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Issue: Students typically skim for answers, do surface processing, read-regurgitate-forget-making them non-proficient readers

Process to proficient reading: Making connections to prior knowledge, generate essential questions, creating mental images, making inferences, determining importance, synthesizing

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"We realize that reading is a process that involves strategic examination of some array of information to achieve an understanding. We read to make sense of what we are observing."

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Different Lens.  Content areas require different discourses (lens) in order to effectively navigate the reading material. The questions in which you use to frame your content, helps provide more scaffolding and higher levels of thinking. (34)

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Different Lens.  Content areas require different discourses (lens) in order to effectively navigate the reading material. The questions in which you use to frame your content, helps provide more scaffolding and higher levels of thinking. (34)

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"The phrase Disciplinary literacy is increasingly being used to characterize reading and writing in the service of acquiring disciplinary knowledge, insights, and practices." (p. 28)

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Reading as access: Gradual release of responsibility by incorporating different disciplinary lenses into curriculum (32). 

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Reading as access: Gradual release of responsibility by incorporating different disciplinary lenses into curriculum (32). 

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Additionally, The gradual release of responsibility model incorporates the zone of proximal development (ZPD).  Steps are
1) I do, you watch
2) I do you help
3)You do, I help
4) You do, I watch

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Provide Framework for Students to Organize Ideas

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Provide Framework for Students to Organize Ideas

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(pg. 19)

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Phases of Literacy Development Growth (p. 28-29)

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Phases of Literacy Development Growth (p. 28-29)

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1: The foundational phase (basic literacy), receive and comprehend written communications
2: Intermediate literacy, readers become practices in smoothly orchestrating their repertoire of strategies
3: Disciplinary Literacy, transition from more generalized reading behaviors to highly contextualized reading demands - reading, writing, and thinking through different disciplinary lenses

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Essential Questions: Provide Essential Questions to guide students' reading and comprehension. The Essential Questions act as a tool to show them the information that you want them to get out of the reading (pg. 23)

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Essential Questions: Provide Essential Questions to guide students' reading and comprehension. The Essential Questions act as a tool to show them the information that you want them to get out of the reading (pg. 23)

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For comprehension to happen: "A reader's comprehension is influenced by a variety of contextual factors: physical conditions, such as noise level comfort; time elements; support, encouragement, and attitudes of others."

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Building confidence in a disciplinary starts with teacher modeling, then scaffolding, and finally student modeling.

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Frontloading relevant information to students before they read a text gives students a better understanding of the text and how it applies within a certain discourse. (p. 13)

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"An extensive study by ACT (American College Testing, 2006) concluded that only 51% of today's college bound students have developed the ability to read the complex texts that are central to college learning and the work place."
"2011 SAT assessments concluded only 49% met the reading benchmark."

"When the teachers fully incorporate comprehension instruction into the fabric of their daily teaching, students not only learn more, but also continue to develop their capacity as readers of increasingly more sophisticated text."

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The planning of a unit with fact pyramids was a big idea in this chapter and this deals with starting with the essential knowledge that you want in a unit and then getting more defined and leading to the short term information that adds to the essential knowledge and from there the background detail that supports the short term information. The chapter gives the example of The Causes of the Crusades (Essential Knowledge), The First Crusade (Short Term Knowledge and Lois VII of France (Background Detail) (pg. 26)

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when using other tools outside the classroom how do we best help our students understand the material and have access to in a way that helps them.

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Doug Buehl has an extensive background in literacy which includes presenting literacy workshops, helping struggling teachers, tutoring, and helping draft the 2006 Standards Middle and High school Literacy Coaches. So this guy knows what he's talking about!

Preface:
This 4th edition is heavily influenced by the common core literacy standards which gives us structure in our lessons: "the why".

Chapter 1: How common core literacy standards relate to research on comprehension instruction.

Chapter 2: In depth examination on background knowledge.

Chapter 3: Reading as an act of inquiry!

Chapter 4: Reading and thinking through a disciplinary lens.

Section 2 includes 43 classroom strategies with variations included! Each strategy is cross-referenced with the Common Core's reading, writing, speaking, and listening, and language standards.

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Recognizing disciplinary ways of using language is important because one cannot fully comprehend the texts of a specific discipline—where disciplinary knowledge is produced, stored, transmitted, and evaluated—without having a sense of how the discipline organizes knowledge though language. (p. 36)

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Working on vocabulary before and throughout the unit or lesson allows students to have a reference point for important concepts and ideas that they may need to refer back to. (p. 15)

Asking students to write on board/share with group members what they know about a certain topic to see how well students will understand a particular text, this is also a way of formatively assessing students.

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"A key factor in differentiating instruction is identifying potential mismatches and emphasizing proactive responses - activities that narrow the gap between what students know and what they need to know to access the author's message." (15)

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The Forest and Acres and Acres of Forest.  

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The Forest and Acres and Acres of Forest.  

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Here's a Fact
Here's another Fact
BUT THIS FACT
For get about this fact
Fact overloud can confuse the readers on what's important. Pg 19
Figure 1 is a good illustration of this process on Pg 19.

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By applying comprehension instruction into daily routines can assist in teaching and learning. With the use of strategy indexes correlated into 3 phases of instruction. 1. Frontloading learning: Before-reading scaffolding refers to the prior knowledge the student brings.   2. Guiding comprehension: During-reading scaffolding refers to the primary emphasis on making connections  between the first and second phase.  3. Consolidating understanding: After-reading scaffolding is summarizing understanding and personalizing new learning. Using metacognitive conversation is to assist students who struggle with learning by understanding how students constructed their thoughts and why they made those strategies. Indexing the strategies assist instructional planning, classroom strategy