2014 Teaching Comprehension Week 1 Student Copy

3/30/2014

Thoughtful Literacy:

Holding Conversations

for Narrative Story

Comprehension

Goals or Objectives

? What reading strategies do good readers use in the

comprehension process?

? What specific reading strategies can be taught to help

struggling readers?

? How can teachers teach comprehension strategies? What

are effective teaching practices?

? How can you design and implement an effective

comprehension lesson?

Comprehension is¡­

?

?

The ability to construct meaning and learn

from text using a variety of applied

strategies.

Comprehension is the ultimate purpose of

reading.

Effective teachers take a 2©\pronged approach to

the problem:

? Teach strategies that successful readers use

when creating meaning from text; and

? Employ effective instructional methods to

teach such successful strategies (National

Reading Panel, 2000).

Greatest Gap:

11% (G4) and 9% (G8) Students with

disabilities are proficient.

Comprehension problems?

Before Reading/

Writing

? Fail to consider reading

purpose or set goals; plan

? Do not activate or apply

their background

knowledge

? Fail to make predictions

? Do not ask questions that

might help them develop

an anticipatory set

? Fail to preview to predict

text structures or content

organization

What is the extent of the overall problem?

? Only 38% of 4th graders are

proficient readers.

? Only 40% percent of

eighth©\graders are

proficient readers.

? Comprehension instruction

is lacking

What are some reading problems

of students with LD?

During Reading:

Metacognition

? Fail to connect ideas or

activate background knowledge

? Do not ask relevant questions

? Do not clarify, self©\monitor, or use

fix©\up strategies

? Fail to create mental images as they

read

? Do not recognize or construct

organizational structures

? Inability to recognize or comprehend

the main ideas and details

? Fail to summarize, paraphrase, and

self©\monitor

? Difficulty in using metacognitive

and reading strategies

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3/30/2014

What are some reading problems

of students with LD?

After Reading

? Fail to reflect on information

? Fail to summarize major ideas

and recall supporting details

? Fail to connect or synthesize

information

? Do not self©\check or self©\test

? Fail to self©\monitor, use fix©\

up strategies or seek

additional information

? Do not employ rehearsal

strategies (e.g., organizers,

mnemonics)

Good Readers Talk to the Text (and self)

? Before reading

?

?

?

?

Preview text ¨C read clues and get information

Predict information

Activate background knowledge

Ask questions

? During reading

?

?

?

?

Ask questions ¨C question the author, self, & text

Clarify and confirm

Summarize (check understanding)

Connect to what we know

Ss Lack Metacognition? Inner Voice!

?

Reciting Voice: We hear our voice reading the

words.

?

Conversation Voice: We talk back to the text and

interact with it.

?

Commanding Voice: We talk to ourselves to

monitor and direct our actions.

? Interactive Voice: Makes connections, asks

questions, identifies confusions, agrees and

disagrees. This voice deepens understanding.

? Distracting Voice: Thinks about other things and

pulls the reader away from the meaning of the

text.

? No Voice: Reader is simply reading words, and not

interacting or talking to the text or self Tovani, 2000

Why is teaching comprehension difficult?

? Teachers cannot simply ask students to read more and

expect comprehension to improve. Practice in the absence

of explicit instruction is not effective

? Asking comprehension questions does not improve

comprehension since this ¡°tests¡± rather than ¡°teaches¡±

comprehension.

? Comprehension must be developed through interactions

with teachers, texts and peers, and thru participation in

thoughtful conversations

? More than telling: Teachers must model the

? After reading

comprehension strategies (make them visible) for students

to learn: explicit instruction.

? Synthesize

? Map and rehearse information

Develop the student¡¯s inner voice and

thinking: Talk to the text

? Good readers are not silent. Students must learn to talk their way

to meaning and understanding & develop their inner voice

? Talk needs to reflect the process (strategies before, during, after)

which is an important part of good comprehension. WHAT and HOW

? Good teachers help students develop an inner reading voice and

develop the ability to use self©\talk while reading, such as:

? Talk to the author (¡°Why are you saying that to me?¡± ¡°Why is that

important¡±))

? Talk to the self (¡°I need to slow down and take my time. I can

figure this out¡±)

Chris Tovani

HOW YOU TEACH

? Talk to the text or character (¡°Something like this happened to

me, too. I remember feeling scared.¡±)

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3/30/2014

Model: Read, Write and Talk

The Inner Conversation

Mark up the text:

Use plastic overlay

Mark-up Text in the margins and page

with Strategy Notations AND

Annotations

During Reading

¡°Think and Talk to the

text through marginal

annotations

The teacher models and directly teaches

students

? Model strategy and process using

?

?

?

?

book or text; & using post©\its

Think ¨Caloud [signal T©\A]

? I¡¯m thinking

? I¡¯m predicting

? I see snow on the house ¡­

Connect talk to strategy steps and

poster

Talk about text clues: ¡°When I

saw¡­ I ¡­..

Model self©\monitoring

17

Great video ¨C overview Comp Bookmarks Strategies Guided Comprehension

Tips for Modeling (Principles on pg. 26, 31)

What do you do when you read?: Build a

Reading Strategies List

? Knowing

strategies

can provide

a language

for talking to

and

responding

to the text

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3/30/2014

Cognitive Strategies: Building

a Reading Strategies List

Cognitive Strategies: Poster

What good readers do. I can, too ¡­.

Make Inferences & Predict. I

can use text clues and my prior

knowledge to predict and infer

(fill in information).

Making

Connections

Making Inferences

& Predictions

Make Connections. I can ¡­

Connect and associate new

information with prior

knowledge (text, self, world).

Summarizing &

Determining

Importance

Ask & Answer Questions. I..

Ask questions (of author, text,

self) before, during, & after

reading.

Summarize.

Asking & Answering

Questions

Monitoring &

Clarifying

Create Mental Images. I can..

Monitor & Clarify. I can¡­

Creating Mental

Images

Make images & pictures while

they read (see, hear, feel, touch)

to help understand and

remember the story.

I can

¡­Summarize the important ideas

(text structure: story parts) and

include them in my retelling.

Check my comprehension. Clarify

confusing ideas and words; use fix©\

up strategies when things don¡¯t

make sense (reread, slow down,

figure out words, etc.).

Introduce Strategies: Model &Think Aloud

? Provide explicit instruction on Individual

Strategies that make them visible.

? Present on Poster/Cuecard/Bookmark

? Read Aloud and Think-Aloud Using PostIt Notes and Talking to the Text (Mark

the text as you think aloud 3X)

? Engage students in think-alouds (3X)

? Students mark-up the text and share

Think-Aloud Demo

Bring it back to the text. How do connections help one understand the story (e.g., hop

scotch)

MODELING AND THINKING ALOUD

STRATEGY: I-DO

Strategies in Action

Education in Video: Login to lib.msu.edu; login to Education in

Video; copy-paste link in AlexanderStreet address bar.

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3/30/2014

THINK-ALOUD STRATEGIES ¡­ GIVE THEM THE

LANGUAGE AND INTEGRATE NEW STRATEGIES IN RSL

Connect to Me, Text, World

? This reminds me of¡­.

?

?

?

Something like this

happened to me when..

This reminds me of

another book/character...

[text, book, movie]

This is like

something that

happened in the real world

because ¡­.

Make mental images ¨Cpictures

?

In my mind, I ¡°picture¡±

(movie). I can see¡­

? I can imagine or picture

what it is like to¡­

? I can almost hear/ taste/

smell / feel ¡­

? Even though I am not in

the picture, I can

see/imagine¡­.

THINK-ALOUD STRATEGIES ¡­. PROVIDE THE

LANGUAGE

Summarize/Determine

Importance

Clarify (Monitor)

Predict

I think I will learn

about¡­.

? I predict that ¡­.

? In the next part, I

predict (Ira) ¡­...

? At the end, I

think¡­.will happen

?

Question

? My question is ¡­

? A question I have is ¡­

? I can use the Wh_ [right

there] questions ¡­ Who?

When? What? How? Why?

? I wonder why ¡­. [Think

and search]

? I wonder about ¡­.?

? Ask a text structure

question: Cause/effect?

Sequence? Steps?

Compare/contrast?

? Problem/Solution

?

Sentence Starters:

Making Text-to-Self Connections

o A word that I didn¡¯t

understand was ¡­

?

In this story I learned that¡­

?

So far in this story¡­.Then

what happened is ¡­

o Something that didn¡¯t

make sense was ...

?

The story parts that I found

are ¡­.

o I wondered why ¡­

?

My summary is ¡­.

o I was confused when .

This is about _____. The

most important idea about

who/what is¡­

o I need to go back

and reread ¡­

?

CREATE ANCHOR CHARTS, BOOKMARKS AND

CUECARDS TO MODEL THE WITH SELF-TALK

o I lost track when ¡­.

1. Talk to the Text: Think-alouds

Provide Bookmark

RECIPROCAL READ-ALOUD &

THINK-ALOUD

?

?

?

?

Capturing the Reading Process; Guided

Practice using TttT, Talk about Strategies,

Roadblocks, Solutions, Strategies. We-Do

Use the Metacognitive Bookmark

Alternate Turns

Do Reciprocal Read-Aloud and Thinkaloud ¨C one person takes lead and

thinks-aloud, but each member shares

& contributes

Switch roles/leads

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