Page 32 - 2017 Reading Summit Guidebook

Current Research cont.
“Students are constantly confronted with new information, particularly once they progress to the upper-elementary grades and transition from “learning to read” to “reading to learn” (Chall, 1983). To read to learn effectively, students need to integrate new material into their existing knowledge base, construct new understanding, and adapt existing conceptions and beliefs
as needed. Pro ciency at these tasks is essential to literacy (Davis & Winek, 1989; Squire, 1983; Weisberg, 1988). However, students who lack suf cient background knowledge or are unable to activate
this knowledge may struggle to access, participate, and progress throughout the general curriculum, where reading to learn is a prerequisite for success.”
– “Background Knowledge,” Strangman and Hall, National Center on Accessible Instructional Materials, 2009
Workshop Materials
Workshop materials include the PowerPoint presentation and facilitator talking points.
Optional Materials
You may use a wide variety (both grade level and content) of informational (expository) texts.
How to Get Started
• Download and review the PowerPoint presentation and facilitator talking points.
Go to scholastic.com/bookfairs/itext.
• Conduct a staff meeting to discuss and plan the workshop. Ask volunteers to take key planning assignments for the workshop.
• Recruit a presenter/facilitator for the workshop. Think about a reading coach or someone on staff who is passionate about reading.
30 iTEXT
Download the Program
All program resources are available at scholastic.com/bookfairs/ reading-summit.
• Let’s Find Out (English & Spanish)
• Thinking Guide (English & Spanish)
• Informational Text Features
• Turning Titles and Subheadings into Questions
• Text Features Notes
• 3-2-1 Strategy Chart
• Family Invitation
• Family Evaluation (English & Spanish)