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What Comes Next: Starting Where the Teachers Are. Diane Snowball & Sheena Hervey August 23, 2006. Teaching of Comprehension?. Comprehension not being taught (1978) Durkin Little changed over next 20 years (1998) Pressley et al
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What Comes Next: Starting Where the Teachers Are Diane Snowball & Sheena Hervey August 23, 2006
Teaching of Comprehension? • Comprehension not being taught (1978) Durkin • Little changed over next 20 years (1998) Pressley et al • Many students entering middle schools are efficient decoders and poor comprehenders (2000) NEAP Report
Literacy Today • The volume of print and the need to be able to read selectively to negotiate this • The range of print including electronic sources-the need to be able to read in many ways (Digital Literacy) • Availability of information from a wide range of sources – the need to be critical readers (Critical Literacy)
Comprehension Strategies • Prediction/Prior Knowledge • Questions and Questioning • Think- aloud • Text Structure and Features • Visualizing • Summarization
Comprehension Teaching and Learning • Strategies need to be explicitly taught • Applied in meaningful ways • Preparation (training) of teachers is intimately linked to students’ achievement in comprehension
Learners Need: • a repertoire of strategies they can use to deepen comprehension • to develop an awareness of what they know, and can do and how to apply these • to be able to articulate what they know and can do
Effective Teaching • Demonstrate explicit steps and strategies • Model with multiple examples and various text types • Provide multiple opportunities for practice with support as required • Encourage students’ metacognition of what strategy is used, how and when it is used • Allow plenty of independent practice with various text types
What Teachers Need to Know • Know the students they teach • Understand the comprehension strategies • Understand the Gradual Release of Responsibility model of teaching/learning • How to plan teaching with a variety of text types • How to plan teaching during a range of instructional practices • Know that comprehension teaching does not stand alone (fluency, decoding, vocabulary, world knowledge)
How does this affect the work of coaches? • What will you need to know and do?