TCH 264: Comprehension and Guided Reading

1. TCH 264: Comprehension and Guided Reading March 31, 2014

2. Today’s Class Reading Workshop • Discuss Guided Reading • Plan a Guided Reading Lesson • Writer’s Workshop • Review 6-Traits • Write using “Show Don’t Tell” • Describe Voice in Writing • Write using Voice

3. Mindful Comprehension Instruction • Comprehension is difficult to measure because people understand texts differently • Focus less on “if” a student comprehended a text and more on “how” she comprehended it. • Focus on efforts to build students’ metacognitive awareness—their awareness of the strategies they use to think about texts • Be wary of teaching comprehension strategies in lock-step or uniform ways • Flexibility • Intentionality

4. Explicit and Strategic Instruction Explicit Instruction • Demonstration (modeling) • Guided Practice • Independent Practice Strategic Instruction • Explains what to do • Shows how to do it • Explains when to use the strategy and when it might be useful (When and Why we’re doing it) Inferring Word Meaning (#9, 2:00) Questioning and Discussion (#5, to 10:00)

5. Say Something Guided Reading- What does it look like in classrooms you’ve observed?

6. Shared Reading Independent Reading Read-Aloud Think Aloud Guided Reading

7. What is Guided Reading Guided Reading occurs when a teacher guides a small group of children (3-5) in using word identification or comprehension strategies • Students are grouped based on needs • Groups change based on their needs • Teachers select a strategy to focus on http://www.sanjuan.edu/webpages/gguthrie/balanced_literacy.cfm?subpage=116133 What are the skills we can teach in Guided Reading?

8. Materials • Leveled Books • Class sets of Children’s Literature • Big Books • Children’s Magazines or Newspapers • Charts (Poems or Plays) • Selections of science or social studies materials (maps, charts, graphs) • Sentence Strips • White Boards • Word Cards/Flash Cards • Post-its, Highligters

9. What Happens During Guided Reading • Reader’s Workshop • About 15 minutes • Other students are working independently or with other adults in the classroom • Guide Students through Pre-reading strategies • Introduce words • Model the Reading Strategy • Read (Whisper Reading or Taking Turns) • Avoid the Round Robin or Popcorn Reading • Discussion about the book • During Reading the teacher can guide students in using the strategy • Ask questions to check for understanding

10. What it looks like… 1st grade (#9, 13:00) 5th grade Kindergarten (14:48) Discussion Non-fiction Text Inference Lesson Materials, Pre-reading, During Reading, What Comprehension Skills are the teachers working on, Noticing and Naming the comprehension strategies (Academic Language), Modeling Think-aloud

11. Before Reading Teacher will: • Motivate students through activities that may increase their interest (book talks, dramatic readings, or displays of art related to the text), making the text relevant to students in some way. • Activate students' background knowledge related to the content of the text by discussing what students will read and what they already know about its topic • Discuss the organization of the text

12. Before Reading Students will: • Establish a purpose for reading. • Identify and discuss difficult words, phrases, and concepts in the text. • Preview the text (by surveying the title, illustrations, and unusual text structures) to make predictions about its content. • Think, talk, and write about the topic of the text.

13. During Reading • Remind students to use comprehension strategies as they read and to monitor their understanding. • Ask questions that keep students on track and focus their attention on main ideas and important points in the text. • Focus attention on parts in a text that require students to make inferences. • Have students to summarize key sections or events. • Encourage students to return to any predictions they have made before reading to see if they are confirmed by the text.

14. After Reading Teachers- • Guide discussion of the reading. • Ask students to recall and tell in their own words important parts of the text. • Offer students opportunities to respond to the reading in various ways, including through writing, dramatic play, music, readers' theatre, videos, debate, or pantomime.

15. After Reading Students- • Evaluate and discuss the ideas encountered in the text. • Apply and extend these ideas to other texts and real life situations. • Summarize what was read by retelling the main ideas. • Discuss ideas for further reading.

16. Questions Thin Questions: • Where? • When? • Who? • How many? Thick Questions: • What if…? • How did…? • What would happen if…? • How would you feel if…? • Why do you think…?

17. Reader Response ….schools shouldn’t be about handing down a collection of static truths to the next generation but about responding to the needs and interests of the students themselves -Alfie Kohn Transactional Theory- the act of reading involves a transaction between the reader and the text. Each "transaction" is a unique experience in which the reader and text continuously act and are acted upon by each other. • A written work does not have the same meaning for every reader • Each reader brings individual background knowledge, beliefs, and context to a reading From the work of Louise Rosenblatt

18. Reader Response & Close ReadingThink about your literature circles, how did comprehension fit into that? What worked, what would you want to include when doing this with students? Close Reading Reader Response

19. 6+1 Writing Traits A writing assessment framework developed by Northwest Regional Education Laboratory Purpose: • Develop common language to communicate about writing • Develop a common vision of what effective writing looks like

20. Assessing Voice What is Voice? How do we recognize it? How do we teach it? • Mentor Texts • Model telling a story • Turn and Talk Examples http://apps.educationnorthwest.org/traits/scoring_examples.php?search=1&t=3&s=5&g=0

21. Characteristics of Strong Voice in Writing • Shows emotion • You hear the character or writer’s personality • Sounds like spoken language • Choice of words sounds natural and matches the character/writer • Connects with the audience • Figurative language (hyperbole, metaphor, simile, onomatopoeia) • Can take a number of angles: Humorous, Sarcastic, Serious, Mysterious • Sentence variety and structure • Action verbs

22. Show Don‘t Tell https://www.youtube.com/watch?v=Hzgzim5m7oU#aid=P98JF3Zp1FQ • Word Choice • Action • Figurative Language • Sensory Details • Let Reader Feel the Emotion (Invites a Deeper Understanding) • Interaction between characters

23. I clasp the flask between my hands even thought the warmth from the tea has long since leached into the frozen air. My muscles are clenched tight against the cold. If a pack of wild dogs were to appear at this moment, the odds of scaling a tree before they attacked are not in my favor. I should get up, move around, and work the stiffness from my limbs. But instead, I sit, as motionless as the rock beneath me, while the dawn begins to lighten the woods. I can’t fight the sun. I can only watch helplessly as it drags me into a day that I've been dreading for months. Katniss was awake before sunrise. She was so nervous about this day she had difficulty moving.

24. We Do It • Select a noun • Brainstorm using the GO (You can select any noun you want) • Write 3- showing sentences and end with the telling sentence Lion

25. You do it • My room was messy. • I am not a morning person. • It’s a bad hair day • I saw the car accident • The room was crowded -or- • Revise a place writing • Revise a character • Revise your POV writing to show your emotion

26. Henjun, K. & O’Hagan, L. (n.d.) Show what your mind sees. The Writing Fix. Retrieved fromhttp://writingfix.com/Chapter_Book_Prompts/Twits3.htm

27. Next Class Readers’ Workshop • Read Wiki Article: Show Me: Principles for Assessing Visual Literacy • Visual Elements Reading Strategies Writer’s Workshop: • Visual Elements in our Writing • Draft something in your notebook (See previous slide for Show Don’t Tellwriting ideas