Reading Comprehension Strategies for Success

1. Developed by: Teri Crain-Pearce Reading ComprehensionStrategies for Success

2. Reading Comprehension

3. Today’s Outcomes…..Tomorrow’s Lessons • Learn the seven research based strategies readers use to comprehend and analyze text • Enhance the strategies taught in Houghton Mifflin with hands-on ideas for implementation and linking what you are already doing with new ways to deepen comprehension lessons.

4. Good Reader’s Checklist • Develop a broad background • Know the structure of paragraphs • Identify the type of reasoning cause/effect induction/deduction • Anticipate and predict • Look for organization: serial, chronologically, logically • Create motivation and interest • Highlight, summarize and review • Build a good vocabulary • Use systematic reading technique like SQR3 • Monitor effectiveness

5. Purpose of Reading The purpose of reading is to connect ideas on the page to what you already know. If you don’t know anything about a subject, then pouring words of text into your mind is like pouring water into your hand. You don’t retain much. For example, try reading these numbers: 7516324 This is hard to read and understand 751-6324 This easier to read because of chunking. 123-4567 This is easier yet to read because of prior knowledge and structure.

6. Hmmmmm…. “A single conversation across the table with a wise person is worth a month’s study of books.”

7. Table Talk Discuss the following with your colleagues. What do you do in your classrooms to INTENTIONALLY teach comprehension in: • Small groups • A large group • One-on-one • Special Topics

8. Metacognitive Thinking “Everything we felt was worth doing in the classroom, we first tested on ourselves through our own reading.”

9. Read the excerpt and jot down a word/phrase to jar your memory List your thinking you used to gain meaning or understanding. Salvador, Late or Early

10. What do readers do to understand their reading? What do readers do on “tricky” words? Record your thoughts Thinking about reading

11. Thinking About Reading

12. Reflection: Classroom Conversations with Kids Are our conversations a safe and challenging place for kids to risk their thinking and observe our modeling?

13. Research Based Strategies

14. Research Based Strategies in Houghton-Mifflin

15. Kindergarten Standards 2.0 Reading Comprehension Students identify the basic facts and ideas in what they have read, heard, or viewed. They use comprehension strategies (e.g., generating and responding to questions, comparing new information to what is already known). 2.1 Locate the title, table of contents, name of author, and name of illustrator. Comprehension and Analysis of Grade-Level-Appropriate Text 2.2 Use pictures and context to make predictions about story content. 2.3 Connect to life experiences the information and events in texts. 2.4 Retell familiar stories. 2.5 Ask and answer questions about essential elements of a text.

16. Kindergarten Standards Continue…. 3.0 Literary Response and Analysis Students listen and respond to stories based on well-known characters, themes, plots, and settings. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level-Appropriate Text 3.1 Distinguish fantasy from realistic text. 3.2 Identify types of everyday print materials (e.g., storybooks, poems, newspapers, signs, labels). 3.3 Identify characters, settings, and important events

17. Teaching Comprehension Strategies and Skills For students to construct meaning from text, they must independently apply numerous strategies to synthesize the content information and to understand the author’s intent. WHY?

18. Comprehension Strategy Instruction in HMRWHAT? Predict/ Infer Question Monitor/ Clarify Evaluate Summarize Phonics/Decoding

19. When?Comprehension Strategy Instruction in HMR HMR has several opportunities for comprehension instruction: Day 1 and Day 2 : Teacher Read Aloud Day 3,4,5: Student Anthology Reading Tool Kit/ Comprehension Section Flip Charts: Social Studies

20. HOW? Strategy Instruction Explicit instruction on strategies. NAME IT! Teacher models and explains a strategy. DEFINE IT! Teacher structures guided practice, giving students more responsibility for the task. MODEL IT! Teacher provides independent practice with feedback. PRACTICE IT! Students apply the strategy in real reading situations. USE IT!

21. Gradual Release of Responsibility • Look at the handout in your appendix and go through the progression of stages of comprehension strategy instruction outline.

22. Effective Comprehension strategy instruction is explicit, or direct. Research shows that explicit teaching techniques are particularly effective for comprehension strategy instruction. In explicit instruction, teachers tell readers why and when they should use strategies, what strategies to use, and how to apply them. The steps of explicit instruction typically include: Modeling Think Aloud Application Guided Practice Teacher Modeling (“thinking aloud”) Direct Explanation

23. WHO?Comprehension Characteristics • Confidence • Risk-taking • Self-corrections • Vocabulary breadth and depth • Ability to respond to questions • Ability to elaborate answers • Use of prior knowledge • Self-monitoring • Enjoyment of reading and expression

24. Connecting All the Pieces to Improve Comprehension Fix-it Up

25. Fix-it Up Strategies/ Clarify and Monitor Diagnostic chart for Teachers as well Does this look right? Does it sound right?

26. Fix-it Up Strategies: The Dance Between Decoding and Meaning Does this look right? Does it sound right?

27. Connecting All the Pieces to Improve Comprehension Schema Fix-it Up

28. SURPRISING FACT What you do BEFORE you read a text is more important than after your read ,because it fosters students using comprehension strategies independently.

29. Strategy Focus: Schema * Activate their knowledge before, during and after reading. * Use schema to make connections between the text and their lives, between the text and one another the text and the world.

30. Connections To Text • Text-to-Self Connections • Text-to-Text Connections • Text-to-World Connections Houghton-Mifflin uses Preparing to Read as a prompt for this kind of language in your reading .

31. Connections To Text • Author’s Style Connections • Text Structure • Inadequate personal schema Houghton-Mifflin uses Preparing to Read as a prompt for this kind of language in your reading .

32. Text-to-Self “This part of the story reminds me of when____________ and it helps me understand the story better because________________.”

33. Text-to-Text Connections • Text-to-Text “This part of the story reminds me another story _______and it helps me understand the story better because________________.”

34. Text-to-World “This part of the story reminds me of ( other media sources)_____ and it helps me understand the story better because_____________.”

35. Schema “Schema is what you know; it’s your thinking in your head.”

36. Schema Readers use their schema to enhance understanding.

37. Schema Readers distinguish between meaningful and relevant connections and those that aren’t.

38. Schema Readers build, change and revise their schema when they encounter new information in the text, engage in conversations with others and gain personal experience.

39. Schema “It’s impossible to have the same schema as someone else. People do different things, go different places and read different books ,so how could their schema be the same?”

40. Soccer: Schema Examples

41. Ideas: Bud’s Day Out • GET SET FOR A PET reader’s theater • ELL group read a book on pet care and talked in small groups about pets. • Partner talking: Have they ever lost a pet or couldn’t find them? How did they feel? • Monitor and Clarify • Sequence: Bud’s Map

42. A minute for yourself

43. Chrysanthemum: Good story to introduce schema

44. Connecting All the Pieces to Improve Comprehension Schema Prior Knowledge Fix-it Up Predicting/ Inferring

45. Strategy Focus: Predictions Good readers make predictions about what they are going to read based on what they already know ( SCHEMA) and text clues such as titles and pictures. As they read get new information, they confirm or revise the old predictions and make new ones.

46. Good Readers: Using Predictions • Determine meanings from unknown words by using their schema, paying attention to textual and picture clues while rereading and engaging in conversations with others. • Use their prior knowledge and textual clues to draw conclusions and form unique interpretations of the text.

47. Prediction Prompts • What does the title tell me? • Is this fiction or non-fiction? • How will the genre change how I read? • What do I know about…format? Text structure? Author’s writing style? • Because of what has happened so far, I can predict_______. • Should I revise my prediction? Is the author going the direction I predicted?

48. Prediction Frames In your packet, there are some frames to help prompt your instruction in actively teaching predictions. Prediction Pyramid Title Clues Predict-O-Gram Challenge Think It Over Follow the Clues Bucket of Words Anticipation Guide

49. A minute for yourselfon Predictions… What do I want to do to revise my comprehension instruction based on what I have heard so far…..

50. The Snowy Day: Good Prediction Story