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Reading Comprehension at MCDS

Reading Comprehension at MCDS. Thursday, August 21 2008 Mark Childs and Beth Hall. Strategic Reading. Strategic Reading. Strategic Reading. Reading with a purpose Monitoring comprehension. Reading with a Purpose. Is reading without a purpose enjoyable, meaningful? (is anything?)

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Reading Comprehension at MCDS

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  1. Reading Comprehension at MCDS • Thursday, August 21 2008 • Mark Childs and Beth Hall

  2. Strategic Reading

  3. Strategic Reading

  4. Strategic Reading • Reading with a purpose • Monitoring comprehension

  5. Reading with a Purpose • Is reading without a purpose enjoyable, meaningful? • (is anything?) • Active reading increases engagement, understanding, retention

  6. Monitoring Comprehension • “Do I understand this?” • All readers struggle: proficient readers use strategies to achieve understanding • Surface vs. structure problem?

  7. Monitoring Comprehension • Readers need to be: • Flexible • Adaptive • Independent

  8. Schema: Mental Frame

  9. Activating Background Knowledge • Active schema before, during, after • Engage with reading • Relate to long-term memory

  10. Activating Background Knowledge • Text to Self, Text, World • Authors, genres, text structure

  11. Activating Background Knowledge

  12. Questioning • Inner Voice • Monitoring Comprehension? • Content?

  13. Questioning • Clarifying • Speculative • Rhetorical • Authorial

  14. Visualizing • Emotional • Senses • Propensity to create images = increased proficiency • Understand and engage

  15. Inferring • Something the reader knows, but is not in the text • Reader : text : schema • Reflect on ideas, not people or things/events

  16. Summarizing • Main idea • Reader’s purpose

  17. Summarizing • Content or function? • Word > sentence > text

  18. Logical Structure • Cause/effect • Chronological • Problem/solution • Comparison

  19. Synthesizing • Creating coherent meaning from text • Revise according to evidence • Text > multiple texts

  20. Schema Questioning Inferring Schema Schema Visualization Visualization Summarizing Synthesizing Monitoring What it Looks Like

  21. Reading with a Purpose

  22. MCDS Students • Preview texts • Read with a purpose • Monitor and fix understanding • Summarize main ideas • Connect new ideas with prior knowledge

  23. Teaching Process • Two Clips (Tape 1, Part 2 & 3)

  24. Teaching Process • Teach one strategy • Accumulate strategies • Practice using strategies

  25. Teacher Modeling • Explicit use of terms • Think aloud • Familiar books, new strategy • Quick

  26. Make Thought Visible

  27. Teaching Process • One Clip (Tape 2, Part 1)

  28. Guided Practice • Independent reading • Conferences (1-3 Minute) • One strategy at a time

  29. Collaborative Practice • Turn & share • Need-based groups (5-10 minutes)

  30. “make thought visible” • Anchor charts • Keep track of students’ thoughts

  31. Independent Practice • Post-it notes • Graphic organizers • K-W-L chart • Double column notes

  32. Application in Authentic Reading • Use the strategies • Metacognition

  33. “what was this passage about?” • “how did you gain meaning from this passage?”

  34. Process or Content? If a student is not engaged with the subject or does not understand how to learn from the text, will the student learn the content?

  35. Teach the Reader, not the Reading

  36. Reading Comprehension at MCDS • How will these strategies fit into your classroom, subject area? • How will these strategies become part of your daily practice?

  37. Daily practice: 175 days x 8 periods x 14 years = lots of practice* *19,600 opportunities

  38. Teaching Monitoring • Umbrella strategy • “What is reading?” chart • Think-aloud of a proficient reader

  39. Conclusion • Explicit teaching of strategic reading • Process to engage, understand with reading • Model, incorporate into practice

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