Scaffolding Secondary Reading

Traditional:

the ability to read and write

Modern:

Ability to use language, numbers, images and technology to understand, communicate, gain knowledge, solve problems and assess complex contexts.

•Many reading activities that take place in classrooms occur AFTER a text is read and focus on assessing comprehension.

•Classroom reading should serve 2 purposes:

•Help readers understand the type of text they are reading

•Help readers develop good strategies for reading other texts

Planning for Reading (Wallace 1992)

1.What you will do before the reading.

2.What you and students will do together while the reading is going on.

3.What you will do after the book or text has been read.

http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/files/Reading.pdf

Anticipation Guides

Vocabulary Work/ Vocabulary Spinners

Teach Text Backwards

Think and Link

RACE

Harvesting Words

SWBST

Jigsaw

https://www.readingrockets.org/content/pdfs/World_Walls_-_A_Support_for_Literacy_in_Secondary_School_Classrooms.pdf

Thesaurus Ladder.

https://games.washingtonpost.com/category/word/

•Have students write a story, character sketch, summary using thematic idioms

•Have students summarize a chapter (ie: biology) using idioms

•Have students communicate orally using only idioms

•MODEL MODEL MODEL

http://www.readwritethink.org/classroom-resources/lesson-plans/figurative-language-teaching-idioms-254.html

SummarizeThis

TextCompactor

WordSift

SWBST

BHH (Book, Head, Heart)

Reading Summaries

Visual Representations