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Notice and Note reading strategies for development of strategies
(Tracey A CHC) GLO 2.1

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Pamela Ambrozy

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Cultural context/cultural bias in texts

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reading for information
Tracey A CHC GLO 2.1
engage prior knowledge by front end loading vocabulary

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such as Recalling Facts
Inference Skills

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Reads implied meaning ofsocial and culturalreferences.

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Reads implied meaning ofsocial and culturalreferences.

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Practiced Sustained Reading - Outside of scool

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Practiced Sustained Reading - Outside of scool

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- Pamela Ambrozy

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Pamela Ambrozy

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Reading Multiple Choice Quiz Tracey A (CHC)

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Reading Multiple Choice Quiz Tracey A (CHC)

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Susan Woo

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Reading Strategies - Summarizing, Predicting, Using Context

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Reading Strategies - Summarizing, Predicting, Using Context

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Pamela Ambrozy

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Susan Woo

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Literacy in Multiple Choice Exams (reading the question

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Literacy in Multiple Choice Exams (reading the question

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Susan Woo

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Susan Woo

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Academic vocabulary for poetic devices - particularly synonyms which are used interchangeably 

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Academic vocabulary for poetic devices - particularly synonyms which are used interchangeably 

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Pamela Ambrozy

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importance of building background knowledge (2.1)
Describe audience factors related to text (2.2)

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identify organizational patterns/text structure

plot graphs

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Read Alouds (Modeling Reading) "this makes me think about a time...." GLO 2.3 

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Read Alouds (Modeling Reading) "this makes me think about a time...." GLO 2.3 

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Morphology-prefixes and suffixes, root words

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Morphology-prefixes and suffixes, root words

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Stinky Cheese Man
The True Story of the Big Bad Wolf

Article of the Week (Cult of Pedagogy)

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"front-loading" key vocabulary using Frayer models or split pages
Building language that helps students think analytically (adjectives to describe characters)
Explicitly teach prompts and vocabulary to discuss the texts critically eg. realistic vs improbable, words that help understand, well-developed vs flat or stereotypical character) Sarah Lees QE

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Teaching gestures, idioms, sayings, etc when reading

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Teaching gestures, idioms, sayings, etc when reading

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Fluency- pronunciation of new vocabulary

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Fluency- pronunciation of new vocabulary

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Understanding Character describe images - traits (teaching adjectives, descriptors)

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Understanding Character describe images - traits (teaching adjectives, descriptors)

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Close Reading - students not paying attention to the important details that impact comprehension

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Close Reading - students not paying attention to the important details that impact comprehension

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Pamela Ambrozy

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Understanding variety of text forms - plays, poems etc

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Understanding variety of text forms - plays, poems etc

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Pamela Ambrozy

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Article of Week "The Cult of Pedagogy" podcast

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Article of Week "The Cult of Pedagogy" podcast

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Teach students how to engage academically in discussion by giving response frames "I agree with ___I'd like to add ____, "I'd like to build on Mo's point _________" "I would like to ask ______ to clarify what they meant by _______"  "I disagree with the idea that _______ because ______"
Sarah Lees QE

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Teachers can use available media and guests/students (who are from a certain culture) to help students understand culture and context (e.g. YouTube videos, Google Earth/Google Expedition, podcasts for “audio” students).

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-using choice boards to allow students to represent their understanding in different modes or medias
-using video, Google expeditions (book through district) or student research to provide context prior to reading
-choosing texts that reflect a variety of authors from world lit beyond North American and European authors

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Scaffolding Literary Analysis with Short Films

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Scaffolding Literary Analysis with Short Films

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- getting students to analyse symbolism, theme, types of vocabulary, characterization via short films (e.g. Pixar)

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See difference between support and generalizations.  F

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See difference between support and generalizations.  F

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Introduce Texts/Movies that Students Maybe in Contact with in future English classes 

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Introduce Texts/Movies that Students Maybe in Contact with in future English classes 

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- building prior knowledge/cultural background/vocabulary
- modifying expectations based on benchmarks

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Would exploring narrative non-fiction by listening to podcasts from "The Moth" count as reading