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CUI 4500 Instruction

CUI 4500 Instruction . October 26, 2012: . Reading Strategies; We do Blueprints . Skilled Comprehender. 2 domains. Printed Word recognition. Language Comprehension. x. Comprehension is ….

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CUI 4500 Instruction

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  1. CUI 4500 Instruction October 26, 2012: Reading Strategies; We do Blueprints

  2. Skilled Comprehender 2 domains Printed Word recognition Language Comprehension x

  3. Comprehension is … “… intentional thinking during which meaning is constructed through interactions between text and the reader…” -Durkin

  4. A reader reads text to… • Learn • Find out information • Be entertained Thus requiring knowledge of the world including … • Language and • Print

  5. They must create meaning representations

  6. Put this understanding to use…

  7. Student who have good reading comprehension Reading the words is effortless I am not sure what that words is, but I think it means… That is not right, let me try that again. Bold means this is important, and the pictures help me to understand what this is about What do I already know about this topic

  8. Student who have poor reading comprehension No strategies to figure out unknown words I am not interested I don’t now why I am reading this Difficulty with text structure I can’t read these words Plods through the text not paying attention Does not consider the background knowledge

  9. Declarative Knowledge facts rules concepts strategies

  10. Procedural Knowledge demonstration of a skill or stragegie

  11. Conditional Knowledge knowing when and under what conditions a strategy would be used

  12. Self Regulation Knowledge monitor evaluate implement Executive Functioning

  13. How best to improve comprehension…. A reader must understand their own cognitive processes when reading (meta-cognitive) AND A teacher guides/models for the students additional steps they can take to improve their understanding to building meaningful representations AND The reader practices the strategies with guidance from the teacher.

  14. Are you aware of your own reading comprehension…

  15. How much time do you spend teaching comprehension? The average 4th grade teacher spends only 20 minutes out of 4,469 minutes of reading instruction time, teaching comprehension. Assigning Activities Supervising and monitoring Directing recitation sessions Providing corrective feedback Not teaching or showing the student skills, strategies or processes that they could use in reading to comprehend

  16. NRP…

  17. Comprehension Monitoring • Be aware of what they do understand • Identify what they do not understand • Use appropriate strategies to resolve problems in comprehension

  18. Comprehension Monitoring

  19. Cooperative Learning • Think, Pair, Share or Turn and Talk • Three-Step Interview • Round Table or Rally Table • Group Investigations • Student Teams-Achievement Divisions • JigSaw • Round Robin Brainstorming or Rally Robin • Three Minute Review

  20. Graphic/Semantic Organizers • Help students focus on text structure "differences between fiction and nonfiction" as they read • Provide students with tools they can use to examine and show relationships in a text • Help students write well-organized summaries of a text

  21. Graphic/Semantic Organizers

  22. Graphic/Semantic Organizers

  23. Question Answering • Give students a purpose for reading • Focus students' attention on what they are to learn • Help students to think actively as they read • Encourage students to monitor their comprehension • Help students to review content and relate what they have learned to what they already know

  24. Question Answering Textually explicit Textually implicit ? Author and You Think and search Right there Background knowledge On your own

  25. Question Answering When did flowering plants appeared and rapidly diversify? When have you experienced fossils? Tell me about that experience?

  26. Question Generating • By generating questions, students become aware of whether they can answer the questions and if they understand what they are reading. • Students learn to ask themselves questions that require them to combine information from different segments of text.

  27. What question do I have about the text that I read? • What are the concepts in the passage that I did not fully comprehend or am unsure about ? • I’m curious about ‘so-and-so’ things mentioned in the text Question Generating

  28. Summarization • Identify or generate main ideas • Connect the main or central ideas • Eliminate unnecessary information • Remember what they read

  29. Summarization

  30. Mental Imagery • Visualizing and Verbalizing

  31. Other Strategies but… • Curriculum Plus- basic skill such as prediction, summarizing… across all curriculum areas… promising but not enough studies • Psycholinguistic- Teaching how meaning changes based on syntax and semantics … simply not enough studies … few skilled teachers • Listening Actively- following the text while another person is reading (good for good readers, not good for poor readers)

  32. Multiple Strategies • Guided Reading • Reciprocal Teaching • Collaborative Strategic Teaching

  33. Reciprocal Teaching • The teacher starts out being the leader and models to the children how to lead a discussion. • The teacher first generates a question about the text, then summarizes the main points, clarifying any comprehension difficulties including unknown definitions, and then helps children make predictions about the subsequent text. • After finishing a section of the text with these steps, the teacher passes on the leader role to one of the students.

  34. Reciprocal Teaching Predict Question Clarify Summarize

  35. Premise of CSR Comprehension strategies used by good readers can be clearly taught to poor readers. Once applied, reading comprehension for reading will improve. These strategies are helpful for all readers but are critical for at-risk students

  36. 3 levels of CSR

  37. page 5

  38. Expository verses Narrative Expository verses Narrative Expository Text Features Bold Face Charts and illustrations Headings Objectives Discussion Questions Chapter Review Glossaries

  39. 4 Steps

  40. Willingham’s Analysis of the NRP • Strategy instruction can be effective. • Strategies that have not been studied thoroughly may still be of some benefit … results are inconclusive. • Brief instruction may be sufficient; amount of practice needed will vary. • Instruction in strategies is most effective for grades 3 or 4 and beyond. (Willingham, 2006–07)

  41. We Do Blueprints

  42. Assignments for Next Class: Nov 8 , 2012 Assignments Due: Exit Slip Blue Prints for Reading Comprehension (including 5 min reading lesson)

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