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Principle 1

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Principle 1

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  1. Life is Comprehension (Tune "Life is a Cabaret")What good is barking at print on the pageIf it don't mean a thing?We need to understand this stuff.Let's make these pages sing!Enough of phonics...Let's balance it out.How about some strategies?If we're going to understand this stuff.Comprehension is what we need.Let's think aloud!Let's visualize!Let's get our whole brain activating,Why keep all your schema waiting?Now when we're reading Words fly off the pageThe meaning is getting clearComprehension is what it's all aboutWhen we're doing our reading here!

  2. Principle 1 Base Your Understanding of Comprehension on the Social Constructivist Nature of Reading

  3. Principle2 Understand Students’ Role in Reading Comprehension

  4. Measuring Variability Not Disability

  5. Levels of Comprehension

  6. Principle Three Be an Influential Teacher

  7. “Why Do Some Students Fail to Learn to Read? (Cambourne 2001) • The students received faulty demonstrations of how to read and write. • The student received quality demonstrations but not engage with them. • The student has low expectations of him/herself as a reader and writer. • The student receives faulty feedback to grow stronger. • The student will not or can not take responsibility for their learning. • Any combination of the above

  8. Principle Four Motivate and Engage Students

  9. Constance Steinkeuhler, 2011

  10. Reading Level 11.8

  11. No Choice vs. Choice What we found in the study was there was no significant difference between school and game text until choice of topic was introduced. Once choice of text was introduced the boys did significantly better, with those who were reading below their grade level based on the QRI tests reading up to 5 grades above their actual grade level. The Mismeasure of Boys: Reading and Online Videogames Wisconsin Center for Education, 2011

  12. Principle Five Teach Reading Comprehension Strategies

  13. Strategy Lesson on Inferring • Phase One: Introduction • Phase Two: Explicit Instruction • Phase Three: Modeling • Phase Four: Guided Practice (LG) • Phase Five: Independent Practice (LG) • Phase Six: Transfer (Independent) • Phase Seven : Closure

  14. Principle Six Foster the Development and Use of Vocabulary

  15. Several studies have established a solid link between overall decoding and reading comprehension skills (e.g., Curtis, 1980; Shankweiler et al., 1999). This connection is most pronounced in young children and in less-skilled readers. For example, Ouellette & Beers (2010) found that while first graders’ reading comprehension was most strongly related to decoding skills, sixth graders’ comprehension was most closely related to vocabulary breadth and depth.

  16. Principle Seven Provide Students with a Variety of Types and Levels of Text

  17. Kids do lead literate lives…

  18. Frustrational vs Independent

  19. Did you enjoy reading this book?

  20. Anthony & Sarah How different two readers can be in their behaviors, tastes, interest and abilities even when they are reading at the same level Bunnicula & Grandpa’s Face Although these books are the same level, they offer different supports and challenges Levels do not equal needs

  21. Principle Eight Encourage Students to Use Multiple Modes of Representing Thinking

  22. Where are the literacy demands of a task like this on the learner?

  23. Principle Nine Embed Formative Assessments in Your Everyday Teaching

  24. “Behind Test Scores: What Struggling Readers Really Need” by Sheila W. Valencia and Marsha Riddle Buly in The Reading Teacher (March 2004)

  25. The Need for Differentiation

  26. The Need for Differentiation

  27. Below the Bar (Valencia and Buly) Slow Comprehenders 24% Automatic Word Callers 18% Word Tumblers 17% Slow Word Callers 17% Struggling Word Callers 15% Disabled Readers 9%

  28. Principle 10 Teach Students to Comprehend at Deeper Levels

  29. Comprehension Strategy Grid

  30. Greg’s Small Group Posted near the table, language prompts… I like/disliked because I wonder why I have a connection I think the author’s message is To add on to ___’s thought That’s a good thought but I still think Can you give me more evidence Can you explain that more Why do you think that?

  31. Greg’s Small Group Greg tapes the session with understanding that… He is checking himself as he tries to reduce his teacher talk So students can check their participation against a book discussion rubric Greg monitors discussion as it happens and can reassess when the recoding is played back

  32. Small Group Discussion Rubric

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