Monitoring Comprehension

2. Agenda:Comprehension Monitoring • Monitoring Defined: Review and Reflect • Why Begin There? • What to Teach? • How?: Exploring Lessons that Last

3. Readers

4. Good GREAT! The part of a text, magazine, that articulates the authors message or ideas about the underlying topic or theme (may or may not be explicitly stated)

5. The BIG Idea is: The part of a book, magazine, argument, film, poem, text, etc… that articulates the authors message or ideas about the underlying topic or theme which may or may not be explicitly stated.

6. Reading is like a puzzle… because GREAT READING is about putting all the pieces of information together to see the whole BIG PICTURE!

7. How Do Readers Put the “Pieces”Together? • 2. • 3. • 4.

8. THE PUZZLE LESSON • Look Cover 2. Peek Inside-Get Ready 3. Sort and Group Pieces 4. Find and Think about the Whole

9. Fiction is like an apple…. Life Topic Universal Theme Because you begin reading stories with one bite all the way to the end until the “core” life topic is revealed.

10. FICTION TOPICS(THEME): Universal understandings authors write about in their story growing up jealousy making friends success fear siblings romance trickery failure change overcoming injustice power arrogance death superficial love courage acceptance selfishness being ordinary moving on family relationships (beginning, ending, trials within) wealth

11. Nonfiction is like an orange… BIG Topic Section Topic Section Topic Because nonfiction is about reading and connecting The sections to the writers whole idea about the topic.

12. AnchorWhat it Means to Me as a Reader Because you begin reading stories with one bite all the way to the end until the “core” life story is revealed. Fiction is like an apple. Because nonfiction is about reading and connecting The sections to the writers whole idea about the topic. Non fiction is like an orange. Because they “unwrap” meaning by pointing out to us What the author thinks is really important about the topic Text features are like gifts. Because they lead us through the text to the authors meaning. Text structures are like “roads to meaning.” Because great reading is about putting all the pieces Of information together to see the whole BIG PICTURE! Reading is like a puzzle. © Maiers, 2007

13. Monitoring Comprehension “It’s About the Thinking”Comprehension Strategy Instruction

14. Monitoring WHAT and the WHY?

16. SUCCESS Guaranteed • Full Disclosure: Clarify Expectations • Explicitness: Describe the Practice • Demonstrate: Make it Visible • Practice w/ Guidance: Scaffolding • Private Practice: Student Application • Share and Reflect

17. Defining Comprehension Monitoring Successful readers expect reading to make sense so they monitor understanding at all times, and are prepared with strategies to clarify and/or “fix up” understanding whenever it breaks down.

18. ANCHOR LESSONS • The Reading Toolbox • Other Ideas ? Driving-Wipers Remote Control

21. Monitoring Is… Learners capacity to plan, guide, and manage their behavior within and flexibily across changes in text and circumstances Maiers, 2007

22. Learners who monitor… • Counscious of the Uncouncious • Mindful • Purposeful • Flexible • Strategic • Focused • Courageous

23. OSMOSIS or TEACH???

24. And Fix-Up Strategies TEACHING MONITORING

25. Monitoring Comprehension Requires… • Awareness • Attention • Actions

26. “Tracking Thinking” Awareness

27. TRACK THNINKING • Make predictions • Connect to personal experiences • Visualize • Identify the main idea • Ask questions • Recognize sequence • Compare and contrast • Identify cause and effect • Summarize • Draw conclusions • Express opinions • Identify and interpret the meaning of figurative language •  Identify and analyze problems and solutions • Identify author’s purpose

28. Would you know my name If I saw you in heaven Will it be the same If I saw you in heaven I must be strong, and carry on Cause I know I don't belong Here in heaven Would you hold my hand If I saw you in heaven Would you help me stand If I saw you in heaven I'll find my way, through night and day Cause I know I just can't stay Here in heaven Time can bring you down Time can bend your knee Time can break your heart Have you begging please Begging please Beyond the door There's peace I'm sure. And I know there'll be no more... Tears in heaven Would you know my name If I saw you in heaven Will it be the same If I saw you in heaven I must be strong, and carry on Cause I know I don't belong Here in heaven

29. ATTENTION Where? When? What?

30. "I noticed I lost focus when…“ “This part was confusing…“ "I reread that because…“ "I had to stop, go back and clarify my thinking because…“ "A part I had trouble with was…" Comprehension

31. Altered Text Activity

32. Thomas Alva Edison was one of the greatest inventors of the 19th century. He is most famous for inventing the light bulb in 1879. He also developed the world's first electric light-power station in 1882. Edison was born in the village of Milan, Ohio, on Feb. 11, 1847. His family later moved to Port Huron, Michigan. He went to school for only three months, when he was seven. It is warm in the summer. After that, his mother taught him at home. Thomas loved to read. At twelve years old, he became a train-boy, selling magazines and candy on the Grand Trunk Railroad. He spent all his money on books and equipment for his experiments. At the age of fifteen, Edison became manager of a telegraph office. His first inventions helped improve the telegraph, an early method for sending messages over electric wires. At twenty-one, Edison produced his first major invention, a stock ticker for printing stock-exchange quotes. He was paid $40,000 for this invention. He took this money and opened a manufacturing shop and a small laboratory in Newark, N. J. Later he gave up manufacturing, and moved his laboratory to Menlo Park, New Jersey. At this laboratory, he directed other inventors. During the rest of his life he and his laboratory invented the phonograph, film for the movie industry, and the alkaline battery. By the time he died at West Orange, New Jersey on Oct. 18, 1931, he had created over 1,000 inventions.

33. ACTIONS Thinking Toolbox

34. “Tools” of Action • Reread • Pause • Connect • Reflect • Question • Draw Conclusion • Anticipate • Activate Schema

35. “Selective Action”

36. Ask Myself: • Does it make sense? • Are my predictions confirmed? • I am getting the important points? Read Notice: When did I get off course? When did things go wrong? No Yes Check Understanding: Do I have the BIG Idea? Can I express it in my own words? Can I connect it know, do? Can I write it? • Problem Solve: • Words • Connections • Image • Fast/Slow • Organization

37. Supporting Learners

38. In our subject or grade level… • Choose a segment to read. • Put yourself in the shoes of a student reading this selection. • Read it, and fill in the t-chart. • This is hard! We do it proficiently, now slow it down and write what you are doing/thinking. • Group Anchor Chart

39. “ONE TEXT/TASK AT A TIME” Genre: Format: Task/Purpose:

40. Checking Understanding • This information is really about… • This story is really about… • Can I say this is in my own words? • Can I connect this to something I know? • Can I state this in my own words? • Can I explain this to someone else? • Can I explain the big idea? • What is this information is really about? • What is this story is really about? • Is there something that has happened in your own life • that is similar to this book? • How can you use this information in another subject? • What have you learned from this • passage/text/information? • How has this text changed what you think or know? • How does this passage make you feel and why?