The Core Six/Strategy #1:
Reading for Meaning
NW Ohio HSTW/MMGW
*Mary Anne Preston
Literacy Coach
mary.preston@utoledo.edu
*Connie Hanke
LDC Coach
connie.hanke@utoledo.edu
Objectives:
 Three Reasons for Using Reading for
Meaning with CCSS
 Research Behind Reading for Meaning
 Using Reading for Meaning in the
Classroom
 Samples of Reading for Meaning
 Planning Considerations for Reading for
Meaning
 Writing Extension: 3X3 Framework
Handouts:
 Understanding Lexiles
 Aligning Reading for Meaning Statements to Anchor
Standards for Anchor Standard Concepts and Sample
Statements and Handout
 7 Keys to Comprehension
 Almost Everything Can Be ‘Read’ for Meaning
 3 X 3 Writing Frame
 Support/Refute Organizer for Tops & Bottom, 5
Highlights, Think-Pair-Share and Round Robin, Because,
Human Barometer
 Capturing Student-Memory Box
 Evaluation
3 Reasons for Using
“Reading for Meaning”
 Text Complexity:
CCSS call for increasing the complexity of texts to
build skills of proficient readers for extract
meaning in challenging texts.
In order to know if a text is challenging enough for
students, teachers need to know two things:
• Student’s reading levels
• The Lexile level of the text
(See Lexile Handout in Packet)
3 Reasons for Using
“Reading for Meaning”
 Evidence:
Students use relevant evidence when
supporting their own points in writing
and speaking, making their reasoning
clear to the reader or listener.
Students constructively evaluate others’
use of evidence.
3 Reasons for Using
“Reading for Meaning”
 The Core Skills of Reading:
• Identifying main ideas
• Making inferences
• Supporting interpretations with evidence
(See “Aligning Reading for Meaning Statements
to Anchor Standards” for Anchor Standard
Concepts and Sample Statements)
The Research Behind
“Reading for Meaning”
 Durkin discovered that teachers were
making false assumptions that
comprehension did not need to be taught.
 Pressley observed excellent reading
begins: before reading, continues during
reading, and persists after reading.
 Zimmerman/Hutchins identified 7 keys to
comprehension.
(See Handout “7 Keys to Comprehension”)
Using “Reading for Meaning”
in the Classroom
 Identify a short text…a poem, an article, a
blog post, a primary document, a fable, or a
scene from a play.
Mathematical word problems, data charts,
and visual sources like paintings and
photographs…
(See Handout “Almost Everything Can Be
‘Read’ for Meaning”)
Using “Reading for Meaning”
in the Classroom
 Generate a list of statements about the text.
Statements can be…
• Objectively true or false
• Open to interpretation to provoke
discussion/debate
• Customized to focus on skill: identifying
main idea, analyzing characters and ideas
Using “Reading for Meaning”
in the Classroom
 Introduce the topic of the text and have
students preview the statements before they
begin reading.
• Have students think about what they already
know about the statements.
• Use the statements to make predictions
about the text.
(Strategy: 3 X 3 Writing Frame)
Using “Reading for Meaning”
in the Classroom
 Have students record evidence for
and against each statement while
(or after) they read.
(See Handout Support/Refute Organizer for
Tops & Bottoms)
(Strategy: 5 Highlights)
Using “Reading for Meaning”
in the Classroom
 Have students discuss their evidence in
pairs or small groups.
• Groups should reach a consensus about
which statements are supported by the text
and which are refuted.
• If they get “stuck” with any statement:
Students should rewrite the statement in a
way they better understand it.
(Strategy:Think, Pair, Share)
Using “Reading for Meaning”
in the Classroom
 Conduct a “whole-class” discussion
• Students share and justify their positions
with textual evidence.
• Help students clarify their thinking
• Call attention to evidence that may have
been missed or misinterpreted.
(Strategies: Round Robin, Because)
Using “Reading for Meaning”
in the Classroom
Use students’ responses to
evaluate their understanding of
the reading and their ability to
support a position with evidence.
(Strategy: Human Barometer)
“Reading for Meaning”
Sample Lesson Statements

In The Core Six, from p. 12: Middle School Science
1.
2.
Most of the volume of an atom is empty space.
The electrons orbit the nucleus of an atom in much the same
way that planets orbit the sun.
A carbon atom is more complex than a helium atom.
Most of the atomic mass of an atom comes from its electrons.
3.
4.
Students would decide whether they agree or
disagree with the statements using evidence
from text.
Planning Considerations for
“Reading for Meaning” Lesson
 What standards do I intend to address?
 What article, document, or passage needs
emphasis and analysis? Does this address
my chosen standards?
 What themes, main ideas, and details do
the students need to discover?
 What statements will help students focus?
(See handout: Engaging and Building
Reading Skills)
Planning Considerations for
“Reading for Meaning” Lesson
 How to begin the lesson:
“What kind of hook, or attention-grabbing question
or activity, can I create to capture student interest
and activate prior knowledge?”
(See Handout for Capturing Students’ Interest)
 “What questions about the content or the process
can I develop to engage students in discussion
throughout the lesson and after the reading?”
(Revisit Handout: Aligning Reading for Meaning
Statements to Anchor Standards)
Writing Extension:
Using a 3 X 3 Writing Frame
This strategy uses a simple
visual organizer to help students
see the structure of a good
essay and plan out its
beginning, middle, and end.
(3 X 3 Writing Frame)
Questions on using
“Reading for Meaning”
Memory Box
strategy for formative
assessment
References:
The research, information, and materials were
gathered from the book:
The Core Six: Essential Strategies for Achieving
Excellence with the Common Core
Authors:
Harvey F. Silver
R. Thomas Dewing
Matthew J. Perini
Copyright 2012 ASCD Publisher
Thank you for your participation:
 Please complete evaluation…
 Contact information:
Connie Hanke
connie.hanke@utoledo.edu
419-681-6401