1. Julia Smith READ 3262 Fall 2011
2. Metacognition
   1. Consists of: active reading (margin notation or sticky notes), self-assessment (have students fill out 3x5 index cards by answering various questions such as, "what did you learn today?" etc.).
   2. Learning logs: give students a vehicle for ongoing self-reflection on their learning.
   3. Extend unit assessment: having students record what they know and the questions that they want to have answered from their study.
   4. Portfolio evaluation: portfolios are great tools for student and teacher assessment . They consist of personal collections of illustrative students work annotated to explain how they demonstrate learning or accomplishments.
3. Teaching All Students
   1. Consists of identifying strengths, recognizing students' cultures, and adjusting teaching for English Langauge Learners.
4. Organizing for Instruction
   1. About being able to integrate content areas
   2. Teaching literature: using core novels and literature groups, literature circles, and guided reading and readers' workshop.
   3. Expository texts: thematic units, essays and biographies, and drama and choral reading
5. Organizing and Managing a Learning Community 472
   1. Consists of: knowing adolescents' identify and motivation, engaging students in twenty-first century web-based inquiry projects (thinkquest.org), selecting appropriate materials, assessing reading levels of materials, and involving parents and the community.
   2. Speech to Text Programs
6. Study Reading
   1. Consists of: scheduling time to study, test taking (Question Answer Relation strategy-helping students understand the difference in higher-level thinking questions and those on standardized tests), and teacher modeling.
7. Assessment
   1. Determining reading levels: informal reading inventories, advanced informal inventory, and leveled books.
   2. Classroom fluency measure: timing students for one minute and asking them to recall what they read.
   3. Strategy knowledge: being aware of the strategies that a student uses to read successfully in different kinds of materials and for different purposes.
   4. Content reading: consists of a students flexibility in reading a variety of different informational texts and in developing strategies for using that information.
   5. Vocabulary and concept learning: is important to reading comprehension. Also want to notice if students use self conscious strategies for adding words to their use vocabularies.
   6. Understanding students' interest: helps encourage students interest to read, and become more engaged in conversation and in their writing.
   7. Developing a diagnostic eye and ear: important in noticing how students develop their reading abilities.
8. Developing Knowledge and Skills
   1. Daily opportunities to read: self-selected texts for professional enjoyment, texts for group discussions and sharing with others, content-area learning from textbook and resource materials, new magazines, newspapers, and electronic texts, experiences with poetry, humorous word plays, and cartoons, texts that enable students to perform tasks and follow directions, and texts for specific problem-solving and learning activities.
   2. One of the most important kinds of reading is self-selected and independent reading.
   3. Support mechanisms: pre-reading activation of knowledge and vocabulary under teacher or adult guidance, which might involve viewing videos to set the context and build knowledge, audiotapes/CDs of texts, assistance from older or adult readers, and adapted, easier texts on the same topic.
      1. Daily reading at the appropriate instructional level: Finding a balance b/w appropriately challenging reading materials and those that students can handle independently is part of each teachers task.
   4. Integrating Reading and Writing: some include science fairs, addressing broad questions, and inquiry projects.
   5. Strategies for independent reading: Anticipate, Build Knowledge, and Consolidate (ABC) what they learn,
   6. Engaging in inquiry: ask good questions, seek appropriate sources of materials and evaluate their quality, synthesize ideas from multiple sources of information, use electronic media as a resource in learning-seeking info, organizing it, and presenting ideas to others, and create written, visual, and oral presentations to share findings.
   7. Strategies for building vocabulary: teacher modeling of interest in language, student engagement in enjoyable word play, self-selection, understanding the historical development of english, learning and retaining of content-specific vocabulary, and wide reading.
   8. Student self reflection: helps students become more confident in reading when they learn to engage in reflection after completing the text.
   9. Opportunities to model fluent and reflective reading: a model of fluent reading, a model of active and reflective reading, and a way to increase their store of knowledge about the world as well as their vocabulary.
   10. Fluency through repetition:re-reading poems and short passages using techniques such as coral reading, two-part reading, and echo reading, readers theatre, self-timing drills, and an introduction to a variety of new books and genres.
9. Reading in Adolescence
   1. Fact: According to the 2007 National Assessment of Educational Progress, 69% of 8th graders are not able to read grade-level materials proficiently.
   2. Doing what works (http://dww.ed.gov.gov) has developed a whole section of Adolescent Literacy as part of its recognition of the need for more attention to upper level literacy.