RED 4519 Chapters 8 & 9 Comprehension Dr. Michelle Kelley

1. RED 4519Chapters 8 & 9 ComprehensionDr. Michelle Kelley Diagnostic & Corrective Reading

2. Who is John????? • John was on his way to school. • He was terribly worried. • He thought he might not be able to control the classes. • It was not a normal part of a janitor’s duties.

3. Read A MardsonGiberter for Farfiep. 36 HO • Comprehension Questions • Why was Glis fraper? Ans. Because she had denarpen Farfie’s mardsan. • What did Glis plimp? Ans. A mardsan binky. • Who jubbled in the gorger when Glis sparved the binky? Ans. Farfie.

4. A Mardson Giberter for Farfie Comprehension Questions(cont.) 4. What did Farfiebof about the mardsan binky? Ans. “That’s a crouistishmardsan binky.” 5. Why didn’t GliswhankFarfie his giberter? Ans. Because his mardsan was on Stansan. What does this tell us about comprehension (and the reading process in general)?

5. What do good readers do? • Get out a piece of paper and brainstorm using the RoundTable structure what good readers do. • Select one idea as a group and put on a post-it. • Stand and Share

6. Review HO- p. 37 • Review what readers do Before, During, and After Reading!! • Discuss the implications for teaching. • Debrief

7. Brainstorm everything you have read today since the moment you woke up! • Place a checkmark or highlight those considered informational, expository or nonfiction.

8. What do we read? 85% of what students read beyond elementary school is expository, yet 80-90% of what is read in elementary school is narrative. Lesson learned: We need to make sure students are prepared for this type of reading.

9. Give One Get One • Fold a piece of paper hotdog style. • Open. • On left side write Give One. • On the right side write Get One. • List (on Give One/left side) why informational text reading is more challenging than narrative.

10. Three Factors Affecting Comprehension (pp. 217-220) • Factors within the Reader- schema, interest, & attitude. • Factors within the Environment- home, community, & school. • Factors within the Text- text structure, text features (including electronic), writing style- readability, technical vocabulary.

11. What is a text feature? Why are they so important? Anything in the text which is not a part of the main body of the text. • They often explain something in the text which might be confusing or they elaborate on something in the text. • They are on most standardized tests. • On science standardized tests the question is often only answered by the feature.

12. Text Features • With an elbow partner complete an ABC graphic organizer on text features p. 38 HO.

13. Text Feature Categories • Print Features • Graphic Features • Organizational Features

14. How do we Assess Comprehension? • Informal Assessments • Informal reading inventories (IRIs), like DRA • Miscue Analysis • Running records • Retelling • Think-alouds • Cloze Test • Maze Test • Rubrics • Computer programs- STAR/AR/SRI

15. Cloze Passage Samples Did you know that walruses, seals, and sea lions are all in the same animal__________? They love water and have bodies that are designed to make __________ easy. Their torpedo shaped bodies slide smoothly __________ the ocean, which helps them to __________ for their food in the water. Focus on …….

16. Cloze Passage Samples Did you know that walruses, seals, and sea lions are all in the same animal f________? They love water and have bodies that are designed to make s___________ easy. Their torpedo-shaped bodies slide smoothly th_______ the ocean, which helps them to h__________ for their food in the water. Focus on…..

17. Cloze Passage Samples Did you know that _alruses, seals, and sea lions are all in the same animal _amily? They love _ater and have bodies that are designed to make _wimming easy. Their torpedo-shaped _odies slide smoothly _ _rough the ocean, which helps them to _unt their food in the water. Focus

18. Maze Tests • Like a cloze but the student is given three options to choose from. • Did you know that walruses, seals, and sea lions are all in the same animal (family, mansion, truck)?

19. Informal Reading Inventory New ppt

20. What makes sense? Assessing Comprehension • With an elbow partner look at Heather’s Scholastic Reading Inventory (SRI) Report. • What can you identify as her strengths and/or weaknesses? • How would this information help you as a teacher?

21. What makes sense? Assessing Comprehension • Now look at Heather’s DRA 4-8 (she read a Level 40 text- fourth grade)- white score sheet. • What can you identify as her strengths and/or weaknesses? • How would this information help you as a teacher?

22. Debrief • Which tool was more helpful for instructional purposes? • Why???

23. Break- DRA 4-8 Training

24. Types of Motivation • Intrinsic • Extrinsic Discuss with your elbow partners how are these different?

25. Internal Motivation • Interest- choice, ownership, opportunity, value • Confidence- success, recognition, self-efficacy • Enjoyment- excitement, culture

26. Book Talks- Motivation • Page 39 HO. • Access to books • Choice in reading materials • Variety of texts/genres • Social Interaction with Peers

27. Guidelines for ELLs(pp. 193-194) • Provide books based on students’ cultures. • Utilize books with chronological story line. • Avoid books with idioms. • Chose a theme they can connect to (adjusting to moves; being different; fitting in, etc.) • Teach with books that relate to survival. • Use predictable text. • Choose books with picture supports. • Engage in repeated readings and dramatic retellings.

28. Retelling(p. 187) 1. Read p. 187 on retellings. 2. Review Partner Retelling Checklist HO- p.40 and Retelling Reflection HO- p. 41. 3. Decide who will do the retelling, who will complete the Partner Retelling Checklist, and who will observe the process. 4. Read the Paper Bag Princess. 5. Do Retelling.

29. Types of Questions- QAR (p. 203) • Literal (Right There and Think & Search): found on the pages • Inferential (Think & Search and Author & Me): read between the lines • Critical (Author & Me): require analysis and synthesis • Evaluative (On my Own): require beyond words on a page and reasoned opinion

30. What do you think? • What happened to Elizabeth after she told Ronald he was a bum and she didn’t marry him? • Who was Elizabeth going to marry? • Why did Elizabeth not marry Ronald? • How did Elizabeth outsmart the dragon?

31. Graphic Organizers(pp.209-212; 242-247) • Character Map- p. 42 HO. • K W L S- p. 43 HO

34. Guidelines for Teaching Reading Comprehension Strategies (p. 194). • Teach in context • Use easy reading material • Individualize/differentiate • Choose a strategy appropriate for the material • Use informational text • Explicitly teach a strategy • Reader practices under supervision with feedback • Have the student verbalize (think aloud) the steps in the strategy, explaining when it should be used

35. The Problem… Teaching strategies is not enough…if the goal is independence are we sure students use what we have taught independently?

36. The Metacognitive Teaching Framework Metacognitive Teaching Framework- p. 44

37. Units of Study

38. Think Aloud- Stage 1 of MTF • See example- pp. 203-204 • “Our Mysterious Universe” • The Life Cycle of Stars Modeling Prediction Strategy Attributes using p. 45.

39. Stage 2 & 3 of MTF- Refining Strategy Use and Letting it Gel Typically done in small guided groups and whole group. • Previewing, Predicting, and Learning from Text Features- Think Sheets • Word Alert! (Remember Phonics Terms) • Text Feature Wall- Becomes a Literacy Center

40. Text Feature Wall

41. Stage 4: Self Assessment & Goal-Setting • P. 46 HO • Note relationship to strategy attributes tally sheet • This occurs at end of a unit (2-6 weeks) • Teacher models and coaches students in writing plans • Monitoring of plans occurs during IR

42. How do I teach the 90 minute block? • http://www.readingrockets.org/article/25798/ • http://www.justreadflorida.com/90-minute-chart.asp

43. Independent Reading Talk with an elbow partner about why independent reading is important.

44. Independent Reading Matters • Link between time spent reading and reading achievement (Gardner, 2001; Gottfired, 1990; Guthrie, Wigfield, Metsala, & Cox, 1999). • Positive relationship between wide reading and vocabulary acquisition (Anderson & Nagy, 1992). • Students who do not read in their free time often lose academic ground, even if they were not initially remedial (Mullis, Campbell & Farstrup, 1993).

45. IR Matters • Independent reading is an opportunity for assessment (Worthy, Broaddus & Ivey, 2001). • In-school free reading promotes reading comprehension (Krashen, 1988). • Students involved in SSR programs have better attitudes toward reading and read more (Arthur, 1995).

46. BUT… The National Reading Panel (NRP, 2000)recommended that SSR be done at home and not at school because there was not enough evidence supporting the impact on fluency. Result: Independent reading has been eliminated from many school days and left to be done at home.

47. Roadblocks to IR What are some obstacles to successful IR?

48. Some Obstacles 1. Students read inappropriate material (too hard, too easy, stuck in genre). 2. Students do not read (eyes pass the page. Reading as decoding only. Lack strategies to self-monitor). • Students lack purpose (lack of feedback/accountability). • Not always valued by teacher (or administrator).

49. Attributes of Successful SSR • Access to appealing books (kids want to read) • An environment where you want to read • Encouragement • Follow-up activities • Time to read • (Pilgreen, 2000)

50. What is R5? Stage 4 MTF • Read • Relax • Reflect • Respond • Rap Show DVD- HO