more of the students act as the characters. The teacher might pose questions like: Why did you…? What were you thinking when…? What do you think would happen if…? Let’s pretend that we are the… Page 43 of 85
Reading Strategy # 6: Make Inferences and Draw Conclusions Page 44 of 85
Reading Strategy # 6: Make Inferences and Draw Conclusions Skilled readers elaborate on ideas by evaluating information. They make assumptions and judgments based on their understanding. Rationale: Reading is a construction of meaning from written text. It is an active, cognitive and affective process that involves complex thinking. Background knowledge and prior experience are critical to the reading process. Social interaction is essential in learning to read: instruction about text promotes students’ understanding. Reading and writing are interconnected. Instructional activities: Debate What’s in a name? Role Plays Response Logs/Reflective Journals Position Paper Paper Bag Presentation Extension Activities (collage, poster, cartoon, model) Portfolios Helpful Graphic Organizers Seeing Both Sides Cause and Effect Character Web Compare and Contrast Problem/Solution Outline Venn Diagram Page 45 of 85
Reading Strategy # 6: Make Inferences and Draw Conclusions In Global History Topic: Vietnam War Goal: To determine if the United States of America should have participated in the Vietnam War. Instructional Activity: Position Paper Students will critically examine the Vietnam War – arguments for and against American participation. They will judge and evaluate the information they have read and make an informed decision. Final product: Students will write a 350 word essay in which they take a position on the topic and explain the reasons for their decision. Graphic Organizer: Seeing Both Sides This organizer will help students to look at both sides of the topic. Teaching the Activity: 1. The teacher models the activity on the overhead with the whole class by posing a question/statement about the reading on the Vietnam War. 2. Students discuss with a partner thoughts that support the question/statement and thoughts that are against the question/statement. 3. The teacher asks for one thought which supports the question/statement and records it on the overhead. 4. The teacher asks for one thought against the question/statement and records it on the overhead. 5. The teacher continues recording, alternating thoughts which support and thoughts which are against the question/statement. 6. After all thoughts have been recorded, the students are asked to discuss the ideas presented and take a position with respect to the question/statement. 7. Each pair of students shares their position with the class and states their reasons for it. 8. Students write individual position papers based on their own ideas and those gained from the group. Page 46 of 85
Reading Strategy # 6: Make Inferences and Draw Conclusions In English 10 Topic: Stephen King’s short story, “Strawberry Spring” Goal: To compare the serial killer in the story to the legend of Springheel Jack. Instructional Activity: Compare/Contrast Reflection Paper Students will examine the character of Springheel as created by Stephen King in the short story “Strawberry Spring” and compare him to the British legend of Springeel Jack. They will be able to suggest reasons King may have chosen to use the legend in his story. Final Product: The students will write a 1 page reflection in which they compare and contrast the story and the legend, and suggest reasons for King’s use of the legend. Graphic Organizer: Venn Diagram The organizer will allow them to see areas where the stories are similar and where they differ. Teaching Activity: 1. Teacher divides the class into groups of four. One third of the groups will look strictly at how King’s story differs from the legend, one third will examine how the legend differs from the story and one third will examine how the story and the legend are similar. 2. Students will need to consider as many similarities and differences as they can find. 3. Using an overhead, the teacher will construct a Venn diagram that the students can copy, and will then fill in the diagram using the feedback from the groups. 4. After examining how the stories are similar and how they are different, students will then discuss what King may have been trying to do by using the legend. 5. Students will produce a written reflection comparing and contrasting the story and the legend, and they will suggest reasons for King’s use of the legend in the story. Page 47 of 85
Reading Strategy # 6: Make Inferences and Draw Conclusions In English Topic: Novel Study: Lord of the Flies Goal: To review the meaning of the main symbols and images in Lord of the Flies novel. Instructional Activity: Paper Bag Presentation After the book is finished, this activity is available as one of several for the students to present to class. The student chooses 6­10 artifacts that relate to the story and puts them in a paper bag. S/he then asks a fellow student to blindly take out an object from the bag and hold it up for the class. The presenter student explains the meaning of the artifact and asks the class to add any further comments. This is a concrete and tangible way to review the main symbols in this novel study, especially before a test. The discussion helps the students draw inferences and increase their abstract, critical thinking skills. Graphic Organizer: Semantic Mapping/Webbing This organizer will help the students make notes related to each artifact/symbol. 1. The class would receive two copies of the organizer for all the important symbols, images that are used in the novel. 2. Students would place the word(s) for the artifact in a circle and add the word to explain the meaning. 3. The teacher uses an overhead of the graphic organizer at the end of the activity to sum up the discussion. 4. Students have the sheets to use as notes for study. Page 48 of 85
Reading Strategy # 6: Make Inferences and Draw Conclusions In Grade 10 PAL Topic: Physical fitness Goal: To determine if the student is physically fit. Instructional Activity: Compare and Contrast A short video plus a handout explaining the five components of Health Related Physical Fitness (muscle strength, muscle endurance, cardiovascular fitness, % body fat, and flexibility). The students will be instructed in 10 simple tests, two for each component of H.R. Fitness. They will be asked to do each of the ten tests. They will then compare their results to the charts to determine their level of fitness. Final Product: An “Individual Fitness Profile” from which they can make informed decisions about their own Personal Fitness. Graphic Organizer: Compare and Contrast This organizer will help students to compare their results to accepted healthy results: Teaching the Activity: 1. The teacher explains the purpose of the activity in a classroom setting and shows a short video on the Health Related components of fitness. 2. The teacher then demonstrates how each component is to be tested, giving clear guidelines on procedure. 3. The students then are broken into 10 groups and taken to the gym where they begin testing and recording results. 4. After all tests are finished the students return to class to tabulate their results and compare them to the accepted healthy standards. 5. The students then produce their own Fitness Profile in the form of a project. The project should identify strengths and weaknesses in fitness along with some reflection in the form of an essay as to how their present level of fitness was achieved. Page 49 of 85
Reading Strategy # 7: Reflect and Respond Page 50 of 85
Reading Strategy # 7: Reflect and Respond Skilled readers evaluate what they have read. Rationale: Motivation and engagement in the reading task are essential for success. Reading is a construction of meaning from written text. It is an active, cognitive, and affective process that involves complex thinking. Social interaction is essential in learning to read. Instruction about texts promotes students’ understanding. Students need to read critically. Instructional activities: Collaborative Summaries Compare and Contrast Fact Finder Response Logs/Reflective Journals Seeing Both Sides Writing: Paragraph, essay, creative response, commentary, letter, research project, précis Page 51 of 85
Reading Strategy # 7: Reflect and Respond In Biology Topic: Bio 12 Organic Chemistry Goal: To improve understanding and retention of the three major concepts of organic chemistry. Instructional Activity: Collaborative Summaries This strategy could be used to reflect on the end of any topic. After finishing the unit of work, put students into pairs to decide what the three major points in the unit were. Students will use classroom notes, textbooks, discussion and activities to support their choices, and must convince each other of their choices until they decide upon three. Pairs will reform into groups of four students who will then decide together what the three major points were (choosing between those previously decided upon). Deciding together what the major topics were should clarify in the students’ minds what the important concepts were in the unit, and should help the students to begin to review the unit. For the Organic Chemistry unit, these three major concepts could be bonding properties, the properties of macromolecules, and enzyme usage. Page 52 of 85
Reading Strategy # 7: Reflect and Respond In Chemistry Topic: Chemical Bonding Goal: To improve understanding and retention of concepts of chemical bonding. Instructional Activity: Fact Finder Strategy Prepare the class by first discussing chemical bonding by distinguishing between INTERmolecular and INTRAmolecular bonds. Assign the appropriate text resource reading material on the topic of intramolecular bonding. Students will be able to use the compare and contrast graphic organizer to record their findings on ionic and covalent bonds. They will now be able to visualize the similarities and differences that exist within the bonding continuum. They will develop a better understanding of the physical and chemical properties relating to both molecular and ionic solids. Next! Intramolecular bonds… Page 53 of 85
Reading Strategy # 7: Reflect and Respond In Entrepeneurship 12 Topic: Planning Your Ventures Goal: To enhance learning from other students. Instructional Activity: Reflective Journal Sheet Throughout the year students are asked to run three separate businesses. The teacher will oversee these to enhance their learning. After the students come up with an idea they will ask questions, state concerns and talk about their proposed business. Post activity the students will fill out their Reflective Journal Sheet (replace the word “topic” with “business”). They will then share these responses in an oral presentation form, thereby learning from others. Page 54 of 85
Reading Strategy # 7: Reflect and Respond In Exploring Technology Topic: Pros and Cons of Technology Goal: To explore and discuss the question: “Is technology good or bad?” Instructional Activity: Seeing Both Sides Students are to sit with a partner and use the graphic organizer to see both sides of the issue. Conduct a discussion where students will share their decision on the side they have chosen. This will allow the students to see both sides of the issue. Page 55 of 85
Reading Strategy # 7: Reflect and Respond In English Topic: Short Story Goal: To analyze and record the thoughts and feelings engendered by a short story. Instructional Activity: Writing, specifically in creative response form Graphic Organizer: Know­Wonder­Learn 1. Reading: Over a period of two classes students read a short story. In the first column of the graphic organizer each student can note the main ideas he/she obtained from the story. 2. Discussion: The class participates in a brief discussion to be sure everyone has an understanding of the story. Each student can record in column two of the graphic organizer the additional ideas or clarifications of ideas he/she gains from the group discussion. 3. Generating Ideas for a Creative Response: Now each student will fill in column three of the graphic organizer with the thoughts and feelings he/she has about the story. The previous two activities should ensure that the story has been clearly understood and therefore he/she may find it easier to come up with thoughts and feelings about it. 4. Writing a Creative Response: Each student will then write a creative response to the story. This should include the thoughts and feelings the story brought to their minds as listed in column three of the graphic organizer. This creative response must be in paragraph form. Page 56 of 85
Appendix Page 57 of 85
Anticipation Guide An anticipation guide is a pre­reading strategy designed to activate students’ background or prior knowledge surrounding issues or concepts. The guide is a series of statements about a particular text that the students are going to read. Students indicate whether they agree or disagree with the statements before reading and return to these statements and do the same after reading. Teaching the Activity 1. Review the text to identify major concepts or main ideas. 2. Choose concepts which support or challenge beliefs. 3. Create four to six simple statements. 4. The statements should be open­ended and allow for a variety of opinions or interpretations, rather than be true/false. 5. Decide on the order of the statements and a presentation mode (paper or overhead). 6. Present statements before students read the text. Students react to each statement by agreeing or disagreeing with it. 7. Poll students and then discuss each statement briefly. Encourage students to share opinions and give reasons. Discuss what the story may be about. 8. Students read the text silently, in pairs, or the teacher may read the text aloud. 9. Students record the author’s opinions regarding the statements in the guide. 10. After reading, students return to the statements to agree or disagree. 11. As an extension, students could cluster and write about one of the major concepts as presented in the statements. Page 58 of 85
Brainstorming Brainstorming is a procedure that quickly allows students to generate what they know about a key concept. Students produce lists of related words as a way to review a topic. This instantly makes them aware of how much they know about the topic. This generated list of words/concepts could be used as a source for other activities such as: semantic mapping teacher led group(s) independent work Brainstorming Page 59 of 85
Brainstorming Page 60 of 85
Cause/Effect Frame 1. 2. 3. 4. 5. 6. What happens? What causes it to happen? What are the important elements or factors that cause this effect? How are these factors or elements interrelated? Will this result always happen from these causes? Why or why not? How would the result change if the elements or factors were different? Cause and Effect Page 61 of 85
Cause and Effect Page 62 of 85
Character Attributes Web Page 63 of 85
Collaborative Summaries This strategy can be successfully used at the end of a unit to review and summarize information covered. Through this strategy students are expected to interact, talk through their knowledge with a peer, defend their ideas, persuade others, and in listening to others, incorporate ideas into their own thinking. Teaching the Activity: 1. All students are given 3 pieces of paper. Individually, the students write down the three most important things they learned in the unit. 2. After about 3 minutes students move into pairs. Pairs negotiate to come up with 3 points on which both agree. 3. After about 3­5 minutes move students into groups of 4 (2 groups of 2). Students again negotiate on the three most important points. In doing this there is a need to defend their point of view to convince others. The three most important points are written on a different colour of paper. 4. Each group presents its ideas. Page 64 of 85
Compare and Contrast Page 65 of 85
Concept Circles 1. A concept circle may simply involve putting words or phrases in sections of a circle. Then direct students to describe or name the concept relationship that exists among the sections. Europe Asia Africa North America Name the concept represented by each section in the circle. 2. A concept circle can also contain a section that does not relate to words or phrases in the other sections of the circle. Direct students to find the one that does not fit. walking will go ran between Shade in the section that does not relate to the words in the other sections. Then name the concept. (These are forms of verbs: the word “between” does not fit.) 3. A concept circle can also be modified by leaving one or two sections of the circle empty. Direct students to fill in the empty section with a word or two which relate in some way to the terms in the other sections of the concept circles. alliance treaty ? pact Add an example to the circle and name the concept. (Agreement, accord, contract) 4. Students may devise their own concept circles. Page 66 of 85
Concept Circle Page 67 of 85
Concept Maps Concept Maps are patterns or diagrams created to show and explain relationships. Students learn to label relational links appropriately. Debate Debate, a very useful tool, forces students to examine a topic or issue critically and not always from a popular position. Students are made to anticipate opposing arguments and to think quickly. Venn Diagram The students use a graphic with overlapping sets to compare and contrast concepts, facts, processes, outcomes, characters, stories, or settings. What’s in a Name? Students make judgments about the characters in a story and begin to weave a plot based solely on the names of the characters. Teaching the Activity 1. The teacher presents the names of the main characters in the story. 2. Students work in pairs to predict what those characters might be like, explaining their thinking/assumptions and what they base their ideas on. 3. Students work with a different partner and tell their version of the story. Read the story and have students confirm or reject their version as the story proceeds. Page 68 of 85
Concept Map Page 69 of 85
Discussion Evaluate and aid in vocalization and communication of various concepts and topics with predetermined questions. Note Taking Encourage the reader to analyze the information that they are reading and the teacher then strategizes and takes out and selects the main points and ideas. Students should look for SIGN POSTS that highlight key information. Some key SIGN POSTS are: Bold text text Highlighted text Arrows Quotations Footnotes Side Bar Comments Oral Presentations Present individual findings to the class on selected reading material(s). Page 70 of 85
Fact Finder This activity emphasizes reading for information. It requires that students gather facts and organize them around important ideas. It places a premium on accuracy as students reconstruct the author’s message. With a strong factual base, students will work from a common and clearer frame of reference. They will then be in a position to elaborate thoughtfully on the text and its implications. This is a highly structured activity and therefore should be used sparingly as a training strategy – perhaps once a week at most. Teaching the Activity: 1. Prepare students for reading: clarify key concepts; determine what students know and don’t know about particular content to be studied; build appropriate background, give direction to the reading. 2. Assign a text selection: 500­900 words in the middle grades (approximately five to seven minutes of silent reading); 1000­2000 words for high school (approximately ten minutes). Provide a general purpose to direct reading behaviour. Direction: Read to remember all you can. 3. As students finish reading, have them turn books face down. Ask them to tell what they remember. Record it on the board in the fashion in which it is remembered. 4. Help students recognize that there is much that they have not remembered or have represented incorrectly. Simply, there are implicit inconsistencies which need correction and further information to be considered. 5. Redirect students into their books and review the selection to correct inconsistencies and add further information. 6. Organize recorded remembrances into some kind of an outline. Ask guiding, nonspecific questions: “What were the important ideas in the assigned reading?” “Which came first?” “What facts on the board support it?” “What important point was brought up next?” “What details followed?” 7. Extend questioning to stimulate and analysis of the material and a synthesis of the ideas with previous learnings. Page 71 of 85
Know­Wonder­Learn What We Know (K) Main Ideas in Story What We Wonder (W) Additional Ideas/ Clarifications from Group Page 72 of 85
What We Learned – Still Need to Learn (L) What I Think and Feel About the Story Listen – Sketch – Draft The students sketch the main idea from the part of the story that they have read or heard and summarize the key points. This may be done several times during a story and may be used as a basis for a written response at the end of the story. A piece of paper is folded in half lengthwise and divided into 8 boxes. On the left side of the page, the students draw what they’ve read and on the right, they write a sentence to summarize that part. Name:________________ Sketch: Draft 1. 2. 3. What I noticed about my thinking Paper Bag Presentation After reading a book, or finishing a unit, students choose 6 – 10 artifacts that relate to the story and put them in a paper bag. Students show each artifact and explain its relevance to the text (See page 48 for a practical application.) Page 73 of 85
Question/Answer Relationship Teaching the Activity: This activity should be modeled by the teacher to demonstrate examples of the four QAR categories. Given sufficient practice students will be able to generate their own QARs. 1. Make an overhead of the four QAR categories (see examples) or put them on chart paper. 2. Discuss the connection between the four QAR categories and what skilled readers do. 3. Introduce the activity, QARs, and explain how this is going to help them with their reading. Four Categories of Question/Answer Relationships In the Text 1. Right there – The words used to create the question and the answer are in the same sentence. What did… Who did… How many… What was… Who are… Define… What does…mean What kind… 2. Think and Search – The answer is found in different parts of the text. Words to create the question and answer are not in the same sentence. How do you… What are three or four… What happened to… What happened before/after… How many times… What examples… Where did… In My Head 3. Author and You – The answer is not in the text. Use what you know to decide what the author wanted you to believe. Why did… If you were a/an… Why do you think… What would you do if you were… Which character would you like to be…Why? What part of the text made you angry/smile/sad? Why? What was the most important event/idea in the text? Why? What do you feel the author is trying to tell? 4. On My Own – The answer is not in the text. Tell what you think. Have you ever… If you could… If you were going to… In your opinion… Do you agree with…Why? Do you know anyone who… How do you feel about… Page 74 of 85
Problem/Solution Outline Problem Who had the problem? What was the problem? Why was it a problem? Solutions Attempted Solutions Result/Outcomes 1. 1. 2. 2. 3. 3. End Results Page 75 of 85
Response Logs/Reflective Journals A journal or response log can be used in all content areas. It is a place where one focuses on the process more than the content. This learning is often shared with a partner and/or with the class. The sharing makes the student accountable for his/her own learning. Teaching the Activity: At any point during the day students can be asked to respond in their learning logs. 1. Prereading entry Ask students to write questions, concerns, knowledge about a topic prior to reading. (e.g. “Tell me everything you know about snakes.”) 2. During reading entry When reading to the students, the teacher can pause and ask students to write a response or a prediction about what they think is going to happen next. These predictions are shared with a partner and then with the class. The teacher reads on and students confirm or alter their predictions. When reading silently or listening, students are encouraged to take notes on things that were of particular interest to them (e.g. quotes, dialogues, changes in a character’s behaviour). Again, these responses can be shared with a partner prior to moving into a class discussion of the text. 3. Post reading entry Ask students to write what they learned about a topic or something that surprised them about the text. Modifications: Use log entries to start discussion, to summarize lessons, to brainstorm ideas, to clarify questions, to express opinions, or to summarize teacher directions. Suggested Response Log/Journal Prompts: I think… I wonder… I predict… I find… I suspect… I notice… I admire…because… I don’t like…because… This character makes me feel… I think this character is… because… This chapter is… The part where…reminds me of… My favourite part is when…because… I am surprised by… A part I find confusing is… I would change…because… I feel… Page 76 of 85
Response Logs/Reflective Journal Name: _________________________ Date: __________________ Topic: __________________________________ What did you like about this topic? _____________________________________________________________ _____________________________________________________________ ______________________________________________ How is the topic related to other concepts/subjects/topics you have learned? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ What did you find surprising about this topic? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ What do you think is important about this topic? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ What more would you like to know about this topic? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Page 77 of 85
Role­Play The story is dramatized by the students using the text and dialogue as a play script. Many commercial scripts are available. Sound effects can enhance the story. Actors role­play as they read from the story. For instance, the teacher might act as one of the characters or as an interviewer and one or more of the students act as the characters. The teacher might pose questions like: Why did you…? What were you thinking when…? What do you think would happen if…? Let’s pretend that we are the… Writing The reading/writing connection is strong. Students should learn how to write in a certain style from reading and analyzing text written in a particular manner. Students should also use writing to express their thoughts and understandings gleaned from text they have read. Writing forms: paragraph essay creative response commentary research project précis Page 78 of 85
Seeing Both Sides This activity provides a discussion tool which helps students look at both sides of an argument or issue. Teaching the Activity: 1. The teacher models activity on the overhead with whole class by posing a question/statement about a piece of text. 2. The students discuss with a partner thoughts that support the question/statement and thoughts that are against the question/statement. 3. The teacher asks for one thought which supports the question/statement and records it on the overhead. 4. The teacher asks for one thought which is against the question/statement and records it on the overhead. 5. The teacher continues recording, alternating thoughts which support and thoughts which are against the question/statement. 6. After all the thoughts have been recorded the students are asked to make a decision after discussing the ideas presented with their partners. 7. Each pair of students shares their decision and states the reasons for it. 8. Students may write individual responses based on their own ideas and those gained from the group. Page 79 of 85
Page 80 of 85
Semantic Mapping/Webbing 1. Students brainstorm a key topic. These associations are then grouped into categories, labeled, and developed into a map where words are clustered to distinguish relationships among them. 2. As students read the text, they check the kind of information presented and add new parts to the web. Page 81 of 85
Series of Events Chain Page 82 of 85
Survey, Question, Read, Recite, Review, Reflect (SQ4R) SQ4R stands for Survey, Question, Read, Recite, Review and Reflect. It is an effective study skill used to enable students to understand and retain information needed from content based texts. Students should have some experience with skimming (reading quickly to get the general ideas), scanning (looking only for special information) and using study guides. Teaching the Activity: 1. Students observe as the teacher models the strategy and follow along in the text as (s)he demonstrates. 2. The teacher models the study skill and involves students in the generation of questions and answers. 3. Students work in small groups using the strategy. 4. When confident, students can use the study skill independently. Before Reading Survey ­ Make an overview. Look at the title, headings and subheadings. Read the introduction. Skim the words in bold or italic print, maps, pictures, captions and side­bars. Read the summary. Question ­ Turn the title, headings and subheadings into questions. Use the “5W” page approach. When Reading Read ­ Read the passage looking for answers to your questions. Recite ­ After Reading Review ­ Reflect ­ Recite the answers to your questions. Write them down as notes. Go over the passage again. Review the main idea and any details you will need to remember. Did my pre­reading thinking correspond to the information in the text? Do I understand the text? Page 83 of 85
Vocabulary Awareness Chart It is a table of pre­selected words from the text that the teacher determines may be problematic for the students. It allows students to consider their familiarity with the terms. This can be used in conjunction with a dictionary or glossary. Vocabulary Awareness Chart Vocabulary Knowledge Can Define Have Seen/Heard Don’t Know It At All Vocabulary Use Use It A Lot! Use It Sometimes Don’t Use It Much Page 84 of 85
Works Cited Program Services Department, School District No. 44. North Vancouver: School District No. 44, 1999. Acknowledgements The staff of Cole Harbour District High School recognizes and values the use of Reading 44, School District No. 44 (North Vancouver) in compiling this teacher resource. As well, special thanks are due all staff in taking the time to prepare this material and for sharing samples of their classroom practice. Page 85 of 85