SDV 100: Reading Strategies
Dominion High School Office of School Counseling 21326 Augusta Drive Sterling, VA 20164
SDV 100: Reading Strategies School Counselor(s): Amodeo, Olinares, Laiti, Patel Date(s): January 21st & 22nd, 2016 Grade Level(s): 11th grade students participating in SDV 100 Time Required for Lesson: 45 minutes ASCA Mindsets & Behaviors Addressed: Behavior: Learning Strategies 3. Use time‐management, organizational, and study skills Learning Objectives: Students will: ‐ Learn how to make inferences and predictions while reading. ‐ Be able to identify at least three strategies for approaching reading textbooks. ‐ Be able to define the “SQ3R” method of reading. Materials & Resources Required: ‐ PowerPoint, laptop, & projector ‐ Paper, pen or pencil ‐ Copies of the short passage “Skipping School” (three versions with different instructions) ‐ Pre‐ and post‐survey Activity & Procedure: 1. Students will take a brief pre‐survey. 2. Before beginning the presentation, ask students about their experience with reading their AP textbook or other more challenging texts. Do they find it easy or difficult? Do they find it takes more time? Do they find that they remember the information they read immediately after reading, a day after reading, a week after reading? Then indicate that the purpose of today’s meeting is to learn strategies that may help them to better remember information and get more out of what they read. 3. Counselors will distribute three different versions of the short passage “Skipping School.” Each version has different directions about the perspective or lens through which to read the passage. Ask that students jot down notes using the directions at the top of their passage, but don’t let them know that there are three different sets of directions. 4. After 4 minutes, ask students to share what they felt was most important by referencing their notes. Then, engage students in a discussion about what was similar or different about their notes. After students have highlighted the differences, let them know that there were three different directions. These directions likely shaped what the students thought to be the most important information. School counselor will emphasize the importance of beginning reading with a purpose and objective, with solid strategies in place to maximize learning. 5. School counselor will walk through the PowerPoint presentation. See the notes embedded within the presentation for discussion questions infused throughout the presentation, especially related to the short film to teach inference and prediction. 6. Students will take a post‐survey at the conclusion of the lesson.
Dominion High School Office of School Counseling 21326 Augusta Drive Sterling, VA 20164 Evaluation: Process Data: 26 11th grade students will participate in this lesson of SDV 100. Perception Data: Students will take a pre‐ and post‐survey. Outcome Data: Given that this lesson aims to help students better understand how to maximize their reading, we will gather data related to each student’s academic achievement as evidenced through grades. Follow‐Up: The lesson went more smoothly in the groups where we strategically placed the reading passages so that students were seated in groups based on which version of the passage they had. Each group shared their notes, and this made it very clear that each group picked out different details and it was easier to explain why those differences existed. The students really enjoyed watching the video, so we should incorporate more multimedia in future lessons to engage students. Now that students have learned how they learn, how to take notes, and how to approach reading with strategy and purpose, we will focus next on test‐taking strategy so that they combine those skills into showing what they know on assessments.
READING STRATEGIES
SDV 100
AGENDA Reading with purpose Reading strategies that may help you to better retain information
LET’S READ A SHORT PASSAGE Please read the passage and pay attention to the directions at the top of the story you received to take notes as you read. You have 4 minutes to do this.
LET’S COMPARE NOTES Looking at your notes, what did you think was most important? How are your notes the same or different?
INFERENCES & PREDICTIONS Inference: “a conclusion or opinion that is formed because of known facts or evidence” Prediction: “a statement about what will happen or might happen in the future” - Merriam Webster Dictionary
THINK ABOUT INFERENCES & PREDICTIONS YOU CAN MAKE DURING THIS SHORT FILM
https://www.youtube.com/watch?v=3057osZPdZI
WHAT INFERENCES CAN YOU MAKE IN THIS PASSAGE? Katie was excited about tonight. Happily, she put on her big, red shoes and bright, yellow outfit. Her mom helped Katie paint her face white with a big, red circle on each cheek. Just before Katie ran out the door to meet her friends, she attached her large, squeaky nose and placed a bright, pointy hat on top of her head. She grabbed an empty bag and went into the night.
PRE-READING QUESTIONS Preview the passage. What do you think it will be about? What are some things you already know about the topic? What is your purpose for reading? What will you be required to do with the information you learn from reading? (Take quiz or test? Complete a performance activity? Write an evaluative essay?) What strategies could you use as you read the passage to help you understand what you are reading? How will you know you understood the message intended by the author?
WHILE READING QUESTIONS What do you think the main ideas of the passage are so far? What kind of graphic organizer or notes system could you use to begin organizing these ideas? What did you picture in your mind about these ideas while you were reading? Is the information in this passage similar to anything you have learned before? How? What are you wondering about at this point in your reading? Write down a question.
AFTER READING QUESTIONS What were the main ideas in this passage? Were your predictions accurate? What other information do you want to remember from this passage? How will you help yourself remember this information? Which reading and learning strategies did you find most helpful, and why? What parts of the passage interested you the most? What ideas made you think? How has your thinking changed as a result of reading this passage?
LOOK AT END OF CHAPTER QUESTIONS BEFORE YOU READ Will help you establish a purpose for reading Will help you to stay focused on the most important information Consider making these questions into a bookmark
MAKE THE TEXTBOOK COME ALIVE THROUGH SQ3R Survey Question Read Recite Review
SURVEY Read the title -- prepare your mind to study the subject. Read the introduction and/or summary Quickly look over each boldface heading and subheading -organize your mind before you begin to read -- build a structure for the thoughts and details to come. Look over any graphics, charts, maps, diagrams, etc. They are there to make a point - don't miss them. Notice the reading aids - italics, and boldface print show that something is important. Read the end of chapter questions – they are included to help you sort, understand, and remember the information.
QUESTION Look at each section at a time and turn the boldface headings into as many questions as you think will be answered in that section. The better the questions, the better your understanding will be. You may always add more questions as you continue. When your mind is actively searching for answers to questions, it is learning! This is also the best way to predict test questions -- where do you think your teachers think up questions? Example: If a heading says "Parts of the Flower," you can make a question like: "What are the parts of a flower?" "Historic People" can be a question like "Name some historic people."
READ As you read, look for the answers to the questions you wrote, and write the answers in your notes. Make note of the page number or put a “sticky note” on the page so you can easily reference later. Read each section of the chapter with your questions in mind. Look for the answers, and take note of questions you didn't think of that were answered in that section.
RECITE Practice out loud what you’ve written down. Yes, that's right - talk to yourself! After each section of reading, stop, think about your questions, and see if you can answer them from memory. If not, look back again (as often as necessary) but don't go on to the next section until you can say what you have learned!
REVIEW Spend 10-15 minutes every day reviewing your notes. Once you've finished the entire chapter using the steps above, go back over all the questions that you made. See if you can still answer them. If you cannot, read the chapter again, being careful to answer your own questions.
Reading Pre‐Survey Please circle your answer to the following questions. 1. I know how to use inference and prediction when reading. Definitely Somewhat Unsure Not at all 2. I feel that it’s important to read with a purpose in mind. Definitely Somewhat Unsure Not at all 3. I look at the end of chapter questions in textbooks before I begin reading. Definitely Somewhat Unsure Not at all 4. I create questions as I read a text, especially if I do not understand something. Definitely Somewhat Unsure Not at all 5. I take notes while I read. Definitely Somewhat Unsure Not at all What does SQ3R stand for?
Reading Post‐Survey Please circle your answer to the following questions. 1. I know how to use inference and prediction when reading. Definitely Somewhat Unsure Not at all 2. I feel that it’s important to read with a purpose in mind. Definitely Somewhat Unsure Not at all 3. After this lesson, I plan to look at the end of chapter questions in textbooks before I begin reading. Definitely Somewhat Unsure Not at all 4. After this lesson, I plan to create questions as I read a text, especially if I do not understand something. Definitely Somewhat Unsure Not at all 5. After this lesson, I plan to take notes while I read. Definitely Somewhat Unsure Not at all 6. I feel this lesson was helpful and I will use at least some of what I learned in the future when reading. Definitely Somewhat Unsure Not at all What does SQ3R stand for?
Homework for SDV 100 Due on January 27th or 28th during Titan Time ‐
Reflection Journal Response Practice at least one of the reading strategies we discussed in at least one of your classes for a week and practice SQ3R when reading an academic text. Then, please type a 1‐2 page, single‐ spaced reflection journal response to the following questions: Did the reading strategy that you tried help you to better remember information? If yes, how? If not, why do you think it didn’t help? Did practicing the SQ3R help you to better understand or remember information? Why or why not? Do you feel you will incorporate one or more of the reading strategies you learned in the future? Why or why not?
SDV 100: Reading Strategies School Counselor(s): Amodeo, Olinares, Laiti, Patel Date(s): January 21st & 22nd, 2016 Grade Level(s): 11th grade students participating in SDV 100 Time Required for Lesson: 45 minutes ASCA Mindsets & Behaviors Addressed: Behavior: Learning Strategies 3. Use time‐management, organizational, and study skills Learning Objectives: Students will: ‐ Learn how to make inferences and predictions while reading. ‐ Be able to identify at least three strategies for approaching reading textbooks. ‐ Be able to define the “SQ3R” method of reading. Materials & Resources Required: ‐ PowerPoint, laptop, & projector ‐ Paper, pen or pencil ‐ Copies of the short passage “Skipping School” (three versions with different instructions) ‐ Pre‐ and post‐survey Activity & Procedure: 1. Students will take a brief pre‐survey. 2. Before beginning the presentation, ask students about their experience with reading their AP textbook or other more challenging texts. Do they find it easy or difficult? Do they find it takes more time? Do they find that they remember the information they read immediately after reading, a day after reading, a week after reading? Then indicate that the purpose of today’s meeting is to learn strategies that may help them to better remember information and get more out of what they read. 3. Counselors will distribute three different versions of the short passage “Skipping School.” Each version has different directions about the perspective or lens through which to read the passage. Ask that students jot down notes using the directions at the top of their passage, but don’t let them know that there are three different sets of directions. 4. After 4 minutes, ask students to share what they felt was most important by referencing their notes. Then, engage students in a discussion about what was similar or different about their notes. After students have highlighted the differences, let them know that there were three different directions. These directions likely shaped what the students thought to be the most important information. School counselor will emphasize the importance of beginning reading with a purpose and objective, with solid strategies in place to maximize learning. 5. School counselor will walk through the PowerPoint presentation. See the notes embedded within the presentation for discussion questions infused throughout the presentation, especially related to the short film to teach inference and prediction. 6. Students will take a post‐survey at the conclusion of the lesson.
Dominion High School Office of School Counseling 21326 Augusta Drive Sterling, VA 20164 Evaluation: Process Data: 26 11th grade students will participate in this lesson of SDV 100. Perception Data: Students will take a pre‐ and post‐survey. Outcome Data: Given that this lesson aims to help students better understand how to maximize their reading, we will gather data related to each student’s academic achievement as evidenced through grades. Follow‐Up: The lesson went more smoothly in the groups where we strategically placed the reading passages so that students were seated in groups based on which version of the passage they had. Each group shared their notes, and this made it very clear that each group picked out different details and it was easier to explain why those differences existed. The students really enjoyed watching the video, so we should incorporate more multimedia in future lessons to engage students. Now that students have learned how they learn, how to take notes, and how to approach reading with strategy and purpose, we will focus next on test‐taking strategy so that they combine those skills into showing what they know on assessments.
READING STRATEGIES
SDV 100
AGENDA Reading with purpose Reading strategies that may help you to better retain information
LET’S READ A SHORT PASSAGE Please read the passage and pay attention to the directions at the top of the story you received to take notes as you read. You have 4 minutes to do this.
LET’S COMPARE NOTES Looking at your notes, what did you think was most important? How are your notes the same or different?
INFERENCES & PREDICTIONS Inference: “a conclusion or opinion that is formed because of known facts or evidence” Prediction: “a statement about what will happen or might happen in the future” - Merriam Webster Dictionary
THINK ABOUT INFERENCES & PREDICTIONS YOU CAN MAKE DURING THIS SHORT FILM
https://www.youtube.com/watch?v=3057osZPdZI
WHAT INFERENCES CAN YOU MAKE IN THIS PASSAGE? Katie was excited about tonight. Happily, she put on her big, red shoes and bright, yellow outfit. Her mom helped Katie paint her face white with a big, red circle on each cheek. Just before Katie ran out the door to meet her friends, she attached her large, squeaky nose and placed a bright, pointy hat on top of her head. She grabbed an empty bag and went into the night.
PRE-READING QUESTIONS Preview the passage. What do you think it will be about? What are some things you already know about the topic? What is your purpose for reading? What will you be required to do with the information you learn from reading? (Take quiz or test? Complete a performance activity? Write an evaluative essay?) What strategies could you use as you read the passage to help you understand what you are reading? How will you know you understood the message intended by the author?
WHILE READING QUESTIONS What do you think the main ideas of the passage are so far? What kind of graphic organizer or notes system could you use to begin organizing these ideas? What did you picture in your mind about these ideas while you were reading? Is the information in this passage similar to anything you have learned before? How? What are you wondering about at this point in your reading? Write down a question.
AFTER READING QUESTIONS What were the main ideas in this passage? Were your predictions accurate? What other information do you want to remember from this passage? How will you help yourself remember this information? Which reading and learning strategies did you find most helpful, and why? What parts of the passage interested you the most? What ideas made you think? How has your thinking changed as a result of reading this passage?
LOOK AT END OF CHAPTER QUESTIONS BEFORE YOU READ Will help you establish a purpose for reading Will help you to stay focused on the most important information Consider making these questions into a bookmark
MAKE THE TEXTBOOK COME ALIVE THROUGH SQ3R Survey Question Read Recite Review
SURVEY Read the title -- prepare your mind to study the subject. Read the introduction and/or summary Quickly look over each boldface heading and subheading -organize your mind before you begin to read -- build a structure for the thoughts and details to come. Look over any graphics, charts, maps, diagrams, etc. They are there to make a point - don't miss them. Notice the reading aids - italics, and boldface print show that something is important. Read the end of chapter questions – they are included to help you sort, understand, and remember the information.
QUESTION Look at each section at a time and turn the boldface headings into as many questions as you think will be answered in that section. The better the questions, the better your understanding will be. You may always add more questions as you continue. When your mind is actively searching for answers to questions, it is learning! This is also the best way to predict test questions -- where do you think your teachers think up questions? Example: If a heading says "Parts of the Flower," you can make a question like: "What are the parts of a flower?" "Historic People" can be a question like "Name some historic people."
READ As you read, look for the answers to the questions you wrote, and write the answers in your notes. Make note of the page number or put a “sticky note” on the page so you can easily reference later. Read each section of the chapter with your questions in mind. Look for the answers, and take note of questions you didn't think of that were answered in that section.
RECITE Practice out loud what you’ve written down. Yes, that's right - talk to yourself! After each section of reading, stop, think about your questions, and see if you can answer them from memory. If not, look back again (as often as necessary) but don't go on to the next section until you can say what you have learned!
REVIEW Spend 10-15 minutes every day reviewing your notes. Once you've finished the entire chapter using the steps above, go back over all the questions that you made. See if you can still answer them. If you cannot, read the chapter again, being careful to answer your own questions.
Reading Pre‐Survey Please circle your answer to the following questions. 1. I know how to use inference and prediction when reading. Definitely Somewhat Unsure Not at all 2. I feel that it’s important to read with a purpose in mind. Definitely Somewhat Unsure Not at all 3. I look at the end of chapter questions in textbooks before I begin reading. Definitely Somewhat Unsure Not at all 4. I create questions as I read a text, especially if I do not understand something. Definitely Somewhat Unsure Not at all 5. I take notes while I read. Definitely Somewhat Unsure Not at all What does SQ3R stand for?
Reading Post‐Survey Please circle your answer to the following questions. 1. I know how to use inference and prediction when reading. Definitely Somewhat Unsure Not at all 2. I feel that it’s important to read with a purpose in mind. Definitely Somewhat Unsure Not at all 3. After this lesson, I plan to look at the end of chapter questions in textbooks before I begin reading. Definitely Somewhat Unsure Not at all 4. After this lesson, I plan to create questions as I read a text, especially if I do not understand something. Definitely Somewhat Unsure Not at all 5. After this lesson, I plan to take notes while I read. Definitely Somewhat Unsure Not at all 6. I feel this lesson was helpful and I will use at least some of what I learned in the future when reading. Definitely Somewhat Unsure Not at all What does SQ3R stand for?
Homework for SDV 100 Due on January 27th or 28th during Titan Time ‐
Reflection Journal Response Practice at least one of the reading strategies we discussed in at least one of your classes for a week and practice SQ3R when reading an academic text. Then, please type a 1‐2 page, single‐ spaced reflection journal response to the following questions: Did the reading strategy that you tried help you to better remember information? If yes, how? If not, why do you think it didn’t help? Did practicing the SQ3R help you to better understand or remember information? Why or why not? Do you feel you will incorporate one or more of the reading strategies you learned in the future? Why or why not?
