Text Coding

Report
Text Coding
A SIMPLE READING STRATEGY THAT EVERYONE
CAN DO!
PRESENTED BY:
TOBY CASELLA
ALLISON SANDOR
NEIL GOLDMAN
JAMEA ELZY
Objective for this session:
 Acquire and apply a reading strategy that can be
used for any text in your class.
Story Impression
 critically
 text coding
 strategy
 symbols
 jotted
 comprehension
 engagement
Was your impression correct?
 There is a simple reading strategy that
is a way to get students to think about a
piece of text critically. Text coding is a
strategy that instructs students to use
letters and symbols that they jot down
while reading a text. Not only does it
increase comprehension, but also
student engagement.
Introduction
 How do I get students to critically read a textbook
chapter?
 How do I make sure they are prepared for a class
discussion based on what they read?
 What strategy can I use to help students interact with the
textbook?
 My study guide questions aren’t cutting it…now what?
Text Coding is the Answer!
 Text coding is a reading strategy that will enable
students to do the following:

interact meaningfully with printed text.

prepare students for class discussions.

make notes of thinking while reading.

comprehend more deeply what is being read.

engage students in their textbook reading.
Reading is a 3 Step Process
 Before

Story Impressions
 During

Text Coding
 After


Story Impressions
revisited
Text coding
Coding the Text
 What: A metacognitive strategy that helps
students monitor their comprehension while
reading.
 Why: Some students tend to “stray” while reading
a text, especially if the content is difficult. Coding
helps students “stay” with the text. Students
monitor their own understanding as they read in
order to fix problems as they occur.
How to “Text Code”
 Create codes for the students
to use, based on desired
responses and characteristics
of the assigned material. (See
bookmark)
 Model how to use the codes
 The students read the material
and code by using sticky notes.
Code Breakdown
Symbol
Explanation
?
Question
!
Shocking/Surprising
*
Main Idea
V
Vocabulary Word
A
Agree
D
Disagree
What Do I Need and How Do I Grade This?
 Materials:



Reading material for your
class (length my vary)
Sticky notes cut into strips
Text coding worksheet to
keep track of students’
thinking (included in your
binder)
 Grading:
Essay prompt for test
 Formative assessment
 One-on-one tutoring
 Project prompt
 Test review prompt

Modifications
 Carousel Group
Work Activity



Have students write their
most profound code
explanation on a full post-it
Have students post
anonymously their
explanation on poster paper
Split students in small
groups, have them select
their favorite coding
explanation from each poster
and discuss for 5 minutes
 V.I.P. (very
important point)
 While reading, place a sticky
note near information that you
feel is a KEY point
 You can only use the 3-5 pieces,
therefore you have weigh them
against the points you already
marked.
 When deciding between two
points ask yourself:
 Are these new points as
important as what has come
before?
 Are they more important?
Ideas
 Put a poster up of the codes
you will use
 Start off with a few codes
and add more as students
get used to the strategy
 See article for discussion
ideas
 Combine with the story
impressions strategy


Varied grouping
Covers all 3 “phases” of
reading
Is this an intervention or a strategy?
 Well, if you use it with your whole class it is a
strategy.
 If you use it with a small group based on a need, it is
an intervention.
 If you use it with an individual student based on a
need, it is an intervention.
Model Text Coding
 Look at the motorcycle
repair manual handout.
 Write down at least 3
codes as you read.
 Brainstorm:



List one piece of text that
your students will be
reading in the next
quarter.
How will you incorporate
this strategy into that
reading?
Write down any further
questions, comments,
concerns you might have.
Reference
 Strategies That Work: Teaching
Comprehension for Understanding and
Engagement by Stephanie Harvey and Anne
Goudvis

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