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Comprehension : Early Language and Literacy Certificate, Course 1

Comprehension : Early Language and Literacy Certificate, Course 1 . Class 18 Guided Reading Plus. Housekeeping. Revisit Norms Now that we all know each other –‘side conversations’ are more prevalent – need to stop!

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Comprehension : Early Language and Literacy Certificate, Course 1

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  1. Comprehension:Early Language and Literacy Certificate, Course 1 Class 18 Guided Reading Plus DPS Early Language & Literacy Certificate Program - Course 1

  2. Housekeeping • Revisit Norms • Now that we all know each other –‘side conversations’ are more prevalent – need to stop! • Bring HW – it’s expected, part of your participation grade, and your responsibility to the class and your professional growth • Make sure cell phones are on vibrate - if you must answer due to an emergency, wait until you’re out of the room and out of earshot • Please do not get up to leave during ‘presentation’ time unless there is an emergency DPS Early Language & Literacy Certificate Program - Course 1

  3. Housekeeping • Case Study Analysis & Presentation • Will happen during final class on 5/9 • For details, see ‘Assignment Guidelines’ handout from 1st class • Re-administer the same 4 assessments you gave for the initial ‘Summary of Assessments’ – to case study child • Analyze the data & write a 3-5 page Analysis/Reflection to discuss your teaching strengths & next steps • Prepare a 10 min presentation on the same topic (will include some artifacts) • To prepare – ‘teach the stuffing’ out of your kids and reflecton your teaching and their learning as you go! DPS Early Language & Literacy Certificate Program - Course 1

  4. Homework Review • Review • What’s Wrong With This Running Record? DPS Early Language & Literacy Certificate Program - Course 1

  5. Essential Questions • How do the components of Guided Reading Plus support teaching for comprehension across the lesson? DPS Early Language & Literacy Certificate Program - Course 1

  6. Foundational Ideas • With struggling readers, we need to teach hard for understanding. • In general, we tend to think that if a reader can ‘but get the words right’, the rest will come and he will understand. • This is NOT true! DPS Early Language & Literacy Certificate Program - Course 1

  7. Foundational Ideas • Struggling readers usually have trouble • decoding words • reading fluently • understanding what they read • Limited comprehension is the most serious of the three. DPS Early Language & Literacy Certificate Program - Course 1

  8. Foundational Ideas • Comprehension is MUCH MORE than a retell! • For example students must understand: • theme (friendship, etc.) • concept (moral, learning about a topic, etc.), • organization (compare/contrast, problem/solution, etc.) • literary language (once upon a time) DPS Early Language & Literacy Certificate Program - Course 1

  9. Foundational Ideas • “Most young children enter school believing that learning to read will be as easy as everything else they have done -eating, walking, talking… • They expect reading to be meaningful, and we want to be sure those expectations are met as they begin to read easy texts.” (F & P) DPS Early Language & Literacy Certificate Program - Course 1

  10. For Example • Handout • Comprehension Discussion After Reading: Oh, No! • How did the teacher enhance the children’s deep comprehension of this easy book? • One of the CCSS shifts is that children “read, write & speak grounded in evidence from texts.” How did the teacher support this? DPS Early Language & Literacy Certificate Program - Course 1

  11. Foundational Ideas • Our goal is to help children think actively while reading (7 systems of strategic actions): • making predictions • connecting • synthesizing new information • inferring • analyzing texts • critiquing texts • summarizing DPS Early Language & Literacy Certificate Program - Course 1

  12. Prompting for Successful Comprehending • Handout • Prompting for Successful Comprehending (WRS pg. 428-429 + summarizing on 426) • Skim through 7 systems of strategic actions • Circle 2-3 comprehension prompts in each section that resonate with you DPS Early Language & Literacy Certificate Program - Course 1

  13. Table Talk • So, when is comprehension taught during the Guided Reading Plus lesson? DPS Early Language & Literacy Certificate Program - Course 1

  14. Foundational Ideas • Because getting the message (meaning) is the goal of reading, comprehension is taught across the lesson in GRP. DPS Early Language & Literacy Certificate Program - Course 1

  15. Foundational Ideas • Reading Day – When is comprehension taught? • Word Work: • No (Why not?) • Book Orientation: • YES! • Interaction/Listening-in During Reading: • YES! • Meaning and Strategy Discussion after Reading: • YES! DPS Early Language & Literacy Certificate Program - Course 1

  16. Foundational Ideas • Writing Day – When is comprehension taught? • Assessment (rr): • yes, individually (and minimally) • Discussion Before Writing: • YES! • Writing about Reading: • YES! • Strategy Discussion • No (why?) DPS Early Language & Literacy Certificate Program - Course 1

  17. Foundational Ideas – Book Orientation • What we do before reading has everything to do with a reader’s fluent processing and comprehension of text. • Instructional = with assistance (ex. plumbing) • We want to help children understand how the whole text works. • children need this framework to organize their thinking • it is a more powerful tool in supporting comprehension than pre-teaching words. DPS Early Language & Literacy Certificate Program - Course 1

  18. Foundational Ideas – Comprehension Across the Lesson • Book orientation • goal is give an overview of the whole book & to set the children up to successfully read the text • Discussion after reading: • goal is to be sure children understood the main ideas of the text • Discussion before writing & the writing itself: • goal is to deeply explore meaning (7 systems of strategic actions / CCSS) DPS Early Language & Literacy Certificate Program - Course 1

  19. Let’s Practice • Read aloud: Good Friends (handout) • Jigsaw: With your group, be prepared to share a few examples as to how you would support comprehension in your lesson component. • Reading Day • Book Orientation • Interaction During Reading • Discussion After Reading • Writing Day • Discussion Before Writing • Writing About Reading DPS Early Language & Literacy Certificate Program - Course 1

  20. Foundational Ideas – CCSS • Build knowledge through content-rich nonfiction and informational texts. • this DOES NOT mean that we read mostly nonfiction during guided reading (Benchmark ) • this DOES mean that students read content-rich nonfiction & informational texts within the content areas (social studies, science) • the 50/50 split between F & NF called for in 4th grade refers to what students read throughout the day DPS Early Language & Literacy Certificate Program - Course 1

  21. Foundational Ideas – CCSS • Read, write, and speak grounded in evidence from texts. • To prompt: “How do you know? Show me in the text.” • These phrases are not in the common core: • make text-to-self connections • explore personal response • relate to your own life • In short, the common core de-emphasizes personal connections & emphasizes textual analysis. (L. Caulkins) DPS Early Language & Literacy Certificate Program - Course 1

  22. Foundational Ideas – CCSS • Practice regularly with increasingly complex texts and academic vocabulary. • Two of the standards (1 & 10) are referred to as the “running records standards” • Read closely to understand the precise meaning of the text, cite evidence & support conclusions (#1) • Read & comprehend complex texts (#10) • Why? We track students’ ability to move up the ‘ladder’ of text levels using running records. • The goal of GRP is to quickly ratchet up the text levels while reading with fluency, accuracy & comprehension. DPS Early Language & Literacy Certificate Program - Course 1

  23. Essential Questions • How do the components of Guided Reading Plus support teaching for comprehension across the lesson? DPS Early Language & Literacy Certificate Program - Course 1

  24. Essential Connections • LEAP • MCD: methods & pacing, academic language • HIIM: check for understanding, feedback • English Language Learners • Oral Language Development • Academic Language • Common Core Shifts • Nonfiction • Evidence • Increasing text complexity DPS Early Language & Literacy Certificate Program - Course 1

  25. Homework • READ • Article: IRA CCSS Guidelines • DO • Reflect on class • Reflect on reading • BRING to next class • Next class powerpoint (for notes) • ALL handouts received thus far DPS Early Language & Literacy Certificate Program - Course 1

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