Presented by Lori Jamison
Presented by Lori Jamison
www.lorijamison.com © High Interest Publishing 1 Lori Jamison 2017 www.hip-books.com
Lori Jamison (Rog) is an educator, author and consultant. In addition to her career as a classroom teacher, she served as the K-12 Language Arts Consultant for Regina Public Schools and a Reading Assessment Specialist for the Saskatchewan Department of Education. Lori is one of only ten Canadians to ever be elected to the Board of Directors in the fifty year history of the International Reading Association (IRA) and the only Canadian from a K-12 school district. She has written many resources for teachers, including seven professional books. She also writes teacher support materials for High Interest Publishing, a publisher of novels for reluctant readers. Currently an independent consultant, Lori travels across Canada and the United States speaking at schools and conferences on best practices in literacy instruction. Lori can be reached at [email protected]. Lori’s books are available from Pembroke Publishers: www.pembrokepublishers.com Professional books by Lori Jamison Rog: •
MARVELOUS MINILESSONS FOR TEACHING INTERMEDIATE WRITING, 2nd Edition, Coming Soon from Pembroke!
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READING, WRITING, PLAYING, LEARNING: Finding the Sweet Spots in Kindergarten Literacy Instruction. Pembroke 2017
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MARVELOUS MINILESSONS FOR TEACHING BEGINNING NONFICTION WRITING (Pembroke 2016)
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STRUGGLING READERS: WHY BAND-AIDS DON’T STICK AND WORKSHEETS DON’T WORK (Pembroke Publishers 2014)
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GUIDING READERS: MAKING THE MOST OF THE 18-MINUTE GUIDED READING LESSON (Pembroke Publishers 2012)
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MARVELOUS MINI LESSONS FOR TEACHING BEGINNING WRITING (IRA, 2006)
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THE WRITE GENRE, co-authored with Paul Kropp (Pembroke/Stenhouse, 2004)
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GUIDED READING BASICS (Pembroke/Stenhouse, 2003)
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What We Know About Struggling Readers • • • • • •
They don’t like to read and will do their best to avoid it. They have often developed coping strategies to avoid reading. They don’t have a big repertoire of reading strategies. They are often boys They are terrified of being perceived as “dumb.” But they know the value of reading and really do want to become better readers.
Ten Things Struggling Readers Need 1. Teaching and texts geared to their needs 2. Small group instruction 3. To read more 4. Explicit instruction 5. Comprehension superpowers 6. To increase fluency 7. To be word-wise 8. To read to learn 9. To read the world 10. To write about reading
“The content of effective literacy instruction for students reading below grade is very similar to that recommended for students reading at grade level and above.” – Joseph Torgeson
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1. Struggling Readers need to read more – a lot more. Components of an Effective Sustained Silent Reading Program • • •
Choice Interaction Accountability (A basic reading log may be found on page 35 of Guiding Readers.)
Matching Books and Readers: Each day, students should read two kinds of accessible texts:
1) texts for independent reading, that they can read with complete accuracy and thorough comprehension, helping the individual practice apply reading strategies 2) texts for instruction, that keep readers on their tiptoes and stretch them just beyond their current reading levels. In choosing books for struggling readers, consider:
“When we redesign schools so that all students have backpacks full of books they can read accurately, fluently, and with comprehension, we will have schools where fewer students struggle.” – Richard Allington, What Really Matters for Struggling Readers
§ § § § § § § §
Appropriate and consistent reading difficulty Appealing covers and “just-right” book size/length Relevant and interesting topics and themes Clearly defined and appealing characters, older than the readers Plots that keep moving forward with plenty of action Controlled (but not immature) Vocabulary and sentence length Discriminate use of literary devices Careful page design: lots of white space, no hyphenated words at line breaks, readable type face
BEAR these things in mind when choosing books for boys: Boys as main characters Episodic Action-oriented Rebellious against conventions or society 4 Lori Jamison 2017 www.hip-books.com
2. Struggling readers need explicit instruction in the strategies that good readers use.
Think-aloud
Think-along
Think-alone
The teacher reads aloud from a more complex text, pausing to make comments and observations about his/her own reading processes and his/her evolving understanding of the text.
The teacher continues to read aloud, pausing at predetermined points for students to talk to a partner about their thinking. The teacher provides students with texts at their reading level, with predetermined pause points (either spaces allocated right in the text or sticky notes), for students to record their own thoughts.
Tips for taking students from “think-aloud” to “think-along” -
Plan ahead where your pause points will be and what think-alouds you’ll say
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No more than one or two pause points per page
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Use a think-pair-share process
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Probe their thinking with “Why do you think that?” or “What else can you add?”
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Take time for reflection
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Ensure that texts for independent practice are at an appropriate reading level (which generally means different texts for different students)
For more information on think-alouds, including a sample lesson and think-aloud prompts, see pp. 39-41 of Struggling Readers.
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3. Struggling readers need to develop comprehension superpowers.
FANTASTIC FIVE COMPREHENSION SUPERPOWERS
SYNTHESIZING
SYNTHESIZING
CONNECTING
QUESTIONING
SELF-MONITORING
INFERRING
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4. Struggling readers need to write about reading. FOUR TYPES OF READING RESPONSES QUESTIONS AND PROMPTS • Frame questions so they reflect understanding of reading. • Always ask for evidence or explanation. • Don’t rule out multiple choice. • Watch the reading level of the questions.
SUMMARIZING
One of 9 “high-yield” strategies across grade levels and content areas (Marzano) Seven Tips for Summarizing • Make sure to include all information that is important.
• Leave out information that might be interesting, but not important (extra supporting details or description).
• • • •
Put the details in the same order in which they appear in the text. Don’t repeat information, even if it’s repeated in the text. Use key vocabulary from the text when you can. Combine ideas or events that go together.
To see a sample “think-aloud” for teaching summarizing, go to: www.hip-books.com/teachers/7-rules-for-summarizing/
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GRAPHIC ORGANIZERS • Visual representations of textual information • Open-ended • Show relationships among ideas • Identify key ideas • Provide limited space for writing • Support comprehension and recall
You can find many graphic organizers in the Teacher’s Guides for HIP Novels: https://hip-books.com/teachers/graphic-organizers/
PERSONAL RESPONSES Sentence stems such as: • This reading made me think of…. • If I could change one thing, it would be… • If I were the character… • The most important part of this reading was… • Something the author did really well/poorly was… • I was confused by… • If this book was a movie… • I agree/disagree that… • This book is most appropriate for ______ readers… • If I could step into the story, I would… • I think that the author wants the reader to…
Words that Make You Sound Smart When You Talk About Reading: www.hip-books.com/talk-about-reading/ SOS Graphic Organizer: www.hip-books.com/teachers/sos-graphic-organizer/
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Assessing written responses 4 Points
3 Points
2 Points
1 Point
• Thorough and
• Thorough
• Credible
• Marginal
well-crafted
response with
response with
response reflects
response that
strong support
limited support
some
extends beyond
from the text
from the text.
comprehension of
the obvious or
the text but lacks
expected and
elaboration or
includes strong
support
support from the text
TIPS FOR SUPPORTING STRUGGLING WRITERS •
Explicitly teach and provide guided practice.
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Have students talk first, then write.
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Emphasize the 3 E’s: Explanation, Elaboration, Evidence
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Provide clear expectations and criteria for evaluation.
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Chill out on conventions.
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5. Struggling readers need to build vocabulary and fluency. Robust Vocabulary Instruction (Michael Graves) 1. Frequent, varied and extensive language experiences 2. Teaching individual words 3. Teaching word-learning strategies 4. Fostering “word consciousness” through word play Fluency: • Pacing • Expression • Phrasing • Automaticity Teaching Reader’s Theater
• • • • • •
Read the whole play first. Teach students how to read a script. Have students highlight their speaking parts. Coach them in oral reading. Insist on multiple rehearsals – alone and in the group Allow sound effects
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