Comprehension Strategy Instruction: The Differences That Make A Difference

1. Comprehension Strategy Instruction: The Differences That Make A Difference MarioCampanaro NCLB 2/6/09

2. Visit the website for… • Power Point • Additional copies of the handout • Lesson plans from all the tools we talk about today www.edbridge.org

3. If your Students have difficulty with… • Making inferences • Summarizing • Identifying the main idea • Read words fairly well, but do not comprehend what they read Then… you won’t have buyer’s remorse… THIS SESSION IS FOR YOU!

4. Reading Comprehension A short time to discuss a complex topic Focus for this session will be on three factors that make a difference: • researched-based solutions for teaching reading comprehension(don’t be frightened-the research discussion will be painless) • THE TOOLS TEACHERS AND STUDENTS NEED • how to develop self-regulated readers who love to read and can blow away high stakes tests

5. Based on recent Research 2003-2008… • 5 large and informative studies I have conducted • How teachers teach comprehension • What professional development model is useful • What “tools” teachers need to support teaching comprehension • Comprehension strategies students bring to class • How students use and apply strategies

6. Students have difficulties comprehending text because… • They have not been taught to be a strategic/ metacognitive readers • Many will never figure out how to be strategic on their own-particularly the struggling reader

7. How do I know Because: I taught struggling readers I have studied the rich research available concerning reading comprehension and metacognition I have conducted research in reading comprehension and metacognition

8. How do I know… • Most teachers have not been trained to teach comprehension • Most materials available do not teach comprehension- test comprehension • Studies by Durkin(1978/79), Pressley(1995,2006), Campanaro 2006-2008. • Today’s presentation is based on the findings from recent EB studies

9. Comprehension-what have I learned? • Some students will get it if we don’t teach it • All students will if we do! • Teachers must receive professional development training to effectively teach students to comprehend and become self-regulated independent readers

10. I have learned that research-based practices don’t always work for teachers…why? • The studies • The researcher • The teacher reality principle Time Fit Lack of Expertise

11. Let’s get going and observe a group of expert readers • Let’s explore what they do when they read • Let’s discover how they learned to be proficient self-regulated readers…expert readers • Oh…Who are the expert readers

12. Practice Activity: 2 minutes • What are the 3 grootste aantallen that can wordt gemaakt using the cijfers 3, 4, 6, and 7? Elk cijfer must be used only een en elk aantallen. Merk uw antwoord. • 7643 • 3467, 3476, 3647 • 7643, 7634, 7463 • 34, 36, 73 • grootste aantallen = largest numbers • wordt gemaakt = be created • cijfer = digit • Merk uw antwoord = mark your answer

13. How did you learn to be a strategic reader? • Discuss • Share • EB’s vision…

14. The Bridge Between Research and the Classroom

15. Bridge needed between research and practice • Identify the research that works • Conduct research that is needed • Operationalize the research for teachers

16. Research Validated Strategies based on 30 yearsof research • Making predictions • Asking questions • Inferring • Activating prior knowledge- connections • Visualizing • Summarize • Monitor comprehension-fix up • Identifying Important Information • Set purpose for reading

17. Address the Teacher Reality Principle • Time • Fit to curriculum • Lack of training • Link strategy instruction to state/local curriculum. • Provide tools that do not require additional time to teach • Provide professional development training-not product orientation sessions. • Link standards to strategies

18. State Standards: 25 key standards recast as strategies • Vocabulary: Author’s Craft Context Clues Author’s purpose Synonyms/antonyms Author’s point of view Figurative language Genre • Story Structure Main idea Summary Character traits Setting Order of important events • Comprehension Cause/Effect Inference Fact/Opinion Comparing story variants

19. Instructional Model for Teaching Comprehension Strategies Gradual Release of Responsibility Approach • Teacher Demonstration Concrete to Abstract (Modeling) • Teacher Directed Practice (Guided Practice) • Monitored Student Application (Independent Practice) • Independent Student Application (Use in Everyday Reading)

20. Reading Comprehension: WhatWorks Educational Leadership, Fielding and Pearson Joint All Student All Teacher Responsibility Guided Practice Gradual Release of Responsibility Independent Modeling

21. Educational Bridge:Research-based tools to accelerate comprehension • For teachers • Tools to diagnose • Tools to teach • For students • Tools to support strategy development • Tools to support independence and self-regulation

22. EB Research Findings • GRR • Think-Alouds • Conditional Knowledge • Fast Mapping • Multiple Strategies • Provisions for Independent Practice and Student Application of Strategies • All teachers in experimental groups demonstrated improved capacity to teach reading comprehension strategies • Students of experimental group teachers out performed control in reading achievement and gains in metacomprehension

23. Comprehension is Taught, Not Caught • A comprehensive plan/approach is required across grade levels and content areas • Tools for teaching comprehension are needed based on the gradual release of responsibility instructional model and determining students’ levels of comprehension and metacognition

24. Third Grade Science Test

25. Metacomprehension Strategy Index (Schmidt, 1990) What it is? 25 items to explore how: • How a student thinks about text • Before, During, and after reading

27. Validated Strategies- Questioning, etc.

28. G RR for State curriculum& assessment

29. Summary • Foundations for teaching summary • Not a one time event • Start at the beginning of the school year-mentor texts • The one minute read-alouds • The Bio Pyramid

30. Probable Passages • Before Reading • After Reading

31. Probable Passages-Hot Stuff • Class Clown • School • No funny ideas • Ben • Disruptive • Humorous • Lunch room • Pizza • Hot peppers • Laughing students • Nurse’s office

32. Bio Pyramid • Mario • Educational Publisher_______(2 words describing person) • English Language Learner(3 words/childhood) • Learning to Read Text(4 word/problem) • Earned A Doctorate in Reading (5 word/accomplishment) • Authored several professional books in reading(6 word second accomplishment) • Founded Celebration Press publisher of the DRA (7 word third accomplishment) • Students become strategic and metacomprhensive readers of text (8 word benefits of accomplishments)

33. You try • Construct a bio pyramid about yourself • Stop at line 5 • Discuss

34. Summary Pyramid: Narrative Text: Hot Stuff • Character’s name-Ben • Two words describing Ben-Class Clown • Three-word phrase describing the setting-Walking to school • Four words indicating problem- needed funny idea quickly From: FastMapping for Comprehension

35. You try with a partner • Complete steps 5-8 for Hot Stuff • Identify the words your students may not know while completing the narrative pyramid for Hot Stuff

36. What’s so Hot about Hot Stuff • From: FastMapping for Comprehension

37. Fast Mapping…What is it? • Recent comprehension research by Dr Cathy Collins Block(2007) • Learner requires 6 intensive in-depth experiences with a new strategy to form a neural pathway that enables application

38. Bridge to Reading Comprehension Chapter Books • FastMapping applied to connected text • Focus strategies-7 opportunities • Maximize flexible use of texts-read-alouds, guided reading, independent reading. • My Almost Perfect Life- T/G Chapter 3

39. Informational Pyramid • Line 1-Topic • Line 2-Two words describing the topic • Line 3- Three words describing action of the topic • Line 4- Four-word phrase telling about the environment of habitat • Line 5 -Five-word phrase telling one important fact about the topic • Line 6- Six-word phrase telling another important fact about the topic • Line 7- Seven-word phrase stating a third important fact about the topic • Line 8-Eight word question-what else you want to learn about the topic

40. You Try It in small group • Perspectives anthologies • Nonfiction section only

41. What’s Perspectives • Teaches critical thinking and deep comprehension K-6 • Opposing points view explored through various genres-fables, fairy tales, nonfiction, fiction, etc. • Apply all the comprehension(cognitive) strategies when exploring differing points-of-view

42. Sustaining the use of Strategies • Developing Readers • Lesson plans for the 25 key strategies found on state curriculums and high stakes assessments • Strategies applied to all classroom texts • Hot Stuff words-Context Clues • Developing Readers lesson plan for context clues-use your own materials

43. Inference He put down $10 at the window. The woman behind the window gave $ 4.00. The person next to him gave him $ 3.00, but he gave it back to her. So, when they went inside, she bought him a large bag of popcorn.

44. Skillful readers… • Recognize the antecedents for pronouns • Figure out the meaning of unknown words from context clues • Figure out the grammatical function of an unknown word • Understand intonation of characters’ words • Identify characters’ beliefs, personalities, and motivations • Understand characters’ relationships to one another

45. Skillful readers… • Provide explanations for events or ideas that are presented in the text • Offer details for events or their own explanations of the events presented in the text • Understand the author’s view of the world • Recognize the author’s biases • Related what is happening in the text to their own knowledge of the world • Offer conclusions from facts presented in the text

46. Skillful Teachers… • Follow a Gradual Release Model • Think-Aloud • Build Background Knowledge • Teach the 3 types of strategy Knowledge(Declarative, Procedural, Conditional) • Teach Multiple Strategies • Make Provisions for Independent Practice

47. Student Recording Sheet George Miller (1957) Magical Number Seven • Distributed practice • Working Memory • Long term memory

48. Vocabulary Development • Common prefixes and suffixes • Flip Dictionary (Developing Thinkers)

49. Flip Dictionary