Mass 2020 /Newton School. Cluster Meeting March 15, 2013 Greenfield. Newton School Instructional Practices.
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The Key Comprehension Routinebuilds upon research-based strategies that have been shown to be effective with students. The program uses existing literacy and content area materials to enhance student comprehension by integrating spoken language, reading, and writing skills in an effective and practical teaching routine.
Integrated teaching strategies that are essential to building student literacy skills:(Keys to Literacy)
Question Answer Relationships—is a research-based method for getting students to think about what they read. It helps students identify the type of question they're being asked and shows them how to approach each type to answer it correctly. QAR provides a common language for discussing comprehension strategies from class to class, and grade to grade.
QAR uses research-proven strategies to help students:
Understand the relationships between questions and answers
Ask thoughtful questions about text
Practice higher-order thinking
Improve test performance
Four basic types of question and answer relationships
In The Book
Right There -- In this type of QAR, the answer is found in the text. Also, the words in the question and the words in the answer are usually in the same sentence. The reader can point to the answer.
Think and Search -- In this type of QAR, the answer is found in the text. However, the words in the question and the words in the answer are not found in the same sentence. The reader must put together different parts of the text to get the answer.
In My Head
Author and Me (or Author and You) -- The answer is not found in the text. The reader has to put together the information the author provides with information the reader already knows to come up with the answer.
On My Own (or On Your Own) -- The reader does not use the text at all to answer the question. The answer is based on the reader's opinions and experiences
Kindergarten will gradually introduce the main elements of a story using the Sharing Hand (Thumb – Who; fingers add – where, when, what, and why. They discussed using a garden glove with Velcro on each finger and adding the question words one at a time.
Once this device is familiar for retelling of stories the focus will shift to the most important part of the story or the summary is…
Partner sharing will occur using the sharing hand and summary sign
When children write about the summary of a story they will draw a picture and a sentence starter as follows:
I can summarize (sign). The most important part of the story is….
Teachers will start the year using the familiar summarizing strategies and tools learned in prior grades (sharing hand, retell cards, get the gist activities, think/pair/share)
Teachers will integrate the partner summarizing cards and tailor them to the activity and/or needs of the students (ex. Paragraph by paragraph, section by section, whole article or story). One idea was to use these partner cards after students had read a story twice and were now practicing fluency
When writing summaries students will use a sentence starter to write about the main idea/gist of the story.
I can summarize (sign). The main idea/gist of this story/article is…