Z Score,T Score, Percential Rank and Box Plot Graph
Literacy Menu
1. Let’s Do Lunch: Using a
menu of reading
comprehension strategies
to plan effective lessons
Penn State
June 2012
2. Objectives
• To deepen our understanding of the
stages of the reading process:
before, during, and after reading.
• To enhance our understanding of how to
support all levels of readers at all three
stages.
• Select appropriate strategy instruction for
each stage of the reading process.
• Flexibly use a menu of options to plan an
effective lesson through all three stages
of the reading process.
3. Deeper Reading
Read the text, and then answer the
following questions:
1. What happened to Brown?
2. What did Daniel do?
3. How did the game end?
4. Who won the game?
4. Time to correct your
papers…
1. Brown was pulled viciously into the gully.
2. Daniel bowled a maiden over in his first spell.
3. The game ended when McArdle dived at
silly leg and everyone cried, “How’s
that!”
4. ?????
5. Planning Lessons to
Support Reading
Comprehension
Sequence your lesson involving
content-area reading according
to processing strategies:
• Before
• During
• After
6. Time for an activity
• With a partner, create a Word Splash on
chart paper with words and phrases that you
would associate with your stage of the
reading process.
• Add any activities you find successful for
this stage of the reading process.
• Be ready to share.
7. Literacy Lesson Planning Menu
After Reading Desserts
-Summarize and
connect learning for long term
memory -
25-word abstract
During Reading Entrees Carousel Brainstorming
- Support and Monitor Comprehension -
Get the Gist
Graphic Organizers
Before Reading Appetizers Connections, Points, & Questions Journal responses
Double/Triple Entry Journals Narrative Pyramid/Bio-Pyramid
-Activate Prior Knowledge-
Graphic Organizers Quick Writes
Admit slip Headings into Questions RACE technique—open-ended
Anticipation Guides Highlighting/Coding the text response
KWL QAR RAFTS
Prediction Word Scramble
Preview the Text—THIEVES Question the Author (QtA) Reciprocal Teaching
Preview/Preteach text structure Reciprocal Teaching Summarizing
Vocabulary Pre-teaching Scoring Comprehension Write Around/Silent Discussion
Strategies Word Splash
-List-Group-Label-Write
Support with Text Structures
-Possible Sentences Sketch to Stretch/Visualizing
-Word Sorts Talking to the Text
-Word Walls Text frames
-Concept Definition Map
Web Quests Think-aloud Bookmarks
8. Before Reading
THIEVES – Teach your students to “steal”
information from the text before reading.
T – Title
H – Headings
I – Introduction
E – Everything I know about the topic
V – Visuals and vocabulary
E – End of chapter/section questions
S – Summary (end of chapter)
http://www.readwritethink.org/classroom-resources/lesson-
plans/using-thieves-preview-nonfiction-112.html
9. THIEVES
• Use the sample U.S. History Chapter
on Jamestown.
• Use the THIEVES graphic organizer
to help you to preview T-H-I-E-V-E-S.
• Reflect: How would this help
your students before reading?
10. Possible Sentences
Before & After
• Activates background knowledge of
content concepts
• Engages students with use of new or
unfamiliar vocabulary
• Develops the reading skill of
prediction
• Improves overall comprehension
www.adlit.org
11. Possible Sentences
• Model, Model, Model – Show students how
to use two or more of vocabulary words you
have pre-taught to create sentences.
• Possible sentences should predict what the
article MIGHT tell us about our topic.
• During reading, highlight instances where
the vocabulary words are used.
• Revisit their possible sentences after
reading to decide if they were TRUE or
FALSE.
• As an extension, have students
rewrite the FALSE sentences so
they are true.
12. Possible Sentences
YOUR TURN…
• Try writing two or three possible
sentences.
• What if your students need some
extra scaffolding…
• Crisis Example
• Reflect…How does this strategy
support comprehension?
13. Responding to a Text in
Writing – The Open-ended
Response
• Do you ever assign essays or give essay
questions on a test?
• Are there other situations where students
must be able to construct a written
response?
• What do students need to know and
be able to do to write a quality
essay or open-ended response?
14. RACE Technique
• R – Read the question (and circle
key words)
• A - Answer the
question as written
(Flip the question to
answer)
• C Cite evidence from the text
• E Explain your examples
15. RACE Technique
• Teach and Model R-A-C-E steps.
• Require the 6-8 sentence paragraph.
• Use the graphic organizer at first until
the organization becomes ingrained.
16. After Reading
Benefits of the RACE Technique
• Synthesize and process
information in the text for
retention
• Practices valuable skills of
responding to open-ended
prompts
• Develops writing skills
17.
18. Deeper Reading
“As their
teacher, I am the
determining factor
when it comes to
how deeply my
students will
comprehend.”
How can we move
our students to the
deepest levels of
comprehension?
21. Benefits
Benefits of Scoring and Color-coding
• Provides the reader with a focus during
reading.
• Motivates the reader to concentrate.
• Shows the reader visually where to speed
up or slow his pace.
• Alerts the reader to the importance of
context in trying to make meaning.
• Encourages the reader to “revise” his
comprehension while reading.
Kelly Gallagher – Deeper Reading
22. After Reading
Most of the …
• Synthesizing and
Summarizing,
• Connecting,
• Analyzing, and Evaluating
takes place in the After Reading stage!
23. After Reading
Teach students to use after
reading strategies by involving
them with…
• Discussion
• Summarizing/Synthesizing
• Writing to Learn activities
24. Benefits of Summarizing
• Essential to reading
comprehension (fiction and
nonfiction)
• Helps students learn to focus on
the main ideas in the content.
• Helps with succinct note taking.
• Helps students to be responsible
researchers of content material.
• Teaches students to be good
readers, and efficient writers
of social studies, science, etc.
25. After Reading – Get the Gist
Can you get the GIST of it?
• Read the article.
• Highlight or circle and record three key
words from each paragraph on your graphic
organizer.
• Think about the 5 W’s + H
(who, what, when, where, why, and how).
• Write a brief summary in your own
words, using the key words you circled
plus your own words.
26. After Reading – 25 Word
Abstract
PROCEDURE:
• Complete sentences.
• Main ideas only.
• “A, an, of, the” don’t count as part of your
word count.
• 24-26 words. No more, no less.
• You must do a practice first, revise
it, and then complete the final copy.
• Total your word count.
27. Your Turn
• Choose one of the summarizing strategies
• Try the Anticipation Guide for the article
• Read the Vitamin D article
• Try out the strategy
• Meet with someone who chose the other
strategy and compare your summaries.
• What are the benefits of these
strategies?
29. Literacy Lesson Planning Menu
After Reading Desserts
-Summarize and
connect learning for long term
memory -
25-word abstract
During Reading Entrees Carousel Brainstorming
- Support and Monitor Comprehension -
Get the Gist
Graphic Organizers
Before Reading Appetizers Connections, Points, & Questions Journal responses
Double/Triple Entry Journals Narrative Pyramid/Bio-Pyramid
-Activate Prior Knowledge-
Graphic Organizers Quick Writes
Admit slip Headings into Questions RACE technique—open-ended
Anticipation Guides Highlighting/Coding the text response
KWL QAR RAFTS
Prediction Word Scramble
Preview the Text—THIEVES Question the Author (QtA) Reciprocal Teaching
Preview/Preteach text structure Reciprocal Teaching Summarizing
Vocabulary Pre-teaching Scoring Comprehension Write Around/Silent Discussion
Strategies Word Splash
-List-Group-Label-Write
Support with Text Structures
-Possible Sentences Sketch to Stretch/Visualizing
-Word Sorts Talking to the Text
-Word Walls Text frames
-Concept Definition Map
Web Quests Think-aloud Bookmarks
