Is he comprehending?

1. Is he comprehending?

2. Targets Understand the steps of the explicit teaching of comprehension. Understand the importance of identifying the non-negotiable strategies. Purpose Targets Explore the different ways to measure comprehension growth and how to use that information to change your instruction. Know the importance of a systematic comprehension plan to reach ALL students.

3. Anticipation Guide

4. Why are comprehension interventions so much more difficult than others? I A C dThdiffe Water…

5. Critical? Travels? Routine?

6. Do Routines and Strategies Travel?school-wide, class-wide, “intensified”class-wide, small-group, individuals 6

8. Diagnostic Process: 4th -6th grades Step 1: Sort all students by accuracy and automaticity Group 1:

9. Group 1Accurate/Fluent Step 2: Considerately sort Box 1 kids based on Iowa Assessment %ile. Above X %ile Proficient-Core At or Below X %ile Non-Proficient or Suspicious: Next Sort

13. 1st Grade Winter Middle of the Year Cutpoints: (1) DORF-Words Correct is 23 or higher, (2) NWF-CLS is 43

14. Multisyllables K 1 2 3+ Phonemic Awareness Listening Reading Phonics Letter Sounds & Combinations Reading Listening Fluency Vocabulary Comprehension Learning to Read: Sub-skills Being Developed Adapted from Simmons, Kame’enui, Harn, & Coyne (2003). Institute for beginning reading 2. Day 3: Core instruction: What are the critical components that need to be In place to reach our goals? Eugene: University of Oregon.

15. 4th Grade Winter97% and 103 wcpm Iowa Assessment 185-230 (mid-year)

16. Where does success or “breakdown” occur? Monitor for Meaning Strategic Reader: Summarization prioritized Paragraph Level Passage Level Word Level Sentence Level Paragraph Level Text structure Lexile Background Knowledge

17. CIA • Curriculum • Iowa Core: • To ensure district curriculum aligns with Iowa Core • Instruction: • To ensure application of a research-based structure for instruction • Assessment • To guide instruction

18. Instruction….the “How” • This is one piece of the “how”.

19. A Structure for Instruction that Works TEACHER RESPONSIBILITY “I do it.” Focus Lesson Guided Instruction “We do it.” “You do it together.” Collaborative “You do it alone.” Independent STUDENT RESPONSIBILITY (c) Fisher & Frey, 2006

20. And in some classrooms … TEACHER RESPONSIBILITY “I do it.” Focus Lesson Guided Instruction “We do it.” “You do it alone.” Independent STUDENT RESPONSIBILITY (c) Fisher & Frey, 2006

21. In some classrooms … TEACHER RESPONSIBILITY “I do it.” Focus Lesson “You do it alone.” Independent STUDENT RESPONSIBILITY (c) Fisher & Frey, 2006

22. In some classrooms … TEACHER RESPONSIBILITY “You do it alone.” Independent STUDENT RESPONSIBILITY (c) Fisher & Frey, 2006

23. How can I use this “instructional model” to differentiate my instruction? Gifted? Less Proficient?

24. Structured Teaching Lessons fcrr.org Empowering Teachers

25. TEACHER RESPONSIBILITY “I do it.” Focus Lesson (Modeling) Guided Instruction “We do it.” “You do it together.” Collaborative Independent “You do it alone.” STUDENT RESPONSIBILITY Explicit Instruction

26. Teach strategies that can be applied to passage reading.Competent Reader Strategies • Retelling - Telling the events in a story. • Predicting - Making informed predictions. • Questioning - Asking yourself questions as you read. • Visualizing - Making mental pictures. • Summarizing - Pulling together the most important information.(The number of strategies should be limited so that students will be more successful in remembering and applying the strategies.)

27. Teach strategies that can be applied to passage reading.Strategies based on Text StructureStory Grammar- Retell Retell the story. • What is the setting of the story? • Who is the main character of the story? • What is the character’s problem? • What did the character do to try to resolve the problem? • What happened in the end?

28. Teach strategies that can be applied to passage reading. Strategies based on Text StructureExpository Strategies • Teach students strategies that focus on the pattern of expository materials. • Each paragraph represents a “body of knowledge”. • Determine the topic of the paragraph. • Determine the critical details that support the topic.

29. Teach strategies that can be applied to passage reading. Expository Strategies - Paragraph Shrinking Paragraph Shrinking • Name the who or what.(The main person, animal, or thing.) • Tell the most important thing about the who or what. • Say the main idea in 10 words or less. (From the PALS program by Fuchs, Mathes, and Fuchs)

30. Intensifying Instruction • The Big Five • More Explicit • More Modeling • More Systematic • More Opportunities to Respond • More Review

31. Comprehension (Boardman et al., 2008. Adapted from Denton et al., 2007; Pressley, 2006.)

32. Component # 1: Activate Prior Knowledge Why is it important? Helps students make connections between what they already know and what they are reading.

33. Activate Prior Knowledge:Effective Strategies Previewing Text Making/Monitoring Predictions

34. Sites for Students Background Knowledge Building DE Streaming http://streaming.discoveryeducation.com/index.cfm?location=aea Learn360 (Login is at the top right) http://www.learn360.com/index.aspx American History in Video http://ahiv.alexanderstreet.com/

35. Component #2: Answering and Generating Questions . Why is it important? Teaches students where and how to find answers.

36. Answering and Generating Questions:Effective Strategies Levels of Questions (QAR) Self-Questioning

37. Component #3: Monitoring Comprehension Strategies What are they? Strategies that enable students to keep track of their understanding as they read and to implement “fix-up” strategies when understanding breaks down. Why are they important? By monitoring their understanding, students become more independent in understanding what is being read.

38. Effective Strategies forMonitoring Comprehension Main Idea “Fix-up” Strategies

39. Strategy #1: Finding the Main Idea Paragraph Shrink (Klingner, Vaughn, & Schumm, 1998)

40. Strategy #2: “Fix-Up” Strategies Rereading, restating Stopping when you come to a word that you do not know Using strategies to figure out unfamiliar words or phrases (e.g., context clues, breaking the word apart) (Klingner, Vaughn, Dimino, Schumm, & Bryant, 2001)

41. Component #4: Graphic Organizers and Summarization Graphic organizers can be used to aid students with summarization.

42. Graphic Organizer for Summarization Main idea of first section Main idea of second section Big Idea (provided by the teacher) Main idea of third section Main idea of fourth section (Simmons, Rupley, Vaughn, & Edmonds, 2006)

43. Confirm/Disconfirm Predictions Confirmed? ___ Yes ___ No Many more can be found on beckyhinze.pbworks.com

44. When all else fails…… SQ3R Survey Question Read Recite Review

45. COI Meta-analysis FINDING The effect for reading comprehension strategy interventions was medium to large. IMPLICATIONS Reading comprehension interventions can have a significant impact on adolescent struggling readers. Providing comprehension strategy instruction throughout the day provides opportunities for multiple exposures and use of strategies with a variety of texts.

46. Conclusions About Comprehension Instruction TEACH STRATEGIES Do not just ask comprehension questions. Eventually, show students how to combine these strategies and use them concurrently.

48. Intellectual Needs of Gifted • Pace of learning • Complexity of material • Being with other bright learners • Higher levels of thinking Some of My Best Friends are Books, p. 48

49. THINKING SKILLS • Gifted kids have same range of strategies as others. • Choose more sophisticated strategy or more complex version of strategy only in the face of significant challenge. • Skill develops only when the challenge is present.

50. General Instructional Principle Instruction needs to be at the student’s knowledge/skill level Higher Prior Knowledge Lower Prior Knowledge Needs Complete, Explicit, Systematic Can Profit from Implicit, Less Structured Reschly, 2008