Reading

QT Elements R.S 2.3 Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts. RS 2.5 Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretations of ideas, information and events. R.S 2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes. ** Indicators: Students ** · Contribute to class summary after reading · Make inferences about ideas implicit in text · Interpret basic maps, charts, diagrams, graphs, photographs, other still or moving graphics. · Identify elements such as main characters, setting and events in a variety of literary texts. · Retell and discuss interpretation of texts read, with attention to main ideas and supporting details in factual texts. · Relate information to accompanying graphics. · Read aloud using appropriate stress, pause and intonation. · Skim text for overall meaning. · Use a range of automatic monitoring and self-correcting methods when reading, eg rereading, reading on, pausing. ||
 * DK || DU || PK || HOT || M || SC || EQC || E || HE || SS || SSR || SD || BK || CK || KI || I || <span style="display: block; font-family: "Century Gothic"; font-size: 10pt; line-height: 150%; margin: 0cm 0cm 0pt; text-align: center;">C || <span style="display: block; font-family: "Century Gothic"; font-size: 10pt; line-height: 150%; margin: 0cm 0cm 0pt; text-align: center;">N ||
 * ** Outcome: **


 * ** Reading group organisation ** ||   ||
 * Reading will take place 4 times a week for 30 minute sessions. Monday, Tuesday, Wednesday and Thursday. Tanja Webb will come in to classes and organise lessons to be taken with a guided reading group. Students have been placed in groups according to reading levels. On Monday Reading sessions Amanda Field will be in to work specifically with the Naplan Strategies group. ||  ||


 * ** Guided Reading strategies activity group with Tanja ** ||   ||
 * Guided reading session with Mrs Webb on appropriate book packs focussing in on various reading strategies. This group is being withdrawn into a separate room for explicit teaching of the reading strategies and comprehension of texts read. ||  ||


 * ** Naplan Reading strategies activity group ** ||   ||
 * Independently and or cooperatively, students work through Naplan based activities to expose them to the types of questions in Naplan based testing. There is time to go through answers and question with any of the teachers. ||  ||


 * ** Blue box Reading strategies activity group ** ||   ||
 * Independent Blue box reading comprehension cards. Students are levelled and work through a variety of cards which are of various different types of texts to decode and work out answers to. ||  ||


 * ** Modelled Reading strategies activity group ** ||   ||
 * During this time with me they will either be reading aloud to change their under desk reader or work through a comprehension reading strategy as modelled by me followed with an activity. ||  ||

Using connections: Text to self Text to text Text to world || Text to text - Text to world || Text to self Text to text Text to world || Imagery/imaging Visualization Organizing (when creating a visual through a graphic organizer) || Drawing conclusions Interpreting Making predictions (some writers regard this as an individual strategy) Reflecting on reading || Determining author’s message Utilizing knowledge of narrative or expository text features/structures Determining relevance || Monitoring meaning Getting the “gist” “Aha” experience (new insight) Searching and selecting Refining your thinking || Synthesizing Poster (PDF) || ** Monitoring and Repairing Comprehension ** || Monitoring understanding and knowing how to adjust when meaning breaks down || Applying “fix-up” or “fix-it” strategies “Look –Backs” (Duffy p. 109) || [|Fix Up Strategy T-Chart] (Word Doc) Fix Up Strategy T-Chart (PDF Version)  ||
 * ** Comprehension Strategy ** || ** Description ** || ** May be referred to or include: ** ||
 * ** Making Connections ** || Recalling prior knowledge and experiences to help construct meaning during and across reading as you develop ideas and concepts. (I use what I know to understand what I read.) || Activating
 * Making Connections || Good readers draw on prior knowledge and experience to help them understand what they are reading and are thus able to use that knowledge to make connections. || Text to self - Evaluation Tool
 * WiLearns (Wisconsin Literacy Education) - Making Connections || Children learning to read, or struggling readers, may move directly through a text without stopping to consider whether the text makes sense based on their background knowledge, or whether their knowledge can be used to help them understand confusing or challenging material. || This resource contains teaching/learning activities that can help children learn the reading strategy of making connections. ||
 * Guided Comprehension: Making Connections Using a Double-Entry Journal (Lesson Plan Grades 3-5) by International Reading Association  || NOTE: This lesson is intended as an introduction to the making connections strategy using a double-entry journal. With continued practice, students should be able to apply the strategy independently to other texts. || Classroom Strategy Posters:
 * ** Visualizing ** || Creating a mental image to help construct meaning || Creating mental images
 * [|Visual Imaging] (Saskatoon Public Schools, Online Learning Centre) || The practice of imaging or mentally visualizing objects, events or situations is a powerful process that assists students to construct meaning as they listen and read. || Description of strategy, possible adaptations and assessment considerations. ||
 * Visualization by Education World || Students are bombarded with the visual images on TV and video games. As a result, they often view reading as a passive activity. A simple technique -- visualization -- can help transform students from passive to active readers while improving their reading comprehension. || The technique can be taught using this simple, step-by-step strategy from literacy consultant Cathy Puett Miller. Included: Tips and resources for improving students' comprehension. ||
 * Visualizing Lesson Plan || Helping our students gain visualization skills is an important way to foster greater comprehension when reading. Struggling students' ability to monitor and evaluate their own comprehension is enhanced by mental imagery (Gambrell & Bale, 1986). When a breakdown in comprehension occurs, and a mental image cannot be visualized, students will become aware of the need for a fix-up strategy. || Visualization handout to assist students in applying this strategy ||
 * ** Inferring ** || Using prior knowledge and textual clues to draw conclusions and form unique interpretations || Reading between the lines
 * WiLearns (Wisconsin Literacy Education) - Inferring || The teacher stomps into the classroom, slams the door shut, and glares at the students. Undoubtedly every student in that room will make the same inference: the teacher is angry and upset. ... || This resources contains teaching/learning activities that can help children learn the reading strategy of inferring. ||
 * ** Determining Importance ** || Distinguishing between important and unimportant information to identify key ideas or themes || Determining topic and main idea
 * WiLearns (Wisconsin Literacy Education) - Determining Importance || The strategy of determining importance helps a reader make decisions as to what parts of a text deserve the most attention. Not all information presented by an author is of equal importance. || This resource contains teaching/learning activities that can help children learn the reading strategy of determining importance. ||
 * ** Synthesizing ** || Reviewing, sorting and sifting through information leading to new insight as thinking evolves || Taking stock of meaning
 * WiLearns (Wisconsin Literacy Education) - Synthesizing Information || The strategy of synthesizing is perhaps the culmination of the other five essential comprehension strategies. Synthesizing draws upon making connections, questioning, visualizing, inferring, and determining importance... || This resources contains instructional activities that can help children learn the reading strategy of synthesizing.
 * ** Fix Up strategies **
 * Fix Up Strategies ||  || A great handout that summarizes several fix up strategies. ||
 * ReadingLady.com Fix Up Strategies || Students will use Fix-Up strategies to monitor and repair comprehension while listening to and reading text. ||  Fix Up Strategies Lesson Plan (Word Doc.) or PDF Version )
 * ** Questioning ** || Asking questions before, during and after reading to deepen comprehension and focus attention on important components of text. || Clarifying meaning ||
 * Guided Comprehension Using QAR - Read-Write-Think || Students learn the types of question-answer relationships (QARs), identify where and how answers can be found, and demonstrate their understanding of the strategy. || NOTE: This lesson is intended as an introduction to the QAR technique. With continued practice, students should be able to apply the self-questioning strategy independently to other texts. ||
 * WiLearns (Wisconsin Literacy Education) - Questioning || Who? What? Where? When? Why? Asking questions is a normal procedure for finding out about the world, and proficient readers carry a questioning attitude into their reading. || The resources contains teaching/learning activities that can help children learn the reading strategy of questioning. ||
 * ** Additional Links and Resources ** ||  ||   ||
 * Literacy Matters || The Reading section provides an introduction to why reading is important in the content areas and information on strategic reading. ||  ||
 * Activating Prior Knowledge ||  || A poster. ||
 * Shared Reading Information and Strategies || * Before Reading Strategies
 * After Reading Strategies ||  ||
 * Created by Lori Kindrachuk (2007)
 * Sources: **

Duffy, G. (2003) Explaining Reading. New York, The Guilford Press. Harvey, S. & Goudvis, (2000) A. Strategies That Work.York, ME: Stenhouse McEwan, E. (2004) Seven Strategies of Highly Effective Readers. California. Corwin Press. Miller, D. (2002) Reading With Meaning. Portland, Maine. Stenhouse Publishers. ||