Session+3

=Session 3 - Online (9/8-9/15)=

**__Objectives for Session 3__** Have you ever been a struggling reader? What characteristics of good readers can benefit struggling readers?
 * Participants will conduct activities and read articles to learn about the differences between a strategic reader and struggling reader.
 * Participants will explore teaching strategies that focus on reading as a process skills.
 * Participants will identify the three purposes for reading.
 * Participants will experiment with reading strategies in their classrooms.

__Due Dates for Session 3__

 * Discussion - inital post on discussion board by 10pm on SUNDAY September 12th
 * Discussion - 2 responses on discussion board by 10pm on Wednesday, September 15th
 * Embedded Questions - emailed to Kelly by 10pm on Wednesday, September 15th
 * Cornell Notes - emailed to Kelly by 10pm on Wednesday, September 15th
 * Literacy Strategy Reflection #2 - emailed to Kelly by 10pm on Wednesday, September 15th

__Part 1 - Characteristics of a Good Reader__

 * Search the internet and read at least 3 articles that give the characteristics of good readers.
 * Use a graphic organizer of your choice to collect your ideas as you read the 3 articles. (Try this site [] if you need ideas for graphic organizers.)
 * **Due by Sunday 9/12 at 10pm:** Complete your initial post on the discussion board (gray discussion tab) of THIS session's page by 10pm on Sunday. When you click on the "Discussion" tab, click "New Post" to write your initial post. In your post, choose __**the most** **important**__ characteristic of good readers (from your research) that you would want your struggling readers to pick up by the end of your course. Why and how would this characteristic be helpful to struggling readers in your course?
 * **Due by Wednesday 9/15 at 10pm**: Read your classmates' posts and respond to at least 2 different people's posts by 10pm Wednesday. In your response, use your research and your own experience to support their thinking or share why you think this characteristic would be less important in your subject area.

__Part 2 - Background__
Read pages 1-11 in the textbook (__Reading in the Content Areas: If Not Me, Then Who__?) to gain an understand of the 3 interactive elements of reading and the role of the reader.

__Part 3 - Embedded Questions Strategy__

 * Read this online article ([]) about how to use embedded questions as a scaffold for comprehension of content text.
 * Select a piece of text that can be read by students to support learning in your content. Embed three questions within the text to help students gain a better understanding of the text.

Submit your Text with Embedded Questions to me as an attachment via email at Kelly.Kirby@fcps.org (or send it to me in the courier if you don't have the text electronically) by 10pm on Wednesday, September 15th.

__Part 4 - Cornell Note Taking Strategy__
The Cornell Note Taking Strategy is a way for students to organize and process ideas while they read. View the PowerPoint presentation below (entitled "Notetaking) to learn about this strategy.



Use the Word document below (entitled "Cornell Notes") to take notes about PowerPoint below (entitled "The Reading Process") while you view it.



Submit your Cornell Notes to me as an attachment via email at Kelly.Kirby@fcps.org by 10pm on Wednesday, September 15th.

__Part 5 - Literacy Strategy Reflection #2__
Choose a literacy strategy from Session #2 or Session #3. Apply the strategy in your classroom and reflect upon the strategy in your journal. Include a brief description about how you used the strategy and the students' reactions. Also, evaluate the effectiveness of the strategy and any alterations you might make the next time you use it.

Submit your Literacy Strategy Reflection #2 to me as an attachment via email at Kelly.Kirby@fcps.orgby September 15th at 10pm.