COMPREHENSION

1. COMPREHENSION Text Comprehension Instruction Developed by Jo Miller King and Kathy Casey

2. Workshop Goals • To relate comprehension strategies to the Delaware State Standards and the National Reading Panel • To review research about proficient reading strategies • To review and develop activities for teaching good reader strategies

3. TTAPATurn To A Partner And . . . • Use this activity often in your classroom to encourage your children to talk to each other. • This activity enables you to control the talking while still allowing children to develop thinking/comprehension.

4. The person doing the talking is doing the learning.

5. Traditional Comprehension Skills • Finding the Main Idea • Identifying Details • Detecting the Sequence • Drawing Conclusions • Determining Cause and Effect • Comparing and Contrasting

6. Skills - Strategies Research suggests that teaching skills in isolation does not transfer to reading comprehension.

7. Reading is constructing meaning from print.

8. Historical View of Reading

9. Vygotsky’s Zone of Proximal Development Zone of Proximal Development is the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance. Wooten, D. (2000, pp. 19). Valued Voice: An interdisciplinary approach teaching and learning. Newark, DE: International Reading Association.

10. More Ways to Strengthen Reading Comprehension Good readers have several strategies in common. • They make connections between prior knowledge and the text. • They ask questions. • They visualize. • They draw inferences. • They determine important ideas. • They synthesize information. • They “repair” understanding. These strategies can be taught. The teacher must gradually release the responsibility of the strategy to the student, much in the same way a young child learns to ride a bike from his/her parents.

11. Pearson, Roehler, Dole and Duffy propose: • These strategies become the kindergarten through twelfth-grade reading comprehension curriculum • A lengthy list of discrete reading skills does not add up to proficient reading • Teachers understand the cognitive processes used most frequently by proficient readers and they provide explicit, in-depth instruction focused over a long period of time on these strategies • Teachers use authentic and challenging texts (high quality children’s literature and will-written nonfiction) to help students move along the continuum from novice to proficient reader • (Keene, E. & Zimmermann, S. (1997) Mosaic of Thought. Portsmouth: Heinemann.)

12. Cognitive Strategy Instruction When readers are given cognitive strategy instruction, they make significant gains on measures of reading comprehension over students trained with conventional instructional procedures. (Pressley, et al., 1989) National Reading Panel Full Report, 1999

13. Five Premises Basic to Reading Comprehension • Reader constructs meaning by making connections between new information and what is already known • Prior knowledge plays an important role in learning • reading and writing are connected • learning is a socially interactive process • comprehension is dependent on METACOGNITION

14. Metacognition is thinking about what you are thinking. Reading comprehension is thinking about what you are thinking while you are reading.

15. The Human Graph What I Know About Schema Theory • Nothing • A Little • Don’t Know What I Know • Some • A Lot

16. Schema Theory Music Science language plants PATTERNS Nature Literacy graphics reading Art writing

17. The questions that p___________ face as they raise ch__________ from in________ to adult life are not easy to an__________. Both fa________ and m________ can become concerned when health problems such as co________ arise any time after the e________ stage to later in life. Experts recommend that young ch________ should have plenty of s________ and nutritious food for healthy growth. B________ and g________ should not share the same b________ or even sleep in the same r________. They may be afraid of the d________.

18. Poultrymen chickens incubation answer

19. farmers merchants coccidiosis egg chicks sunshine banties geese barnyard roost dark

20. Comprehension is not something that just happens. Comprehension needs to be taught.

21. SAIL Article

22. How to Teach Comprehension Strategies? Teacher Modeling • Explain the strategy • Demonstrate how to apply the strategy successfully • Think aloud to model the mental process when reading Guided Practice • After modeling, give students more responsibility for task completion • Scaffold students’ attempts with feedback and support • Students share their thinking process with each other during paired reading and discussion groups Independent Practice • Students try to apply strategy on their own • Students receive regular feedback from teacher and other students Application of the Strategy in Real Reading Situations • Students apply an understood strategy to a new genre or format • Students demonstrate the effective use of a strategy in a more difficult text

23. Students need to practice the strategy at the listening level before applying the strategy at the reading level.

24. THINK ALOUDSFor Teaching Good Reader Comprehension Strategies • Connect This reminds me of . . . I remember something like this that happened to me when . . . • Predict/Anticipate I wonder if . . . I wonder who . . . I think I know what is coming next . . . I think we will learn how . . . • Question/Monitor I wonder what is means when . . . I don’t understand . . . I am going to reread that because it didn’t make sense . . .

25. THINK ALOUDS (Continued) • Imagine/Infer Even though it isn’t in the picture I can see that . . . Mmm, I can almost taste the . . . I can picture the . . . • Summarize/Conclude The most important thing I have learned so far is . . . It didn’t say why she did that but I bet . . . So far I have learned that . . . • Evaluate/Apply My favorite part in this chapter was. . . I really like how the author . . . What I don’t like about this part is . . . It was interesting to learn that . . .

26. How to Teach Comprehension Strategies? Teacher Modeling • Explain the strategy • Demonstrate how to apply the strategy successfully • Think aloud to model the mental process when reading Guided Practice • After modeling, give students more responsibility for task completion • Scaffold students’ attempts with feedback and support • Students share their thinking process with each other during paired reading and discussion groups Independent Practice • Students try to apply strategy on their own • Students receive regular feedback from teacher and other students Application of the Strategy in Real Reading Situations • Students apply an understood strategy to a new genre or format • Students demonstrate the effective use of a strategy in a more difficult text

27. JIGSAW How to Teach With Comprehension Strategies in Mind? #1 - Lesson: Visualizing From a Vivid Piece of Text #2 - Lesson: Schema - It Reminds Me Of #3 - Lesson: Connections #4 - Lesson: Inferring

28. Comprehension Instruction in a Balanced Literacy Program Read Aloud Comprehension strategies are explicitly modeled Guided Reading Comprehension strategies are explicitly taught with lots of guided practice Shared Reading/Literature Circles Comprehension strategies are modeled and some guided practice is provided. Independent Reading Comprehension strategies are independently practiced and applied.

29. The Lesson Research Suggests a New Format Traditional Format New Format Prereading activities Discussion, Predictions, Questioning, Brainstorming, Setting Purpose Reading assignment given Guided Reading Independent reading Activities to clarify, reinforce, extend know-ledge Discussion to see if students learned main concepts, what they “should have” learned.

30. Guided ReadingInstructional Plan

31. JIGSAW #1 Alphaboxes #2 My Turn Your Turn #3 Read, Cover, Remember, Tell #4 Word Prediction

32. Methodology of the National Reading PanelCategories of Comprehension and Instruction • Comprehension Monitoring • Cooperative Learning • Graphic Organizers • Active Listening • Mental Imagery • Mnemonics • Multiple Strategies • Prior Knowledge • Question Answering • Question Generation • Story Structure • Summarization • Vocabulary-Comprehension Relationship

33. www.readinglady.com • A source for reading lessons • Handout contains comprehension strategy lessons from the “reading lady” • Simple lessons that you can do right away in your classroom • ENJOY!!!

34. THE PEOPLE SEARCH A Post-Strategy for Reading Comprehension