7. Di Tri Berrese Unasapponataimuas tri beerese: mamma berre, pappaberre, ebeibiberre. Live innecontrinireforesta. NAISE AUS. (No mugheggia.) Uannedeipappa, mamma, ebeibi go toodabice, oie, a furghettelocchedidoore. BaiennebaicommeseGoldilocchese. Scigarranattinghetu do battemaichetroble. Scipuscieollefuddedaondimaute; no live cromme. Den scigosappesterreseenneslipse in ollebeddse. LEIEI SLOBBE! Beiennebaicommeseommedi tri berrese,ollesonnebronnde, enne send innescius. Dei garra no fudde; deigarra no beddse. En uradeigoine due to Goldilocchese? Troerreinnestrit? CollePuissemenne? FETTE CIENZE! Dei uasItalienBerrese, erne deislippeonnaflorre. Goldilocchesesteiderre tri uicase; itteauteausenomme, en guistebicosedeiesheerretumeichedibeddse, scisei “Go to elle,” ennerunneommecriane to erre mamma, tellenerreuatsanificesedi tri berreseuer. Uatsiuse? Uaraiugoine du – go comlienesittiolle?
8. The Three Bears Once upon a time was three bears: mama bear, papa bear, and baby bear. Live in the country near forest. NICE HOUSE. (No mortgage.) One day papa, mama, and baby go to the beach, only they forget to lock the door. By and by comes Goldilocks. She got nothing to do but make trouble. She push all the food down the mouth; no leave crumb. The she goes upstairs and sleeps in all the beds. LAZY SLOB! By and by comes home the three bears, all sunbrowned, and sand in shoes. They got no food; they got no beds. What are they going to do to Goldilocks? Throw her in the street? Call a policeman? FAT CHANCE! They were Italian bears, and they sleep on the floor. Goldilocks stay there three weeks; eating out of house and home; and just because they asked her to make the beds, she says, “Go to h---,” and run home crying to her mama, telling her what sons of b------ the three bears are. What’s the use? What are you going to do – go complain city hall?
9. WHAT STRATEGIES DID YOU USE TO MAKE SENSE OF THE PREVIOUS TEXT? Ask questions? Made connections to what you knew? Used letter-sound correspondence to decode unfamiliar words? Made substitutions for meaning?
19. Food for Thought……… • More than eight million students in grades 4-12 read below grade level. (National Center for Education Statistics, 2005) • Among low-income eighth graders, just fifteen percent read at a proficient level. (NCES, 2005) • A mere three percent of all eighth graders read at an advanced level. (NCES, 2005) • High school students’ ability to read complex texts is strongly predictive of their performance in college math and science courses. (ACT, 2006) • Between 1971 and 2004, the reading levels of America’s seventeen year-olds showed no improvement at all. (NCES, 2004)
24. But I don’t know how to teach reading…..I’m a _________ teacher. (fill in the blank)
25. Why do you read? Turn and talk to the person next to you.
26. Reading is Thinking.
27. If we want students to become more thoughtful when they read, we need to teach them how to read strategically. Meaning arrives because we are purposefully engaged in thinking while we read. Tovani, 2004
28. The Plan……….. A district-wide book study of Do I Really Have to Teach Reading? Content Comprehension, Grades 6-12 by CrisTovani
32. What is expected of me? Read the assigned chapter prior to each month’s department meeting. Come to the meeting prepared for discussion Try incorporating some strategies in your lessons
47. Final Thoughts………………… Reading is THINKING. Students need to be taught HOW to think about what they read. This can be accomplished through strategy instruction and explicit modeling.
