Reading+Strategies+Brainstorming

*Oral literacy: to be able to verbally communicate ones wants and needs with grammatical correctness *Visual literacy: being able to “read” pictures, to understand what the authors intent is without text || *Reading circles: (1)Can be helpful for EL students to develop vocabulary and improve their listening skills for understanding spoken langauge. (2) can support a student who is struggling with comprehension and/or decoding from listening to the more “fluent” readers. *Jigsaw: helps students divide a text that can be lengthy and/or complicated to read allowing students to make deeper meaning out of the section they read and they’re able to make interconnections when they meet back on their home groups to share out. *Think-pair-share allows students to be more confident in contributing to a class discussion, their responses are typically deeper thinking because they’ve had another person to listen to so they “think twice” before they respond. || *(1) Provide a list and/or have students create questions related to the reading that help the students to think deeper about the context of the “story”.
 * || ** The major aspects of written, oral, and visual literacy ** || ** How to use reading circles and other student-centered approaches to studying literature ** || ** Different strategies to help students become reflective readers ** || ** Strategies for building comprehension and vocabulary skills in reading ** || ** Appropriate meaning-making strategies and forms of critical analysis for understanding text and novels ** ||
 * Arinn || *Written literacy:to be able to make meaning out of print and express ones thoughts and expeinces through print.

*(2) Ask students to take notes or keep a reading journal that has different critiria depending on the students: comprehension/ summarizing/ retelling || This list is from: When Kids Can’t Read by Kylene Beers Comprehension skills: *clarifying *comparing and contrasting *inferencing *predicting *questioning the text *recongnizing the author’s purpose *seeing causal relationships *summarizing *visualizing Vocabulary *Word Study: purposefully selecting words from a unit or chapter students will use or need to know (NOT memorizing a list) *Context Clues: teach students that words have relationships *Teach word parts: prefix/suffix/roots *Word hunts: word puzzles *Graphic organizers: words with multiple meanings or multiple words for one meaning || This list is from: When Kids Can’t Read by Kylene Beers *predict what will happen next *question what they don’t understand or what is confusing them *monitor their understanding of the text

*identify ways to fix up what has confused them in the text *clarify what has confused them *comment on the text or their understanding of the text *connect what they are reading to other text or personal experiences *visulaize the text || *Oral Literacy- To communicate effectively by speaking and interpreting oral language. *Visual Literacy- To interpret meaning of visual images and actions. || *Literature Circle- One way to ensure that students actively participate is to assign roles to all students in the group:: -Vocabulary Wizards: all students are given vocabulary words on a graphic organizer. They are responsible for finding an antonym and synonym; and connecting the new word to prior knowledge. -Words of Wisdom Wizards:All students in the group must select a quote from the reading. -Connectors: Depending on the intended learning outcome, all students will complete a graphic organizer that helps students to make a meaningful connection to the literature e.g. each student in the group will answer 3 questions for a total of 15 for the group. * Student Voice and Choice: Students are responsible for choosing how they learn and use their voice to express what they learn. Students can choose a group based on the topic of that particular group. The group chooses a question based on the topic. The group is asked to design how they want to answer the question and how they will demonstrate understanding of the topic question they chose. || *Reading Stop Points Handouts- Students can use the handout at designated points in the text to stop and create a question?
 * Dani || *WrittenLiteracy-The ability to effectively organize and communicate thoughts, ideas and emotions using the mechanics of writing.

*Question & Answer Double Journal-students answer questions in two categories. One question type requires use of the text and the other question type connects the student’s personal experience to the text. || *Graphic Organizers-Helps student to focus on text structures, provides students with tools to examine and show relationships in a text and helps students to write well- organized summaries of a text. -Venn Diagrams -Storyboard/chain of events -Story Map -Cause and Effect *Question and Answer Relationship Strategy- encourages students to learn to identify whether information they used to answer the questions was directly stated in the text, implied in the text or from the student’s background knowledge. -Right There Questions -Think and Search Questions -Author and You Questions -On Your Own Questions || *KWL Strategy Know-Students think and write about what they already know about the main idea. Want to know-Students generate questions about what they want to know. Learn-Students write answers to their questions and anything learned during and after the reading. *Double Journal Quote and Response:Students read and write down quotes that interest them or invoke a question or feeling in one column. In the other column students think about the quote and write down thoughts about the quotes. *Inferences-Students use the process of making predictions before and during the reading, then use context clues to make judgements, conclusions, reasoning from the given information. ||
 * Laura || Written literacy- This is the ability to write complete sentences and thought in a coherent way that others are able to understand.

Oral literacy- This is the ability to speak in a clear and cohesive way in order to convey a message, thought or idea.

Visual literacy- This is the ability to use prior knowledge and connect it to the image || I have personally attempted reading circles in my classroom. They were not as successful as I had hoped in terms of the students being in charge of the discussion. I think I should have modeled more of what I expected before setting them on their own. My biggest challenge was trying to get all of the students to actually read independently so that they could have a discussion. No reading meant nothing to talk about. I hope this next school year I will have more time to set up the reading circles so that they can work more efficiently. || Students can be reflective readers by stopping while reading and - journaling - think-pair sharing - answering questions - making predictions - class discussions || Comprehension: -stopping and clarifying -reviewing what was read -compare and contrast -answering questions in pairs, groups, whole class and individual -story board -venn diagram -taking notes -reflections -creating plot mountain

Vocabulary: - creating sentences - connecting pictures to terms - making movements that correspond to words and definitions || Appropriate meaning-making strategies and forms of critical analysis for understanding text and novels

-Reading between the lines -making inferences -predicting -making connections based on prior knowledge -visualizing || -Complete sentences -Focus (i.e. topic sentences and supporting details, transitions, conclusions, etc) Oral: This is the ability to communicate with appropriate vocabulary, organization, expression, and structure depending on the audience. Visual: Maybe it is what we were talking about last week in terms of the ability to comprehend multimedia. || When I tried lit circles this past year, they took A LOT of time! I may have focused too heavily on the preparation. I had the students answer several comprehension and reflective questions all related to a “Big Essential Question.” They discussed the essential question in their literature circles and shared out to the class. I think I needed to have more collaboration involved instead of just “sharing” what they prepared individually with their group. Day and Ainley (2008) suggest having student discuss themes and literary elements in their lit circles. || Double Entry Journals: One side has a quotation from the text, the other side has a reflection (I predict..., I think this means..., I made a connection..., I wonder..., This is confusing..., This is important..., etc). Clarifying bookmark: giving students a bookmark with sentence frames for clarifying their understanding of a text when they pause during reading. Quick writes
 * Tricia || Written: This is the ability to organize thoughts effectively.

Text-to-Self, Text-to-Text, and Text-to-World connections || Context clues: synonym clues, antonym clues, definition clues, inferences

Keeping a “vocabulary in context” journal. || “It Says, I Say, And So” Chart: Students answer a comprehension or analysis question by finding evidence in the text (It Says), making a connection or activating prior knowledge (I Say), and coming to a conclusion (And So). ||