1/31 WL Team meeting

​ 1/31 WL Team meeting

We decided at our last meeting our SMART Goal is, "By the end of the 22-23 school year 80% of WL students will be able to read and interpret text based on their language level with 70% accuracy."

Poll

What do you read for fun?

• Books

• Magazines/newspaper

• Poetry

• Other

Draw

Read and see what kinds of books interest teenagers.

Which types of reading can we use in our classes? Circle/highlight ones that apply:

What are your strengths and weaknesses when it comes to implementing our SMART goal in your classes?

Open Ended

What are your strengths and weaknesses when it comes to implementing our SMART goal in your classes?

What strategies do you apply in your classes in terms of reading comprehension?

Open Ended

What strategies do you apply in your classes in terms of reading comprehension?

With someone around you, read out loud about strategies for pre-reading.

​Pre-Reading:

Greet and Go/Tea Party: The teacher selects phrases or sentences from the text. Each student is given a card with a different phrase or sentence. Students circulate around the classroom as they read their cards to each other. Students then return to their groups to write a prediction on what the passage will be about.

Each group shares their prediction and explains their group’s reasoning. As the students read the text, they should make a note each time they adjust their predictions, indicating the information that caused the change.

Anticipation Guide: Write four to five statements that focus on main ideas or themes that are found in the text. Ask students to agree or disagree with the statement and predict what the reading passage will be about. As the students read, allow them to make notes as points are revealed in the text. After reading, the students should review the statement to see if their original thinking has changed. They can also be asked to explain the statement in context.

Logographic (Pictoral) Cues: Use simple pictures to represent or symbolize key ideas in a story. These images can be used to predict the story prior to reading. As students read, they should be asked to explain orally or in writing the connections that each image has to the text.

Purpose for Reading: Give students something to look for as they read, such as an idea, an opinion, or a surprising twist. Let them know that a future task will depend on their looking for certain items.

Prediction: Brainstorm vocabulary and features that would be in a text before reading.

Monitoring: Teach students to monitor their reading (re-reading a passage that they don’t understand, using context clues to figure out word meaning).

Preview Text: What kind of text is it? How is it divided? Think of questions about titles, pictures, graphics. Read the first sentence of each paragraph. Read the last paragraph or last sentence. Look for cognates, discourse markers such as conjunctions, words that stand out, dates, and numbers.

Here is an infographic on "How Audio Promotes Literacy."

Read it out loud with someone around you.

Poll

Which one did you understand and retain more after reading?

• I could understand and retain the information about pre-reading.

• I could understand and retain the infographic.

• I could understand and retain both equally.

Multiple Select

From the pre-reading strategies we read, which one(s) would you like to try?

• Greet and Go/Tea Party: The teacher selects phrases or sentences from the text. Each student is given a card with a different phrase or sentence. Students circulate around the classroom as they read their cards to each other. Students then return to their groups to write a prediction on what the passage will be about. Each group shares their prediction and explains their group’s reasoning. As the students read the text, they should make a note each time they adjust their predictions, indicating the information that caused the change.

• Anticipation Guide: Write four to five statements that focus on main ideas or themes that are found in the text. Ask students to agree or disagree with the statement and predict what the reading passage will be about. As the students read, allow them to make notes as points are revealed in the text. After reading, the students should review the statement to see if their original thinking has changed. They can also be asked to explain the statement in context.

• Logographic (Pictoral) Cues: Use simple pictures to represent or symbolize key ideas in a story. These images can be used to predict the story prior to reading. As students read, they should be asked to explain orally or in writing the connections that each image has to the text.

• Purpose for Reading: Give students something to look for as they read, such as an idea, an opinion, or a surprising twist. Let them know that a future task will depend on their looking for certain items.

• Other

Let's see what other strategies we can learn!

Edutopia will demonstrate to us from this August 2021 video "What Reading strategies to Try, and Which to Ditch"

Open Ended

For our next team time with our SMART goal we will continue learning and sharing reading strategies. Is there anything you need help with or more clarification on?

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