4. Group Task
• Locate the article “Reading Choice is Reading
Engagement,” p.16
• Break up the reading into segments
• Each person reads the same segment silently
(if you finish before others jot down notes)
• Group discusses the segment
• Go on to the next segment. Repeat process
until finished
5. If your group finishes early…
• Read:
– First Nations, Metis, and Inuit Education 101, p. 12
OR
– Connect, Collaborate, and Create with Twitter in
the Classroom, p. 26
6. Forest of Reading
• Would you vote for your novel in the Forest of
Reading contest?
– What did you love about your book?
– What were some drawbacks?
– On Nov. 4/5 your group will be giving a short
promo for your novel. Begin to think how you
could promote your book creatively!!
7. Text Complexity
• Should teachers select the correct * book for
students so that they will not experience
frustration?
*appropriate reading level
9. Text Complexity
“Just as it’s impossible to build muscle without
weight or resistance, it’s impossible to build
robust reading skills without reading challenging
text.”
Shanahan, Fisher, & Frey, 2012
10. “The new standards propose that
teachers move students
purposefully through increasingly
complex text to build skill and
stamina.”
Shanahan et al., 2012.
11. Text Complexity
Sharon Murphy
• Reader & reading task
• Surface features
– Vocabulary, word length,
sentence length, images
• Deeper features
– Ideas, organization, structure,
representational modes
Lapp, Fisher, Grant
• Vocabulary
• Comprehension strategies
• Text structures
• Text features
13. Teaching for Reading Comprehension
• Harvey, S. & Goudvis, A. (2007). Strategies
that Work: Teaching Comprehension for
Understanding and Engagement. (LB 1573.7
H37 2007 in SC IRC)
• Dorn, L. & Soffos, C. (2005). Teaching for Deep
Comprehension: A Reading Workshop
Approach. (in process LB 1573.7 D67 2005 )
14. Table Discussion
• Engage in a discussion about the
comprehension strategies you used as readers
when you read the novel
• How did monitoring your comprehension help
or hinder your reading?
• Would you ask your students to monitor their
own strategies as they read?
15. Task for Week 7
• From the reading comprehension strategies
indicated in the next slide have each person
choose one
• Find 4 specific places in your novel where this
strategy could be reinforced
• Complete the assignment sheet, including the
summary statement at the bottom
• Hand in (not Drop Box) on Oct. 21/22
Make point that reading can be difficult, and can affect self-esteem. Also a barrier to learning in non-language arts areas (e.g. math problem-solving)
Ada: “They just didn’t wait for me.”
Lit. Council: “We didn’t they tell me this?!”
Nancy’s comment: My grade 3’s are saying, “I’m a J. Can I have a J book?” Parents want to know the exact reading level of their children, based on DRA (Diagnostic Reading Assessment)
