reading+group

Reading Group = = **UNRAU- Chapter 2 Overview** 

This chapter deals with strategies and factors that affect student motivation to read. Most of the content in the chapter involves getting to know your students, giving them choices and relating texts to their interests.


 * Intrinsic Motivation ** consists of the internal tendency to seek challenges or explore curiosities.
 * Extrinsic Motivation ** is performance based on rewards or punishments.

Student Factors Contributing to a Students Motivation to Read

Student Identity Expectation and Self-efficacy Goals and Task Values Reading Skills and Knowledge Textual Connections  Teacher Factors Contributing to a Student's Motivation to Read

Teacher Engagement Achievement-related Instruction Classroom Community Autonomy Support Assessment and Reward System



**Chapter 4**
In this chapter Unrau discusses ways we can assess readers through diagnostic teaching. She presents decision making steps, compares formal & informal methods of assessments, and discusses methods of discovering levels of comprehension and assessing appropiate texts for readability. //**__Diagnostic Teachers__-**// examine students work for signs of healthy, productive thinking that leads to correct understanding and good solutions, but also look for signs of conceptualizations and problem-solving procedures that are unproductive and ineffective.

//**Diagnostic Decision-Making Steps**// 1. Student's Identity, History, Goals, Values, & Interests [they come 1st] - could fill out a Student Info sheet, and/or be active in their life 2. Expected Level of Reading - level of difficulty a text presents to a reader 3. Assessment of Students' Reading Capacity - where are their ability levels at, can they engage, can they learn the content? 4. Class Literacy Profile - provides overview of reading level to be taken into consideration when designing lessons 5. Teaching Strategies and Resources - provide students with the opportunity to use these [ex: Double Entry Journal, Retelling, Think-Alouds, Note taking, etc.] 6. Diagnostic Teaching - compatability between students' reading capacities and course texts 7. Instructional Monitoring, Modification, and Recommendations - observe students, judge the effectiveness of strategies being used and their acquisition of subject-matter knowledge

//**Formal Assessments**//
 * norm-referenced tests vs. criterion-referenced tests
 * valildity & reliability
 * SEM
 * //Informal Assessments//**
 * Authentic
 * miscue analysis
 * running records
 * curriculum-based measurement
 * retellings
 * comprehension think-alouds
 * interviews
 * Group Reading Inventory

Chapter 6

Unrau presents numerous strategies to help students comprehend what they are reading. Unrau believes that “Without strategies that enable readers to make connections between their own background knowledge and new text, readers are less likely to activate information that will help them organize and comprehend new knowledge” (p179). The strategies that Unrau presents help students connect background knowledge to learning and construct methods which can and must be stored for long term memory and ultimately become accessible for students when needed.

Here are some of the strategies that Unrau presents:

· Students write before and after reading · Pre-reading: students write their responses to questions or develop their own questions (get readers thinking about text) · Reading: Students answer questions through comprehension · Post-Reading: Student writes down new questions (integrate new knowledge) · Responses are usually 150-200 words.
 * Double Entry Journal:**

· Generate statements about subject, and allow students to react to these statements through discussion. Try to get students to connect knowledge to these statements.
 * Anticipation Guide:**

· Students: · Predict · Read text · Discuss their accuracy
 * Directed Reading Thinking Activity**

· What do students know (K) Pre-reading · What do students want to know? (W) Pre-reading · What did students learn? (L) Post-reading · 3 phases 1: Create initial associations What comes to mind when you hear, see? 2: Reflect on initial associations: What made you think of 3: reformulate knowledge: Based on discussion...do you have any new ideas?
 * K-W-L Chart**
 * Pre-reading Plan (PreP)**

· Predict-map or diagram; based on title, headings, subtitle, etc\ · Locate- students check off familiar concepts and put (?) next to unfamiliar concepts · Adding-Students add words and phrases to unfamiliar concepts to capture meaning, or elaborate on familiar concepts · Note-Note new understandings
 * PLAN**

=Organizing Knowledge =

· Organize by o Topic o Sentence (state key and supporting concepts)
 * Outlines**

· Reference at top of page · Right Column: Space for notes from reading · Left Column: Questions generated by reading
 * Note Taking**

· Cluster maps (6.4) o Visual arrangements of terms, events, people, etc · Characteristic maps (6.5) o Target term-then branch off into different characteristics · Process organizer o Organizes a process · Cause & Effect · Problem-solution-evaluation
 * Graphic organizers**

Chapter 3 Overview
In chapter 3, Unrau discusses how readers create (construct) meaning as they read text. A similar process occurs as we listen to people speak. He also details the qualities possessed by a "good" reader. In addition, the inner process of reading is outlined.

Key points:
Students will construct a variety of meanings from the same text. Having a group discussion after reading may clarify students understanding.

There is a mythic group of qualities that make up a good reader including high speed processing of words, however, point by point this myth is debunked. Increasing speed and only focusing on key words simply decreases comprehension and retention.

Good readers are instead defined by having good metacognitive skills. They are constantly thinking about what they are reading, linking it to their knowledge base.

Good readers monitor their comprehension, they do not allow pages to pass without understanding them.

Good readers rate the importance of information being passed to them by the text.

Good readers make inferences and text them while reading (p. 68, Unrau, 2008).

Generally, good readers are using a variety of metacognitive skills at any time while reading, and are active comparing their understanding with other possible interpretations.

Reading Process Model
Definition: Implicit (knowledge of the process) understanding of reading process

Having an understanding of this model gives instructors some insight into possible solutions to students reading problems.

Students have personal theories of reading. Example: one student believes that there is only one meaning of a text, another believes that they create a personal meaning from the text. The latter student is more likely to access the text.

Key points for instructors seeking improvements in student comprehension
For construction of schemas that aid in reading comprehension and speed, students need to read frequently. Students need to do this until automatic processing develops and becomes normal for the individual.

Until this happens, students will not have enough working memory to create much meaning.

Encourage students to create their own meanings

Conduct full class discussions on the meaning of texts

Teach students to monitor their own comprehension while reading, and to reread confusing material if needed

Work constantly to improve vocabulary.

Use student to student discussion of meaning more frequently than student to teacher discussion of meaning

=Demo Lesson: K-W-L Chart =



= =




<span style="font-size: 120%; font-family: 'Comic Sans MS',cursive;">According to Gersten, Fuchs, Williams, & Baker (2001) “Good readers are strategic and struggling readers can become better if they learn to use strategies appropriately (p. 179). Giving students an array of strategies to use can help them become better readers as they become more comfortable and confident with ways to increase understanding. The more strategies we give our students and the more we observe them utilizing these strategies, the better we get at helping students solve problems they face, especially problems with learning (Unrau, 2008). Unrau (2008) believes that “how well the resources and tools work to enable readers to make sense of the text that influences their motivation to continue reading-and to enjoy it-or stop” (p.47). Using strategic instruction with content area reading can positively influence students’ motivation as it is empowers and motivates students to become engaged during instruction (Guthrie, Wigfield & Vonsecker, 2001).

<span style="display: block; color: rgb(0,255,0); font-family: 'Comic Sans MS',cursive; text-align: center;">What do you know? || <span style="display: block; font-size: 200%; color: rgb(0,197,255); font-family: 'Comic Sans MS',cursive; text-align: center;">W <span style="display: block; color: rgb(0,197,255); font-family: 'Comic Sans MS',cursive; text-align: center;">What do you want to know? || <span style="display: block; font-size: 200%; color: rgb(255,0,255); font-family: 'Comic Sans MS',cursive; text-align: center;">L <span style="display: block; color: rgb(255,0,255); font-family: 'Comic Sans MS',cursive; text-align: center;">What did you learn? ||
 * <span style="display: block; font-size: 200%; color: rgb(0,255,0); font-family: 'Comic Sans MS',cursive; text-align: center;"><span style="font-size: 26pt; color: rgb(0,255,0);">K

<span style="font-size: 130%; color: rgb(255,0,255); font-family: 'Comic Sans MS',cursive;">Demo Lesson: Read Write Pair Share

<span style="font-size: 12pt; color: rgb(0,0,255);">Fisher, Brozo, Frey, Ivey. 50 Content area strategies for adolescent literacy. //Read-Write-Pair-Share.// New Jersey: Pearson Education, Inc.

4- Share: The teacher invites large-group discussion, which is much less intimidating after having just shared with a partner.
=== //*In addition, I will use visuals within the Spanish text to help students understand the meaning. This will aid in exploring the meaning of a foreign language some students in the class may never have studied* //===

<span style="color: rgb(0,0,0);">**Cornell Note Taking Method**
<span style="color: rgb(0,0,0);">As stated by Unrau, the short term (working) memory of many students is taxed while reading, especially while reading new, challenging material. Due to this, their comprehension is lessened and they may feel frustrated by the material. This method aids in reducing the strain on this system and increases long term retention.

=<span style="color: rgb(0,0,0);">Rationale =

<span style="color: rgb(0,0,0);">One of the most pressing problems in science education is lack of ability to access texts. Most students entering a eighth to twelfth grade science class will have little to no exposure to the material. For the vast majority of students to succeed in a science class, they **must** pre-read the text, so that the terms, concepts, and ideas presented in the lab or lecture on the following day are not new to them. Even a cursory reading of the text will benefit students. The issue is that a large number of students that I have observed and taught do not pre-read the material the night before the lecture or lab. This leaves them unprepared, and it is precisely the students who need exposure to the material the most who are the least likely to pre-read. There are a number of reasons for this. These often have a hard time reading to begin with, and are especially challenged by material describing complex, abstract concepts. The goal of introducing this method is to get the student to feel that they are doing something with the material, even if they struggle somewhat. They will produce a written product. Producing this document will aid them in both familiarizing themselves with the concepts presented and remembering them. One of the key benefits of this method is that it can show a student how much they are actually getting from the text, as well as providing a place to write down questions to ask the teacher.

<span style="color: rgb(0,0,0);">Primary Aim
<span style="color: rgb(0,0,0);">The primary aim of this strategy is to give students a way of recording their ideas and thoughts about (and from) a text. The note page is a written log of their reading comprehension, or lack of comprehension. It reduces the load on the short term memory, and provides a teacher, if the material is collected, insight into the students comprehension.

SQ3R- An adaptation of the method for reading.
 * 1. Record.** During the lecture or reading, record as many meaningful facts as possible are recorded.
 * 2. Reduce.** As soon after class as possible, ideas and facts are concisely summarized in the Recall Column. Summarizing clarifies meanings and relationships, reinforces continuity, and strengthens memory.
 * 3. Recite.** Most of the page is covered and the student tries to recall as much of the lecture or text as possible, using only what has been written in the Recall Column. This procedure helps to transfer the facts and ideas to the long term memory.
 * 4. Reflect.** The student's own opinion is distilled from the notes. This also has the effect of training the mind to find and categorize vital information, leading to more efficient memorization.
 * 5. Review.** The student reviews the notes briefly but regularly. Because of the highly condensed nature of the notes, the student remembers a significant amount of material.


 * 1) <span style="color: rgb(0,0,0);">**Survey - flip through the chapter or book and note the layout, first and last chapters or paragraphs, look at the headings used, become familiar with the reading. Pay close attention to how the text is structured, they are trying to tell you how important certain parts are.**
 * 2) <span style="color: rgb(0,0,0);">**Question** - Ask questions about the way the reading is structured and think about the questions you will need to keep in mind while reading. Think about whether or not you think the book is relevant or if it's current and if it suits the purpose of your study.
 * 3) <span style="color: rgb(0,0,0);">**Read** - read actively but quickly, looking for the main points of the reading - don't take any notes - you might want to read through twice quickly.
 * 4) <span style="color: rgb(0,0,0);">**Recall** - Write down the main points of the reading and any really important facts, and opinions that help support the main points. Also record the bibliographic details.
 * 5) <span style="color: rgb(0,0,0);">**Review** - repeat the first three steps over and make sure you haven't missed anything. At this point you might like to finalise your notes and re-read your notes or write down how the material you've just covered relates to your question or task.

Demo Lesson: Draft Reading & Graphic Organizers
Gallagher, K. (2004). //Deeper reading: Comprehension challenging texts, 4-12//. Portland, Main: Stenhouse Publishers.

Unrau, N. (2004). //Content area reading and writing: Fostering literacies in middle and high school cultures//. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.


 * Step by Step:**
 * 1.** Teacher gives brief timeframe of cartoon [relative current events].
 * 2.** Teacher puts cartoon onto overhead, ask students to read cartoon to themselves.
 * 3.** Teacher reads cartoon aloud to students.
 * 4.** Teacher hands out a worksheet and asks students to only fill out parts as we go thru them.
 * 5.** Step 1 on worksheet is to have students jot down all observations of cartoon in box labeled DETAILS.
 * 6.** Then split students into groups (3-5 in each). Have groups discuss & jot down their proposed answers to the 3 deeper reading questions to derive further meaning from the text.
 * What is the cartoon's purpose?
 * What point is the cartoonist trying to make?
 * What is left unsaid? What are the opposing views?
 * 7.** I will then draw the graphic organizer on the board. Center circle will say CHIMP CARTOON with other circles protruding from it.
 * 8.** Teacher calls on students randomly [or has volunteers] to give me words/phrases that they think may sum up the main ideas and issues they have now derived from their understanding of the cartoon. Fill in on board as students participate.
 * 9.** Finally, I will explain to the students how the strategy of rereading the cartoon and creating a clear visual organizing the main points allows them to better undertand the text purpose or meaning. [Deeper reading questions and collaberation of discussion were also tools used within this lesson].