Chapter 8 and 9 PPt

Diagnostic & Corrective Reading
• John was on his way to school.
• He was terribly worried.
• He thought he might not be able to control the classes.
• It was not a normal part of a janitor’s duties.
Comprehension Questions
1. Why was Glis fraper?
Ans. Because she had denarpen Farfie’s mardsan.
2. What did Glis plimp?
Ans. A mardsan binky.
3. Who jubbled in the gorger when Glis sparved the binky?
Ans. Farfie.
A Mardson Giberter for Farfie
Comprehension Questions
4. What did Farfie bof about the mardsan binky?
Ans. “That’s a crouistish mardsan binky.”
5. Why didn’t Glis whank Farfie his giberter?
Ans. Because his mardsan was on Stansan.
What does this tell us about
comprehension (and the reading
process in general)?
Get out a piece of paper and brainstorm using the
RoundTable structure what good readers do.
Select one idea as a group and put on a post-it.
Stand and Share
• Review what readers do Before, During, and After Reading!!
• Discuss the implications for teaching.
• Debrief
• Place a checkmark or highlight those considered
informational, expository or nonfiction.
85% of what students read beyond
elementary school is expository, yet 8090% of what is read in elementary school
is narrative.
Lesson learned: We need to make sure
students are prepared for this type of
Fold a piece of paper hotdog style.
On left side write Give One.
On the right side write Get One.
List (on Give One/left side) why informational text
reading is more challenging than narrative.
• Factors within the Reader- schema, interest, & attitude.
• Factors within the Environment- home, community, &
• Factors within the Text- text structure, text features
(including electronic), writing style- readability, technical
Anything in the text which is not a part of the
main body of the text.
• They often explain something in the text which might be
confusing or they elaborate on something in the text.
• They are on most standardized tests.
• On science standardized tests the question is often only
answered by the feature.
• With an elbow partner complete an
ABC graphic organizer on text
features p. 38 HO.
• Print Features
• Graphic Features
• Organizational Features
• Informal Assessments
• Informal reading inventories (IRIs), like DRA
• Miscue Analysis
• Running records
• Retelling
• Think-alouds
• Cloze Test
• Maze Test
• Rubrics
• Computer programs- STAR/AR/SRI
Did you know that walruses, seals, and sea lions are all in the
same animal__________? They love water and have bodies that
are designed to make __________ easy. Their torpedo shaped
bodies slide smoothly __________ the ocean, which helps them to
__________ for their food in the water.
Focus on …….
Did you know that walruses, seals, and sea lions are all in the
same animal f________? They love water and have bodies that
are designed to make
s___________ easy. Their torpedo-shaped bodies slide smoothly
th_______ the ocean, which helps them to h__________ for their
food in the water.
Focus on…..
Did you know that _alruses, seals, and sea lions are
all in the same animal _amily? They love _ater and
have bodies that are designed to make _wimming
easy. Their torpedo-shaped _odies slide smoothly
_ _rough the ocean, which helps them to _unt their
food in the water.
• Like a cloze but the student is given three options to choose
• Did you know that walruses, seals, and sea lions are all in the
same animal (family, mansion, truck)?
New ppt
• With an elbow partner look at Heather’s
Scholastic Reading Inventory (SRI) Report.
• What can you identify as her strengths
and/or weaknesses?
• How would this information help you as a
• Now look at Heather’s DRA 4-8 (she read
a Level 40 text- fourth grade)- white score
• What can you identify as her strengths
and/or weaknesses?
• How would this information help you as a
•Which tool was more helpful for
instructional purposes?
DRA 4-8 Training
• Intrinsic
• Extrinsic
Discuss with your elbow partners how
are these different?
• Interest- choice, ownership, opportunity,
• Confidence- success, recognition, selfefficacy
• Enjoyment- excitement, culture
• Page 39 HO.
• Access to books
• Choice in reading materials
• Variety of texts/genres
• Social Interaction with Peers
Provide books based on students’ cultures.
Utilize books with chronological story line.
Avoid books with idioms.
Chose a theme they can connect to (adjusting to moves; being
different; fitting in, etc.)
Teach with books that relate to survival.
Use predictable text.
Choose books with picture supports.
Engage in repeated readings and dramatic retellings.
1. Read p. 187 on retellings.
2. Review Partner Retelling Checklist HO- p.40 and
Retelling Reflection HO- p. 41.
3. Decide who will do the retelling, who will complete
the Partner Retelling Checklist, and who will observe
the process.
4. Read the Paper Bag Princess.
5. Do Retelling.
• Literal (Right There and Think & Search): found on the
• Inferential (Think & Search and Author & Me): read
between the lines
• Critical (Author & Me): require analysis and synthesis
• Evaluative (On my Own): require beyond words on a page
and reasoned opinion
1. What happened to Elizabeth after she told Ronald
he was a bum and she didn’t marry him?
2. Who was Elizabeth going to marry?
3. Why did Elizabeth not marry Ronald?
4. How did Elizabeth outsmart the dragon?
1. Character Map- p. 42 HO.
2. K W L S- p. 43 HO
Teach in context
Use easy reading material
Choose a strategy appropriate for the material
Use informational text
Explicitly teach a strategy
Reader practices under supervision with feedback
Have the student verbalize (think aloud) the steps in
the strategy, explaining when it should be used
Teaching strategies is not enough…if the
goal is independence are we sure students
use what we have taught independently?
• See example- pp. 203-204
• “Our Mysterious Universe”
• The Life Cycle of Stars
Modeling Prediction Strategy Attributes
using p. 45.
Typically done in small guided groups and whole
• Previewing, Predicting, and Learning from Text
Features- Think Sheets
• Word Alert! (Remember Phonics Terms)
• Text Feature Wall- Becomes a Literacy Center
• P. 46 HO
• Note relationship to strategy attributes tally
• This occurs at end of a unit (2-6 weeks)
• Teacher models and coaches students in writing
• Monitoring of plans occurs during IR
Talk with an elbow partner about why
independent reading is important.
• Link between time spent reading and reading
achievement (Gardner, 2001; Gottfired, 1990;
Guthrie, Wigfield, Metsala, & Cox, 1999).
• Positive relationship between wide reading and
vocabulary acquisition (Anderson & Nagy, 1992).
• Students who do not read in their free time often lose
academic ground, even if they were not initially
remedial (Mullis, Campbell & Farstrup, 1993).
• Independent reading is an opportunity for
assessment (Worthy, Broaddus & Ivey, 2001).
• In-school free reading promotes reading
comprehension (Krashen, 1988).
• Students involved in SSR programs have better
attitudes toward reading and read more
(Arthur, 1995).
The National Reading Panel (NRP, 2000)recommended that SSR
be done at home and not at school because there was not
enough evidence supporting the impact on fluency.
Result: Independent reading has been eliminated from many
school days and left to be done at home.
What are some obstacles to
successful IR?
1. Students read inappropriate material (too hard, too
easy, stuck in genre).
2. Students do not read (eyes pass the page. Reading
as decoding only. Lack strategies to self-monitor).
3. Students lack purpose (lack of
4. Not always valued by teacher (or administrator).
• Access to appealing books (kids want to read)
• An environment where you want to read
• Encouragement
• Follow-up activities
• Time to read
(Pilgreen, 2000)
• Read
• Relax
• Reflect
• Respond
• Rap
Show DVD- HO
Status of Class p. 47 HO
Conference Form p. 48 HO
Response Log p. 49 HO
Student Folder- show Heather’s
Let’s try it!
• Using the Books at the center of the
table and HO p. 50.
• Try R5 in class

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