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1. Reading Comprehension in a Nutshell Sara Humphreys & Gail Neff
VANAS, Caracas 2010 READING=COMPREHENSION=THINKING=CONNECTING>
We need to teach HOW TO THINK!
If we define reading as comprehension, then the focus of reading instruction should be on the strategies readers use in order to make sense of text.
Since reading is also defined as a thinking, the focus of our instruction should not be on the print, but rather on how our young readers connect with the print.
It follows then that teachers need to support their students by teaching strategic reading through lessons that attend explicitly to how to think while reading.READING=COMPREHENSION=THINKING=CONNECTING>
We need to teach HOW TO THINK!
2. As literacy professionals, our ultimate teaching goal is to create independent, strategic readers who are capable of engaging in a variety of literacy tasks.As literacy professionals, our ultimate teaching goal is to create independent, strategic readers who are capable of engaging in a variety of literacy tasks.
3. Importance of Strategic Reading If you read and comprehend what you read, it stays in your brain. But if you read and dont comprehend what you read, it will just go in one side of your brain and SWOOSH real fast right out the other side.
Jake Scheffler, Grade 7 Believe it or not, many children may not even know that they are supposed to be thinking as they read!
Studies demonstrate that when students experience explicit instruction of comprehension strategies, it improves their comprehension of new texts and topics (Hiebert et al., 1998).
The ultimate goal of strategy instruction and practice is for students to use the strategies naturally and independently.Believe it or not, many children may not even know that they are supposed to be thinking as they read!
Studies demonstrate that when students experience explicit instruction of comprehension strategies, it improves their comprehension of new texts and topics (Hiebert et al., 1998).
The ultimate goal of strategy instruction and practice is for students to use the strategies naturally and independently.
4. Why Use Strategies? To set a purpose
To see how others connect
To understand characters
To have a clearer picture
To be actively involved (keep from being bored)
To better remember what we read
To answer the questions we have
To extend our existing knowledge
To understand complex concepts Strategies force us to not just ask the questions, but try to answer them as well.
We end up being driven to find out more. Its like we want the puzzle to be all finished before moving on.
Lets face it, we can read and read, but unless we are connecting with the text, we learn nothing.
In order to build on our background knowledge or begin to understand new concepts, we must be activating strategic reading.
Cris Tovani (2000)
It sets a purpose for reading and keeps the reader focused.
Readers can see how other readers connected to the reading.
To understand how characters feel and the motivation behind their actions.
It helps readers have a clearer picture in their head as they read thus making the reader more engaged.
It keeps the reader from becoming bored while reading. It forces readers to become actively involved.
It helps readers remember what they have read and ask questions about the text.Strategies force us to not just ask the questions, but try to answer them as well.
We end up being driven to find out more. Its like we want the puzzle to be all finished before moving on.
Lets face it, we can read and read, but unless we are connecting with the text, we learn nothing.
In order to build on our background knowledge or begin to understand new concepts, we must be activating strategic reading.
Cris Tovani (2000)
It sets a purpose for reading and keeps the reader focused.
Readers can see how other readers connected to the reading.
To understand how characters feel and the motivation behind their actions.
It helps readers have a clearer picture in their head as they read thus making the reader more engaged.
It keeps the reader from becoming bored while reading. It forces readers to become actively involved.
It helps readers remember what they have read and ask questions about the text.
5. The Readers Importance Readers usually grossly underestimate their own importance. If a reader cannot create a book along with the writer, the book will never come alivethe author and reader know each other. They meet in the bridge of words.
Madeleine LEngle We want our students to recognize how important their thinking is when they read.
Its our job as teachers to convince students that their thoughts, ideas, and interpretations matter.
When readers engage in the text and listen to their inner conversations, they enhance their understanding, build knowledge, and develop insight. We want our students to recognize how important their thinking is when they read.
Its our job as teachers to convince students that their thoughts, ideas, and interpretations matter.
When readers engage in the text and listen to their inner conversations, they enhance their understanding, build knowledge, and develop insight.
6. Our BIG SIX Making Connections
Visualizing
Predicting & Inferring
Questioning
Monitoring & Clarifying
Synthesizing Reading comprehension is much more than answering literal questions at the end of a story. I love what Accelerated Reading has done for my students in terms of motivating them to read more and guiding them toward books that are just right for them, but the 5 or 10 questions about the book do not represent reading comprehension to me. It is factual recall and may fit into the summarizing strategy, but no other.
Reading Comprehension is an ongoing process of evolving thinking.
Proficient readers carry on inner conversation with the text.
They may respond with delight, wonder, or even outrage.
They question, argue with the author, or nod their head in agreement.
Good readers make connections, visualize or make mental pictures, make predictions and draw inferences, and ask questions to better understand and learn from what they read.
Able readers know how to monitor their comprehension- that is, they know what to do when their understanding is blocked or breaks down.
Good readers naturally summarize whats important and can synthesize new information to build on their understanding. Reading comprehension is much more than answering literal questions at the end of a story. I love what Accelerated Reading has done for my students in terms of motivating them to read more and guiding them toward books that are just right for them, but the 5 or 10 questions about the book do not represent reading comprehension to me. It is factual recall and may fit into the summarizing strategy, but no other.
Reading Comprehension is an ongoing process of evolving thinking.
Proficient readers carry on inner conversation with the text.
They may respond with delight, wonder, or even outrage.
They question, argue with the author, or nod their head in agreement.
Good readers make connections, visualize or make mental pictures, make predictions and draw inferences, and ask questions to better understand and learn from what they read.
Able readers know how to monitor their comprehension- that is, they know what to do when their understanding is blocked or breaks down.
Good readers naturally summarize whats important and can synthesize new information to build on their understanding.
7. Making Connections Struggling readers often move directly through a text without stopping to consider whether the text makes sense based on their own background knowledge, or whether their knowledge can be used to help them understand confusing or challenging materials.
By teaching students how to connect to text they are able to better understand what they are reading (Harvey & Goudvis, 2000). Accessing prior knowledge and experiences is a good starting place when teaching strategies because every student has experiences, knowledge, opinions, and emotions that they can draw upon.
HELP THY NEIGHBOR: When an electrical signal crosses a synapse, the spines strengthen, enabling better communication.
Keene and Zimmerman (1997) concluded that students comprehend better when they make different kinds of connections:?Text-to-self?Text-to-text?Text-to-worldStruggling readers often move directly through a text without stopping to consider whether the text makes sense based on their own background knowledge, or whether their knowledge can be used to help them understand confusing or challenging materials.
By teaching students how to connect to text they are able to better understand what they are reading (Harvey & Goudvis, 2000). Accessing prior knowledge and experiences is a good starting place when teaching strategies because every student has experiences, knowledge, opinions, and emotions that they can draw upon.
HELP THY NEIGHBOR: When an electrical signal crosses a synapse, the spines strengthen, enabling better communication.
Keene and Zimmerman (1997) concluded that students comprehend better when they make different kinds of connections:?Text-to-self?Text-to-text?Text-to-world
8. Three in One Readers naturally bring their prior knowledge and experience to reading, but they comprehend better when they think about the connections they make between the text, their lives, and the world at large.
Readers also make other kinds of connections: to literary elements and features, to different genres, to different authors, and more. Readers naturally bring their prior knowledge and experience to reading, but they comprehend better when they think about the connections they make between the text, their lives, and the world at large.
Readers also make other kinds of connections: to literary elements and features, to different genres, to different authors, and more.
9. How To Teach Connections Model how to make meaningful connections that help you understand the text better.
Provide plenty of guided practice.
Challenge students to analyze how their connections contribute to their understanding. Our simple sequence for our strategy teaching:
Model- Share your own connections between your personal life and your reading.
Practice- Prompt students often to make connections and give positive feedback.
Challenge!Our simple sequence for our strategy teaching:
Model- Share your own connections between your personal life and your reading.
Practice- Prompt students often to make connections and give positive feedback.
Challenge!
10. Readers Tools for Connections A cue card as a bookmark reminds developing readers of the need to consider connections to her prior world and/or personal experiences.
These connections help a reader to better predict and understand the text.
This cue card is courtesy of time4teachers.comA cue card as a bookmark reminds developing readers of the need to consider connections to her prior world and/or personal experiences.
These connections help a reader to better predict and understand the text.
This cue card is courtesy of time4teachers.com
11. Readers Tools for Connections Double Entry Journal What's the purpose of a double-entry journal?
To give you an opportunity to express your thoughts and become more involved with the material you encounter
How does it work?
On the left side, you will copy down short quotes from the original text that you connect with in some way. In the right column, you will write your personal responses to the quotes on the left.
OTHER USES for RESPONDING to TEXT-
What should I write? Write your reactions to the quote that you chose. Your reactions can include your own opinions, disagreements, interpretations, events in your life that the quote reminds you of, comments about grammar, and guesses about the meaning of new words.
In effect, you are talking back to the author or speaker as you write your responses.
Double-entry journals allow you to pick out the parts that YOU think are important, and to ask the questions that YOU have, instead of doing exercises that the teacher made up.What's the purpose of a double-entry journal?
To give you an opportunity to express your thoughts and become more involved with the material you encounter
How does it work?
On the left side, you will copy down short quotes from the original text that you connect with in some way. In the right column, you will write your personal responses to the quotes on the left.
OTHER USES for RESPONDING to TEXT-
What should I write? Write your reactions to the quote that you chose. Your reactions can include your own opinions, disagreements, interpretations, events in your life that the quote reminds you of, comments about grammar, and guesses about the meaning of new words.
In effect, you are talking back to the author or speaker as you write your responses.
Double-entry journals allow you to pick out the parts that YOU think are important, and to ask the questions that YOU have, instead of doing exercises that the teacher made up.
12. Readers Tools for Connections The Connection Pie We discovered in our second grade that if we try hard enough, we can almost always come up with 3 connections. So why not set it up for some serious searching and try for all 3?We discovered in our second grade that if we try hard enough, we can almost always come up with 3 connections. So why not set it up for some serious searching and try for all 3?
13. Readers Tools for Connections Ideas for Assessment:
The Making Connections strategy will help teachers assess how students use prior knowledge to understand text.
In terms of informal assessment, teachers can use organizers to gain insights into students connections as they are reading.
The use of this simple strategy on an ongoing basis will allow teachers to provide additional (differentiated) instruction and support to students who need additional instruction.
In addition, teachers will able to plan for further instruction.
This strategy can be used with varied texts.Ideas for Assessment:
The Making Connections strategy will help teachers assess how students use prior knowledge to understand text.
In terms of informal assessment, teachers can use organizers to gain insights into students connections as they are reading.
The use of this simple strategy on an ongoing basis will allow teachers to provide additional (differentiated) instruction and support to students who need additional instruction.
In addition, teachers will able to plan for further instruction.
This strategy can be used with varied texts.
14. Readers Tools for Connections Graphic Organizers help readers put their thinking into words.
A chart can help guide the young reader to think deeper about the reading in order to fill in all the blanks.
Assessment: After students have had sufficient practice making connections, assess learning by having students read a short story or poem and make the three types of connections, writing out the connections on a graphic organizer like this one.Graphic Organizers help readers put their thinking into words.
A chart can help guide the young reader to think deeper about the reading in order to fill in all the blanks.
Assessment: After students have had sufficient practice making connections, assess learning by having students read a short story or poem and make the three types of connections, writing out the connections on a graphic organizer like this one.
15. These response forms are useful not only in class, but also for authentic homework assignments.These response forms are useful not only in class, but also for authentic homework assignments.
16. These response forms are useful not only in class, but also for authentic homework assignments.
Asking kids to do at home in their reading what they are asked to do in school not only lets them know how important it is to use strategies when they readThese response forms are useful not only in class, but also for authentic homework assignments.
Asking kids to do at home in their reading what they are asked to do in school not only lets them know how important it is to use strategies when they read
17. but it provides more practice AND illustrates for their parents the elements involved in being a good reader. but it provides more practice AND illustrates for their parents the elements involved in being a good reader.
18. 3 Point Interview Making Connections/Using Schema
1. When you read that story did it remind you of anything you know about? What? Why did it remind you?
2. Are there things you know about or things in your life that help you to understand this book?
3. What do you understand now that you didnt understand before? Assessment: In a one-on-one conference, the student can read aloud to the teacher, making connections.
An option for assessing this strategy is the Major Point Interview found in Mosaic of Thought (Keene & Zimmerman, 1997).
This assessment can be given as an interview or in written response form.
The Major Point Interview assesses the students ability to use the strategy through a series of questions.
We know students truly understand how to use a strategy when they can articulate why a strategy enhanced their understanding of the text.
We let students know that we are really interested in their thinking by writing down what they are saying. This nudges them a little further and builds their confidence.
The students answers are scored using a rubric.Assessment: In a one-on-one conference, the student can read aloud to the teacher, making connections.
An option for assessing this strategy is the Major Point Interview found in Mosaic of Thought (Keene & Zimmerman, 1997).
This assessment can be given as an interview or in written response form.
The Major Point Interview assesses the students ability to use the strategy through a series of questions.
We know students truly understand how to use a strategy when they can articulate why a strategy enhanced their understanding of the text.
We let students know that we are really interested in their thinking by writing down what they are saying. This nudges them a little further and builds their confidence.
The students answers are scored using a rubric.
19. Assessing Connections ?The assessment for connections can be done informally by asking students to respond to journal prompts:
? What was the one connection you made during this lesson that stands out in your mind?
? Which type of connection was the easiest to make? Which type was the most challenging?
? How do you think making connections will help you in the future?
When we are assessing our students responses we can tell if their connections are becoming more meaningful over time. That is, are their connections furthering their understanding of the text?
One of our jobs when we confer with readers is to nudge them further with good questioning that leads them to thicker connections that build their comprehension.
You can also assess students' understanding of the making connections strategy using the double-entry journals. Assess the double-entry journals for completeness of connections; be sure that students are making authentic, rich connections and that they are using all three types of connections to build their comprehension.
?Ask students to share with a partner examples of each of the three types of connections they made to a text. Have them also record these connections for assessment of their understanding of each type.?The assessment for connections can be done informally by asking students to respond to journal prompts:
? What was the one connection you made during this lesson that stands out in your mind?
? Which type of connection was the easiest to make? Which type was the most challenging?
? How do you think making connections will help you in the future?
When we are assessing our students responses we can tell if their connections are becoming more meaningful over time. That is, are their connections furthering their understanding of the text?
One of our jobs when we confer with readers is to nudge them further with good questioning that leads them to thicker connections that build their comprehension.
You can also assess students' understanding of the making connections strategy using the double-entry journals. Assess the double-entry journals for completeness of connections; be sure that students are making authentic, rich connections and that they are using all three types of connections to build their comprehension.
?Ask students to share with a partner examples of each of the three types of connections they made to a text. Have them also record these connections for assessment of their understanding of each type.
20. Visualizing
21. Visualizing Maureen McLaughlin and Mary Beth Allen Sketch-to-StretchMaureen McLaughlin and Mary Beth Allen Sketch-to-Stretch
22. How To Teach Visualizing Model how to make meaningful mental images that help you understand the text better.
Provide plenty of guided practice.
Challenge students to analyze how their visualizations contribute to their understanding.
23. Readers Tools for Visualizing Providing our young readers with bookmarks helps to remind them of the strategy they are practicing.
24. Readers Tools for Visualizing Graphic Organizers help readers put their thinking into words.
A chart can help guide the young reader to think deeper about the reading in order to fill in all the blanks.Graphic Organizers help readers put their thinking into words.
A chart can help guide the young reader to think deeper about the reading in order to fill in all the blanks.
25. Readers Tools for Visualizing Graphic Organizers help readers put their thinking into words.
A chart can help guide the young reader to think deeper about the reading in order to fill in all the blanks.Graphic Organizers help readers put their thinking into words.
A chart can help guide the young reader to think deeper about the reading in order to fill in all the blanks.
26. 3 Point Interview Visualizing
When you were reading this story did you make any pictures or images in your head?
Do the pictures or images help you to understand the story better?
What do you understand now about the story that you didnt understand before? Assessment: In a one-on-one conference, the student can read aloud to the teacher, and stop to describe their visualization.
An option for assessing this strategy is the Major Point Interview found in Mosaic of Thought (Keene & Zimmerman, 1997).
This assessment can be given as an interview or in written response form.
The Major Point Interview assesses the students ability to use the strategy through a series of questions.
We know students truly understand how to use a strategy when they can articulate why a strategy enhanced their understanding of the text.
We let students know that we are really interested in their thinking by writing down what they are saying. This nudges them a little further and builds their confidence.
The students answers are scored using a rubric.Assessment: In a one-on-one conference, the student can read aloud to the teacher, and stop to describe their visualization.
An option for assessing this strategy is the Major Point Interview found in Mosaic of Thought (Keene & Zimmerman, 1997).
This assessment can be given as an interview or in written response form.
The Major Point Interview assesses the students ability to use the strategy through a series of questions.
We know students truly understand how to use a strategy when they can articulate why a strategy enhanced their understanding of the text.
We let students know that we are really interested in their thinking by writing down what they are saying. This nudges them a little further and builds their confidence.
The students answers are scored using a rubric.
27. Assessing Visualizing ?The assessment for visualization can be done informally by asking students to respond to journal prompts:
? What was the one mental picture you made during this lesson that stands out in your mind?
? How do you think making mental images will help you in the future?
When we are assessing our students responses we can tell if their visualizations are becoming more meaningful over time. That is, are their connections furthering their understanding of the text?
One of our jobs when we confer with readers is to nudge them further with good questioning that leads them to more relevant mental pictures that build their comprehension.?The assessment for visualization can be done informally by asking students to respond to journal prompts:
? What was the one mental picture you made during this lesson that stands out in your mind?
? How do you think making mental images will help you in the future?
When we are assessing our students responses we can tell if their visualizations are becoming more meaningful over time. That is, are their connections furthering their understanding of the text?
One of our jobs when we confer with readers is to nudge them further with good questioning that leads them to more relevant mental pictures that build their comprehension.
28. Predicting and Inferring Inferring is making personal meaning from text that is not stated explicitly.
It is a mental combining of a readers schema and what is read. What the author doesnt tell you!What the author doesnt tell you!
29. Predicting and Inferring
30. Predicting and Inferring Every time we predict or Infer, we are taking clues from the text and thinking ahead to make a judgment .
It may be to discern a theme or speculate/predict about what is to come.
Visualizing or mental imaging strengthens this kind of thinking as you can imagine. In order to create a mental picture you are making many inferences in order to fill in the whole picture. The author cant tell you everything and so you fill in the blanks and read between the lines.
When readers ask themselves questions, inferences are not far behind, because we are driven to answer our own questions. Mostly we do it with an inference. Every time we predict or Infer, we are taking clues from the text and thinking ahead to make a judgment .
It may be to discern a theme or speculate/predict about what is to come.
Visualizing or mental imaging strengthens this kind of thinking as you can imagine. In order to create a mental picture you are making many inferences in order to fill in the whole picture. The author cant tell you everything and so you fill in the blanks and read between the lines.
When readers ask themselves questions, inferences are not far behind, because we are driven to answer our own questions. Mostly we do it with an inference.
31. How to Teach Predicting and Inferring Model how to make meaningful predictions and inferences that help you understand the text better.
Provide plenty of guided practice.
Challenge students to analyze how their predictions and inferences contribute to their understanding.
32. Readers Tools for Predicting and Inferring Providing our young readers with bookmarks helps to remind them of the strategy they are practicing.
33. Readers Tools for Predicting and Inferring Skillful readers learn to reflect on what the author is really trying to say.
Thick inferences are ones that risk a judgement about the true or deeper meaning of the text.- the symbolism or underlying message.Skillful readers learn to reflect on what the author is really trying to say.
Thick inferences are ones that risk a judgement about the true or deeper meaning of the text.- the symbolism or underlying message.
34. Readers Tools for Predicting and Inferring The reader actually constructs theories that help them explain how a character behaves by determining how they think a character feels.
The reader is learning to be empathetic and thereby personally connecting with the character.The reader actually constructs theories that help them explain how a character behaves by determining how they think a character feels.
The reader is learning to be empathetic and thereby personally connecting with the character.
35. Readers Tools for Predicting and Inferring
36. Readers Tools for Predicting and Inferring
37. 3 Point Interview Making Predictions and Inferences
1. Can you predict what is about to happen? Why did you make that prediction? What helped you in the story figure that out?
2. What did the author mean by? What in the story helped you know?
3. What do you understand now that you didnt understand before? Assessment: In a one-on-one conference, the student can read aloud to the teacher, making predictions and inferences.
An option for assessing this strategy is the Major Point Interview found in Mosaic of Thought (Keene & Zimmerman, 1997).
This assessment can be given as an interview or in written response form.
The Major Point Interview assesses the students ability to use the strategy through a series of questions.
We know students truly understand how to use a strategy when they can articulate why a strategy enhanced their understanding of the text.
We let students know that we are really interested in their thinking by writing down what they are saying. This nudges them a little further and builds their confidence.
The students answers are scored using a rubric.Assessment: In a one-on-one conference, the student can read aloud to the teacher, making predictions and inferences.
An option for assessing this strategy is the Major Point Interview found in Mosaic of Thought (Keene & Zimmerman, 1997).
This assessment can be given as an interview or in written response form.
The Major Point Interview assesses the students ability to use the strategy through a series of questions.
We know students truly understand how to use a strategy when they can articulate why a strategy enhanced their understanding of the text.
We let students know that we are really interested in their thinking by writing down what they are saying. This nudges them a little further and builds their confidence.
The students answers are scored using a rubric.
38. Assessing Predicting and Inferring ?The assessment for Predictions and Inferences can be done informally by asking students to respond to journal prompts:
? What was the one prediction or inference you made during this lesson that stands out in your mind?
? Which inference was the easiest to make? Which was the most challenging?
? How do you think making predictions/inferences will help you in the future?
When we are assessing our students responses we can tell if their predictions/inferences are becoming more meaningful over time. That is, are their inferences furthering their understanding of the text?
One of our jobs when we confer with readers is to nudge them further with good questioning that leads them to thicker inferences that build their comprehension.
You can also assess students' understanding of the making connections strategy using the double-entry journals. Assess the double-entry journals for completeness of connections; be sure that students are making authentic, rich connections and that they are using all three types of connections to build their comprehension.
?Ask students to share with a partner examples of each of the three types of connections they made to a text. Have them also record these connections for assessment of their understanding of each type.?The assessment for Predictions and Inferences can be done informally by asking students to respond to journal prompts:
? What was the one prediction or inference you made during this lesson that stands out in your mind?
? Which inference was the easiest to make? Which was the most challenging?
? How do you think making predictions/inferences will help you in the future?
When we are assessing our students responses we can tell if their predictions/inferences are becoming more meaningful over time. That is, are their inferences furthering their understanding of the text?
One of our jobs when we confer with readers is to nudge them further with good questioning that leads them to thicker inferences that build their comprehension.
You can also assess students' understanding of the making connections strategy using the double-entry journals. Assess the double-entry journals for completeness of connections; be sure that students are making authentic, rich connections and that they are using all three types of connections to build their comprehension.
?Ask students to share with a partner examples of each of the three types of connections they made to a text. Have them also record these connections for assessment of their understanding of each type.
39. Questioning
40. Questioning
41. How to Teach Questioning Model how to ask meaningful questions that help you understand the text better.
Provide plenty of guided practice.
Challenge students to analyze how their questions contribute to their understanding.
42. Readers Tools for Questioning Providing our
young readers
with bookmarks
helps to remind
them of the
strategy they
are practicing.
43. Readers Tools for Questioning
44. Readers Tools for Questioning
45. Readers Tools for Questioning .
46. Readers Tools for Questioning
47. 3 Point Interview
48. Assessing Questioning
49. Monitor and Clarify Become aware of their thinking as they read.
Detect obstacles and confusions that derail understanding.
Understand how strategies can help repair meaning when it breaks down. When readers monitor their comprehension, they keep track of their thinking while reading.
They listen to the voice in their head that speaks to them as the read.
They notice when the text makes sense or when it doesn't.
They tapping into their metacognition - exercising thinking about thinking.
We teach readers to "fix up" their comprehension by using a variety of strategies including stopping to refocus thinking, rereading, and reading onWhen readers monitor their comprehension, they keep track of their thinking while reading.
They listen to the voice in their head that speaks to them as the read.
They notice when the text makes sense or when it doesn't.
They tapping into their metacognition - exercising thinking about thinking.
We teach readers to "fix up" their comprehension by using a variety of strategies including stopping to refocus thinking, rereading, and reading on
50. Monitor and Clarify I have a voice in my head that speaks to me as I read.
Its a quiet voice, not a speaking out loud voice. Have you ever noticed a voice in your head?
The voice in my head says different things to me as I read depending on whats going on.
When Im confused it might say Huh? I dont get this part.
When I meet new information it might say,Wow! I never knew that before.I have a voice in my head that speaks to me as I read.
Its a quiet voice, not a speaking out loud voice. Have you ever noticed a voice in your head?
The voice in my head says different things to me as I read depending on whats going on.
When Im confused it might say Huh? I dont get this part.
When I meet new information it might say,Wow! I never knew that before.
51. How to Teach Monitor and Clarify Model how to STOP and think aloud by paraphrasing the text.
Model choosing Fix-up strategies to clarify misunderstanding.
Provide plenty of guided practice.
Challenge students to analyze how their paraphrasing and fixing contributes to their understanding. Teachers modeling must include:
How to notice errors.
How to confirm accuracy.
As students practice, listen and reinforce when students notice and repair their own errors. Be aware that the most efficient readers reveal the least evidence of this strategy.Teachers modeling must include:
How to notice errors.
How to confirm accuracy.
As students practice, listen and reinforce when students notice and repair their own errors. Be aware that the most efficient readers reveal the least evidence of this strategy.
52. Fix-up Strategies Notice when you no longer understand.
Stop and go back to clarify.
Reread to enhance understanding.
Read ahead to clarify meaning.
Identify what is confusing.
Talk with someone else.
Ask questions.
Read aloud slowly. The purpose of Fix-up strategies is to monitor and repair comprehension while listening to or reading a text.
Invite students to share their fix-up strategies as you read.
During independent reading, ask students to think aloud about their fix-up strategies.The purpose of Fix-up strategies is to monitor and repair comprehension while listening to or reading a text.
Invite students to share their fix-up strategies as you read.
During independent reading, ask students to think aloud about their fix-up strategies.
53. Providing our young readers with bookmarks helps to remind them of the strategy they are practicing. It reminds our students to listen to their inner voices: Hey, is this making sense?
Wait, whats going on here?
Should I slow down?
Do I need to reread?
I dont get it.what should I do?It reminds our students to listen to their inner voices:Hey, is this making sense?
Wait, whats going on here?
Should I slow down?
Do I need to reread?
I dont get it.what should I do?
54. Leaving Tracks can be as simple as paraphrasing or it might include questions, connections, visualization, or predictions.Leaving Tracks can be as simple as paraphrasing or it might include questions, connections, visualization, or predictions.
55. Using the STOP bookmark for buddy reading is also recommended.Using the STOP bookmark for buddy reading is also recommended.
56. Hey, is this making sense?
Wait, whats going on here?
Should I slow down?
Do I need to reread?
I dont get it.what should I do?Hey, is this making sense?
Wait, whats going on here?
Should I slow down?
Do I need to reread?
I dont get it.what should I do?
57. Insert Tools-Use post-its or Double Entry Journal to record.
Use these symbols to code the text as you read. INSERT (i.e., Interactive Notation to Effective Reading and Thinking) provides students with opportunities for reflection. Students make connections between prior knowledge and text content. Insert Tools-Use post-its or Double Entry Journal to record.
Use these symbols to code the text as you read.
58. 3 Point Interview Monitoring and Clarifying
1. Did you have any problems while you were reading this story? What could you do to solve your problem?
2. When you are reading other stories what kinds of problems do you have? What are other ways you solve those problems?
3. What do you understand now that you didnt understand before? Assessment: In a one-on-one conference, the student can read aloud to the teacher, STOPPING and MONITORING their comprehension by paraphrasing along the way. You can tell right away if a student is able to select a fix-up strategy appropriately.
An option for assessing this strategy is the Major Point Interview found in Mosaic of Thought (Keene & Zimmerman, 1997).
This assessment can be given as an interview or in written response form.
The Major Point Interview assesses the students ability to use the strategy through a series of questions.
We know students truly understand how to use a strategy when they can articulate why a strategy enhanced their understanding of the text.
We let students know that we are really interested in their thinking when we write down what they are saying. This nudges them a little further and builds their confidence.
The students answers are scored using a rubric.Assessment: In a one-on-one conference, the student can read aloud to the teacher, STOPPING and MONITORING their comprehension by paraphrasing along the way. You can tell right away if a student is able to select a fix-up strategy appropriately.
An option for assessing this strategy is the Major Point Interview found in Mosaic of Thought (Keene & Zimmerman, 1997).
This assessment can be given as an interview or in written response form.
The Major Point Interview assesses the students ability to use the strategy through a series of questions.
We know students truly understand how to use a strategy when they can articulate why a strategy enhanced their understanding of the text.
We let students know that we are really interested in their thinking when we write down what they are saying. This nudges them a little further and builds their confidence.
The students answers are scored using a rubric.
59. Monitoring and Clarifying Monitoring involves asking, "Does this make sense?" and clarifying by adapting strategic processes to accommodate the response. Good readers monitor their comprehension and know when they are constructing meaning, and when they are not.
When comprehension breaks down due to lack of background information, difficulty of words, or unfamiliar text structure, good readers know a variety of fix-up strategies to use. These include rereading, changing the pace of reading, using context clues, cross-checking cueing systems, and asking for help.
Most important, good readers are able to select the appropriate strategies and to consistently focus on making sense of text and gaining new understandings. Monitoring involves asking, "Does this make sense?" and clarifying by adapting strategic processes to accommodate the response.Good readers monitor their comprehension and know when they are constructing meaning, and when they are not.
When comprehension breaks down due to lack of background information, difficulty of words, or unfamiliar text structure, good readers know a variety of fix-up strategies to use. These include rereading, changing the pace of reading, using context clues, cross-checking cueing systems, and asking for help.
Most important, good readers are able to select the appropriate strategies and to consistently focus on making sense of text and gaining new understandings.
60. Synthesizing
61. Synthesizing
62. How to Teach Synthesizing Model how to analyze and discard unimportant information.
Provide plenty of guided practice.
Challenge students to analyze how their synthesizing contributes to their understanding.
63. Readers Tools for Synthesizing Providing our young readers with bookmarks helps to remind them of the strategy they are practicing.
64. Readers Tools for Synthesizing
65. Readers Tools for Synthesizing
66. 3 Point Interview Synthesizing
1. Are there some parts of this story that are more important than others? Why do you think they are the most important?
2. If you were to tell another person about the story you just read, and you could only use a few sentences, what would you tell them?
3. What do you understand now that you didnt understand before? Assessment: In a one-on-one conference, the student can read aloud to the teacher, -----------
An option for assessing this strategy is the Major Point Interview found in Mosaic of Thought (Keene & Zimmerman, 1997).
This assessment can be given as an interview or in written response form.
The Major Point Interview assesses the students ability to use the strategy through a series of questions.
We know students truly understand how to use a strategy when they can articulate why a strategy enhanced their understanding of the text.
We let students know that we are really interested in their thinking by writing down what they are saying. This nudges them a little further and builds their confidence.
The students answers are scored using a rubric.Assessment: In a one-on-one conference, the student can read aloud to the teacher, -----------
An option for assessing this strategy is the Major Point Interview found in Mosaic of Thought (Keene & Zimmerman, 1997).
This assessment can be given as an interview or in written response form.
The Major Point Interview assesses the students ability to use the strategy through a series of questions.
We know students truly understand how to use a strategy when they can articulate why a strategy enhanced their understanding of the text.
We let students know that we are really interested in their thinking by writing down what they are saying. This nudges them a little further and builds their confidence.
The students answers are scored using a rubric.
67. Synthesizing
68. Resources Consulted Harvey, Stephanie, & Goudvis, Anne (2000). Strategies That Work. Stenhouse.
Keene, E. O., & Zimmerman, S. (1997). Mosaic of Thought. Heinemann.
Fountas, Irene C., & Pinnell, Gay Su. (2001). Guiding Readers and Writers- Grades 3-6. Heinemann.
Miller, Debbie. (2002). Reading With Meaning. Stenhouse Publishers.
Kump, Laura. (2010). The Reading Lady. Available: http://www.readinglady.com
69. Appendix Some more
helpful stuff
for you to use in your
Readers Workshop!
70. Connections Bookmarks Courtesy of time4teachers.comCourtesy of time4teachers.com
71. Thinking Personally Text-to-self connections are highly personal connections that a reader makes between a piece of reading material and the readers own experiences or life.
An example of a text-to-self connection might be, "This story reminds me of a vacation we took to my grandfathers farm."Text-to-self connections are highly personal connections that a reader makes between a piece of reading material and the readers own experiences or life.
An example of a text-to-self connection might be, "This story reminds me of a vacation we took to my grandfathers farm."
72. Text to Self Connections 10 Books That Work The Art Lesson, de Paolo
Koala Lou, Fox
Wemberly Worried, Henkes
I Hate English, Levine
Frog and Toad, Lobel
My Rotten Red-Headed Older Brother, Polacco
The Relatives Came, Rylant
Ira Sleeps Over, Waber
Hazels Amazing Mother, Wells
Williams Doll, Zolotow Text-to-self:
What does this remind me of in my life?
What is this similar to in my life?
How is this different from my life?
Has something like this ever happened to me?
How does this relate to my life?
What were my feelings when I read this?Text-to-self:
What does this remind me of in my life?
What is this similar to in my life?
How is this different from my life?
Has something like this ever happened to me?
How does this relate to my life?
What were my feelings when I read this?
73. Thinking of Other Books Sometimes when reading, readers are reminded of other things that they have read, other books by the same author, stories from a similar genre, or perhaps on the same topic.
These types of connections are text-to-text connections.
Readers gain insight during reading by thinking about how the information they are reading connects to other familiar text.
This character has the same problem that I read about in a story last year, would be an example of a text-to-text connection.Sometimes when reading, readers are reminded of other things that they have read, other books by the same author, stories from a similar genre, or perhaps on the same topic.
These types of connections are text-to-text connections.
Readers gain insight during reading by thinking about how the information they are reading connects to other familiar text.
This character has the same problem that I read about in a story last year, would be an example of a text-to-text connection.
74. Text to Text Connections 10 Books that Work Oliver Button is a Sissy, de Paolo
Williams Doll, Zolotow
My Rotten Red-Headed Older Brother, Polacco
The Pain and the Great One, Blume
Julius, the Baby of the World, Henkes
Owen, Henkes
The Surprise Wednesday, Bunting
Thank you, Mr. Falkner, Polacco
Now One Foot, Now Another, dePaolo
The Two of Them, Aliki Text-to-text:
What does this remind me of in another book Ive read?
How is this text similar to other things Ive read?
How is this different from other books Ive read?
Have I read about something like this before?Text-to-text:
What does this remind me of in another book Ive read?
75. Thinking Beyond Text-to-world connections are the larger connections that a reader brings to a reading situation. We all have ideas about how the world works that goes far beyond our own personal experiences. We learn about things through television, movies, magazines, and newspapers.
Often it is the text-to-world connections that teachers are trying to enhance when they teach lessons in science, social studies, and literature.
An example of a text-to-world connection would be when a reader says, "I saw a program on television that talked about things described in this article."Text-to-world connections are the larger connections that a reader brings to a reading situation. We all have ideas about how the world works that goes far beyond our own personal experiences. We learn about things through television, movies, magazines, and newspapers.
Often it is the text-to-world connections that teachers are trying to enhance when they teach lessons in science, social studies, and literature.
An example of a text-to-world connection would be when a reader says, "I saw a program on television that talked about things described in this article."
76. Text to World Connections 10 Books that Work The Secret Place, Bunting (any Bunting!)
The Great Kapok Tree, Cherry
Wilfred Gordon McDonald Partridge, Fox
A Basket of Bangles: How a Business Grows, Howard
Three Brave Women, Martin
Planting the Trees of Kenya, Nivola
Night in the Country, Rylant
Curious George Goes to a Chocolate Factory, Rey
The Butter Battle, Seuss
One Hen: How One Small Loan Made a Big Difference, Milway Text-to-world:
What does this remind me of in the real world?
How is this text similar to things that happen in the real world?
How is this different from things that happen in the real world?
How did that part relate to the world around me?
Numerous books can be used to explore "text-to-world" connections in which students relate the ideas from their books to the economic, business, and financial interactions they observe in the world around them.
On the lighter side, many children like to eat chocolate. They can read the book Curious George Goes to a?Chocolate Factory and then watch a free video on the internet about making chocolate. The concepts they learn are: natural, human, and capital resources.
Children can learn about another Nobel?Prize winner in?Planting the Trees of Kenya: The Story of Wangari Maathai. In 2004 Wangari Maathal won the Nobel Peace Prize, the first African woman to receive this honor.? Her simple but powerful idea to start planting trees and stop Kenya's deforestation grew into a national movement that ultimately led to over forty million new trees planted. In One Hen: How One Small Loan Made a Big Difference, a young boy uses a small loan to buy a hen, which ultimately leads to one of the largest egg-selling businesses in West Africa.Text-to-world:
What does this remind me of in the real world?
How is this text similar to things that happen in the real world?
How is this different from things that happen in the real world?
How did that part relate to the world around me?
Numerous books can be used to explore "text-to-world" connections in which students relate the ideas from their books to the economic, business, and financial interactions they observe in the world around them.
On the lighter side, many children like to eat chocolate. They can read the book Curious George Goes to a?Chocolate Factory and then watch a free video on the internet about making chocolate. The concepts they learn are: natural, human, and capital resources.
Children can learn about another Nobel?Prize winner in?Planting the Trees of Kenya: The Story of Wangari Maathai. In 2004 Wangari Maathal won the Nobel Peace Prize, the first African woman to receive this honor.? Her simple but powerful idea to start planting trees and stop Kenya's deforestation grew into a national movement that ultimately led to over forty million new trees planted.
77. Visualizing Bookmarks Gail Neff bookmarks!Gail Neff bookmarks!
78. Visualizing 10 Books that Work Many Luscious Lollipops, Heller
Miss Rumphius, Cooney
Im in Charge of Celebrations, Baylor
Twilight Comes Twice, Fletcher
Two Bad Ants, Van Allsburg (any Van Allsburg!)
Where the Wild Things Are, Sendak
The Monster Who Ate My Peas, Schnitzlein
Fireflies, Brinkloe
Smoky Night, Bunting
Heat Wave, Ketteman *Also, use chapter books (Charlie and the Chocolate Factory, Theres a Boy in the Girls Bathroom) & poetry *Also, use chapter books (Charlie and the Chocolate Factory, Theres a Boy in the Girls Bathroom) & poetry
79. Predict and Infer Bookmarks Gail Neff bookmarks!Gail Neff bookmarks!
80. Predicting and Inferring 10 Books that Work How Many Days to America, Bunting
Stellaluna, Cannon
Click, Clack, Moo: Cows that Type, Cronin
Possom Magic, Fox
George and Martha, Marshall
The Paper Bag Princess, Munsch
The Royal Bee, Park
Miss Maggie, Rylant
Big Bushy Mustache, Soto
If You Listen, Zolotow
81. Questioning Bookmarks
82. Questioning 10 Books that Work Pink and Say, Polacco
Brave Irene, Steig
Netties Trip South, Turner
The Stranger, Van Allsburg
The Wise Woman and Her Secret, Merriam
Guess What?, Fox
The Lotus Seed, Garland
Monarch Butterfly, Gibbons
Library Lil, Williams
Verdi, Cannon *Dogs Dont Tell Jokes (Sachar) *Dogs Dont Tell Jokes (Sachar)
83. Monitor and Clarify Bookmarks Gail Neff Bookmarks!Gail Neff Bookmarks!
84. Monitoring and Clarifying 10 Books that Work Grandfather Twilight, Berger
Magic School Bus (any of them), Cole
The Lotus Seed, Garland
The Trip, Keats (any Keats)
The Day of Ahmeds Secret, Parry Keide
Tikki Tikki Tembo, Mosel
The True Story of the Three Little Pigs, Scieszka
The Stranger, Van Allsburg
Alexander Who Used to Be Rich, Viorst
Galimoto, Williams
85. Synthesizing Bookmarks Gail Neff Bookmarks!Gail Neff Bookmarks!
86. Synthesizing 10 Books that Work Fly Away Home, Bunting
Grandfathers Journey, Say
Missing May, Rylant
Wilfred Gordon McDonald Partridge, Fox
Oliver Button is a Sissy, de Paola
The Quiltmakers Gift, Brumbeau
Shes Wearing a Dead Bird on Her Head, Lasky
Charlie Anderson, Abercrombie
The Rag Coat, Mills
The Three Little Wolves and the Big, Bad Pig, Trivias
