Page 31 - 2017 Reading Summit Guidebook

Family members want to help their children with reading, but they don’t always know how to begin. In this interactive workshop, adult family mem- bers will learn strategies for assisting upper-elementary and middle-school children with reading non ction informational text. Students must develop non ction reading skills to become strong readers throughout their lives. Teachers and library media specialists can explore tools and scaffolds for teaching students how to preview, ask questions, and visualize information in non ction texts. Students attending the workshop will explore and prac- tice these reading strategies with their family members or peers through engaging hands-on activities.
iTEXT®:
Using Text Features to
Increase Reading Comprehension
Current Research
“ Teachers must ensure that students can make sense of the content, regardless of how dif cult it may seem to novices. To do that, teachers must build and activate students’ background knowledge – two of the most important things that they can do to improve student understanding. ”
– “Building and Activating Background Knowledge,” Principal Leadership, Frey and Fisher, 2010
“After acknowledging that our intermediate students failed to read or gave little import- ance to text features when reading, we developed the text feature walk strategy. The text feature walk is a technique that
follows a protocol similar to the primary picture walk... As students move through text features in a given section, they become familiar with the text’s organization and access important background knowledge related to the content (Honig, Diamond, and Gutlohn, 2000). ”
– “Guiding Students Through Expository Text with Text Feature Walks,” Kelly and Clausen-Grace, Reading Rockets, 2007
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