National Reading Panel (2000)

National Reading Panel (2000) Researched & Approved Reading Comprehension Strategies http://www.rti2.org/rti2/oralReadings

Text Comprehension Instruction • The National Reading Panel’s synthesis (NICHD, 2000) of comprehension research studies indicates explicit or formal instruction in the application of a multiple-strategy method has been shown to be highly effective in enhancing understanding. The seven techniques below appear to provide a scientifically based foundation for the improvement of comprehension. • Comprehension Monitoring: where readers learn how to be aware of their understanding of the material; • Cooperative Learning: where students learn reading strategies together; • Use of graphic and semantic organizers: where readers make graphic representations of the material to assist comprehension; • Question answering: where readers answer questions posed by the teacher and receive immediate feedback; • Question generation: where readers ask themselves questions about various aspects of the story; • Story structure: where students are taught to use the structure of the story as a means for helping them recall the story content in order to answer questions about what they have read;

Text Comprehension Instruction • Summarization: where readers are taught to integrate ideas , infer, and generalize from text information. • The evidence suggest that teaching a combination of reading comprehension techniques is most effective. When students use them appropriately, they assist in recall, question answering, question generation, and summarization of text.

Comprehension Monitoring And Cooperative Learning

What is Comprehension Monitoring • The ability of a reader to be aware, while reading, whether a text is making sense or not.

Questions to Help Assess Reading • Does the reader understand the purposes for reading a particular text? • Does the reader understand (or attempt to understand) the purposes and goals of the author? • Does the reader bring personal background knowledge to bring an understanding to the text? • How well does the reading bring knowledge forward from one part of the text to another, from another text or activity to another text or activity? • How well does the reader employ other general processes of reading?

Questions to Help Assess Reading • How independent is the reader with a particular text or kind of text? • How well does the student understand global structures of organizing text? • How often does the reader encounter unfamiliar words? • How well does the student recognize codes and conventions? • How well does the student learn information from the text? • Does the student recognize text as a construction of an author?

How to Monitor & Repair Comprehension • Direct Instruction: • Teaching • Modeling – Think Alouds • Guided Practice • Collaboration • Application • Inconsistent Element • Multiple-Strategy Instruction

Comprehension Monitoring Strategies • Identify where the difficulty is. • Identify what is difficult. • Restate the passage in their own words. • Look back through the text. • Look forward in the text.

Assessing Comprehension Monitoring • Retell or Summary • Strategy Assessment • Teacher Observation • Cloze Passages

What is Cooperative Learning? • It is an instructional arrangement that allows two to six students the opportunity to work together on a shared task in order to jointly construct their knowledge and understanding of the content. Fisher, Frey, & Everlove 2009

LEARNING PYRAMIDNational Training Laboratories, Bethel Maine 5% Average Retention Rate Lecture 10% Reading 20% Audio-Visual 30% Demonstration 50% Discussion Group 75% Practice By Doing 90% Teach Others/Immediate Use of Learning

Why use Cooperative Learning? • Greater Efforts to Achieve • More Positive Relationships • Greater Psychological Health

Basic Elements to Ensure Cooperative Learning Positive Interdependence Face-to-Face Interaction Individual Accountability Interpersonal and Small Group Skills Group Processing

Positive Interdependence • Group goal of maximizing all members learning providing a purpose • Linked with each other in a way that one cannot succeed unless everyone succeeds • Clear tasks • Roles

Individual & Group Accountability • Hold themselves and each other accountable for doing high quality work to achieve their mutual goals • Each member must be accountable for contributing his or her share of the work

Face-to-Face Promote Interaction • Work face-to-face to produce joint work products • Provide both academic and personal support • Do real work together and promote each other’ssuccess

CRISS • Read and Say Something - Draw • Read and Retell • Sticky Note Discussion • Picture Notes • Content Frames • Reflective Double Entry Journals

Interpersonal & Group Skills • Taught social skills are expected to be seen as students coordinate their efforts and achieve their goals. • Both task work and teamwork are emphasized • All members are responsible for providing leadership

Questions??? • Q&A Period…

Questioning Strategies and Graphic Organizers

What are Questioning Strategies? • Teachers pose questions to students in order to engage them in explicit, deeper-level thinking about the subject under discussion. • Through the art of thoughtful questioning, teachers cannot only extract factual information but, • aid learners in connecting concepts, • making inferences, • increasing awareness, • encouraging creative and imaginative thought, • aiding critical thinking processes, • and generally helping learners explore deeper levels of knowing, thinking, and understanding.

Question Types(based on blooms level of complexity) • #1- Recall-Knowledge (cognitive memory, factual, input) • Questions used to determine students’ knowledge about factual information. • Also used to reinforce learning as well as to check on student retention. Examples: • Name 3 states of water in the water cycle. • How many times did you visit the ocean station? • What is (the definition of) transpiration?

Question Types(based on blooms level of complexity) • #2- Comprehension (deeper understanding, interpretation, processing, inferring) • Questions used to determine the student’s understanding of a subject. Examples: • What processes occur when water molecules move from the ocean to plants? • Compare your journey with another person’s journey. • Explain why your journey was different than your partner’s.

Question Types(based on blooms level of complexity) • #3 –Analysis/Synthesis (break down, put together, hypothesis/prediction, output) • Questions that require students to take their knowledge and apply it to new situations. They are also used to determine whether students are making generalizations, examining and breaking down information into parts, and putting the parts back together. Examples: • What might be affected in the water cycle if there was a source of pollution next to the river? • Create a story about what you experienced during your journey. • If the average temperature of the earth increased by 5 degrees Celsius, where might activity in the water cycle change, and why?

Question Types(based on blooms level of complexity) • #4- Evaluation (evaluative, critical analysis, opinion) • Questions used to give students an opportunity to make a value judgment, express opinions, provide criticisms, or raise their own questions. There are no right or wrong answers. The use of these types of questions is to get a feel for what students are thinking and, how they are balancing their new learning with prior beliefs and values. Examples: • What are the advantages and disadvantages of “cloud seeding”? • What part do humans (you) play in the water cycle?

Questioning Strategies

Socratic Questions • Socratic questioning is the basis for developing questions that can be used to develop critical thinking skills.These are used to evaluate, process, and store relevant information. • Using Socratic questioning effectively is a learned skill that parents and teachers can use when guiding the thought process in their children. • 6 types of Socratic Questions • Questions for clarification • Questions that probe assumptions • Questions that probe reasons and evidence • Questions about viewpoints and perspectives • Questions that probe implications and consequences • Questions about the question

Graphic Organizers • Graphic organizers give students a visual representation of concepts being studied and their relationships to other concepts. • Graphic organizers help students: • Gather information in an organized manner • Comprehend how the pieces of information are related • Organize opinions, information, and reflection • Synthesize information • Solve problems by integrating their thinking, reading, and writing processes • Practice high-level thinking skills and apply them to real life situations • Graphic organizers help teachers: • Explain and illustrate abstract concepts • Help students understand sequence and interrelationships • Provide second language learners with a visual image for new vocabulary and concepts • Review materials as a post-reading activity • Evaluate student understanding

Spider Map • Used to describe a central idea: a thing (a geographic region), process (meiosis), concept (altruism), or proposition with support (experimental drugs should be available to AIDS victims). Key frame questions: What is the central idea? What are its attributes? What are its functions?

Problem/Solution Outline Used to represent a problem, attempted solutions, and results. Key frame questions: What was the problem? Who had the problem? Why was it a problem? What attempts were made to solve the problem? Did those attempts succeed?

Resources for Graphic Organizers • Resource Website for Graphic Organizers • http://www.eduplace.com/graphicorganizer/ - • http://www2.scholastic.com/browse/article.jsp?id=2983 – • http://www.teachervision.fen.com/graphic-organizers/printable/6293.html

Story Structure and Summarization

Story Structure Explicit teaching of story structure helps students to: • Improve comprehension of text • Make meaning as they read • Improve memory retention of the events in the story • Complete assignments successfully and compose stories of their own • Transfer that knowledge to different and more complicated texts

Story Structure (cont’d) • The elements of story structure are as follows: • Plot • Setting • Character • Theme • Point of View

Plot • Events in the story, including the conflict. • Ways to teach plot: • Explicitly teach elements of plot – list elements, define and discuss using a familiar story • Have students create advertisement for book/movie using elements of plot as guide • View a short film and have students identify parts of plot in groups • Graphic Organizers –students fill in organizers during or after reading (See College Board Springboard Plot Organizer)

Setting • Location, time, and time period in which the story takes place. • Ways to teach setting: • Questioning/discussing effect of setting on text as you read • Questioning/discussing how text would change (if at all) if setting was different after story has been read • Setting Bookmark – See Handout

Character • The people or personified animals in the text. • Ways to teach character: • Explicitly teach different types of characters – list different types and have students identify them in a common text • Body Biography • Creative writing – Create a Character, Tell the Story

Theme • Central message or idea in a story; not always a moral, sometimes just a comment on life. • Ways to teach theme: • Begin with familiar story • Play a song with a clear theme and discuss with students • Class Theme Wheel using poetry/music – use as classroom anchor chart

Point of View • The position by which the narrator views the subject of the text. • Ways to teach point of view: • Explicitly discuss with students the four types of point of view • Compare/contrast text with different points of view and discuss the affect each has on the text • Creative Writing – Same Story, Different Point of View

Summarization • Summarizing is… • Taking larger texts and breaking them down into only the necessary and important components • Difficult task, even for some adults • Once students can summarize, it shows that they have ownership of the material and can prepare themselves to use the information elsewhere.

Summarization (cont’d) • When writing summaries remind students to: • Delete things that are not essential to the text • Refrain from repetition • Use specific rather than general terms • Locate a topic sentence within the text or create one to focus summary

Summarization (cont’d) • Ways to teach summarization: • Somebody Wanted But So • Don’t Look Back • Journalist Questions • Magnet Summaries • Model, Model, Model! (Think Aloud)

Contact Information • Taryn Ortiz Secondary Curriculum Reading 6-12 Resource Teacher PX: 43806 ; Direct line: (561) 963-3806 ortizt@palmbeach.k12.fl.us • Crystal Young Secondary Curriculum Language Arts/English 6-12 Resource Teacher PX: 43869; Direct line: (561) 963-3869 Crystal.young@palmbeach.k12.fl.us • Sandee Fleming Secondary Curriculum Content Literacy Specialist 6-12 PX: 76315 (Gold Coast), 48454 (FHESC) flemings@palmbeach.k12.fl.us

National Reading Panel (2000)