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Reading for enjoyment attracts student's to consistently read.
Note: For in increase in reading motivation make text selections relevant for students. For instance, a text can come to life if a hands on activity is incorporated in the lesson.

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Allow children the opportunity to select their own text instead of assigning a selection to them. If they are able to select they will be more motivated to read.
Note: Provide choices based on student's personal goals and interests.

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When a student has high self-esteem in their reading capabilities they are more likely to read more challenging text.
Note: Guiding students to repeat tasks until they are proficient, students witness their development first hand and thus increases their self-efficacy.

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Motivate students to read through social reading activities. When given the opportunity to interact with friends during class time, students will embark on a task with more excitement.
Note: Group students in pairs or groups of 4 to engage in a discussion about the reading. Student's will embrace collaboration with peers as a reason to read.

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Students' goals are different and range from wanting to perform well to earn a better grade or wanting to master and become experts in some new reading strategy or conceptual topic.
Note: Take their goals into consideration and create a Thematic unit. Scaffold a mastery goal by beginning a large concept map and adding to it during the course of a thematic unit. This focuses students on deep understanding, rather than test scores or pages covered in a text.

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The extent that a student values reading as personally important, and views success in reading as an important goal.
Note: As a teacher model your own personal identification as a reader and make explicit the fact that you value reading. In turn students will perceive reading as beneficial and worthwhile.

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The organized knowledge that one has about people, places, things, or events. It may be very broad like, a schema for goats and general or it may be narrow like, a schema for Nigerian Dwarf Goats.

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As readers interact with text material, higher level readers consistently relate their readings to other experiences they have had in real life or text.
NOTE: "The more knowledge students have the better able they are to connect ideas into a coherent whole and relate what they know to what they are reading."pg.313

Three steps to improve comprehension by generating a Macrostructure

1. build background
2. provide students with appropriate grade level materials
3. Teach strategies for reading development (Ex: Split page note taking)

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The reader's criteria or general sense of the logic and consistency of the text, and also how the text fits in with prior knowledge.

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To really understand texts students will need to identify character traits, identify a solution, analyze a situation, compare settings, draw a conclusion, form concepts, apply a principle, or evaluate the credibility of information. These inferences rely on the reader's ability to use background knowledge.

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If a student is interested in the text it will attract their attention, retain their attention, and encourage engagement. One way to increase students' attention is to provide interesting reading material. Think of their preferred interests.

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If two fill in the blank sentences are presented with the same content; one basic and one complex. The basic sentence will be easier to fill in even though.  Good decoding skills come into play when understanding more complex passages. Therefore it is important to develop vocabulary, syntax, and language skill overall.

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Don't just tell students what to do, show them how to do it.

Six key steps...

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Includes...

Previewing

Importance: Helps activate prior knowledge and sets a purpose for reading.

How to: AKA surveying, students read a selection's title, headings, intro, summary, and illustration to get an overview of the selection.

Activating Prior knowledge

Importance: Because comprehension involves relating the unknown to the known.

How to: Before reading a selection the teacher can activate their prior knowledge through questioning.

Setting Purposes and Goals

How to: After activating prior knowledge students can set a purpose like when reading about cloud the student can wonder how they form. The goal is set by determining if reading for pleasure, to gain info, or study for a test.

Predicting

How to: Have students preview title of selection and have students make predictions.

To keep the predications relevant and not just guesses they can be based on questions like, "What do you think will happen in this story?"

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To teach organizational strategies you have to understand what organizational strategies are. It involves selecting important details and building relationships among them. For reading, this means identidying or constructing the main idea of a passage and its supporting details and summarizing.

1. Comprehending the Main Idea

2. Classifying

3. Selecting or constructing the Main Idea

4. Extending the Ability to Construct the Main Idea

5. Determining the relative Importance of Information

6. Sequencing

7. Following Directions

8. Summarizing

1. Intro to summarizing

2. Presenting Summarizing skills

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I loved your padlet! It was easy to follow and beautiful to look at. Great job!

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This was an awesome idea! You have such a large amount of information that can serve as not only a visual, but as a notebook as well!

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Hi Yesenia,
After viewing your Padlet I decided to do mine Readers Response in a Padlet too. You made yours look so easy to follow , it's not overwhelming, but it is full of information.