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Comprehension Strategies

Comprehension Strategies. Kimberly Noble Staff Development Specialist DCIU. Objectives. To get “what” comprehension is To get “who” teaches comprehension To get the “why” of teaching comprehension To get the “how” of teaching comprehension To get “when” you should teach comprehension.

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Comprehension Strategies

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  1. Comprehension Strategies Kimberly Noble Staff Development Specialist DCIU

  2. Objectives • To get “what” comprehension is • To get “who” teaches comprehension • To get the “why” of teaching comprehension • To get the “how” of teaching comprehension • To get “when” you should teach comprehension

  3. The Montillation Of Traxoline It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristeriate large amounts of fevon and then bracter it to quasel traxoline. Traxoline may well be one of our must lukized snezlaus in the future because of our zionter lescelidge. 1. 1. What is a traxoline?  2. Where is traxoline montilled? 3. How is traxoline quaselled?  4. Why is it important to know about traxoline?

  4. Agenda • Why teach comprehension strategies • Overview of the strategies • In-depth study of strategies • Lunch • In-depth study cont’d • Closure

  5. What is comprehension? Reading is a dynamic process in which the reader interacts with the text to construct meaning. Inherent in constructing meaning is the reader’s ability to activate prior knowledge, use reading strategies and adapt to the reading situation.

  6. Components of Reading Instruction • The Big 5 Reading Ideas • Phonological/Phonemic Awareness • Alphabetic Principle • Vocabulary/Background Knowledge • Text Comprehension • Fluency

  7. Dale’s Cone of Experience?

  8. Confounding Problems in Reading Comprehension • Matthew Effects • The rich get richer, the poor get poorer • Motivation • Frustration abounds • Accessing content in texts • Everyone should be taught comprehension, even those with low decoding skills • Teacher-guided manipulation of text

  9. Reading Myths • Myth #1: As long as students can decode text fluently, they will naturally come to understand what they read. • Myth #2: Having students read a lot will improve comprehension. • Myth #3: Answering questions at the end of the chapter is teaching reading comprehension. • Myth #4: Reading comprehension is the domain of language arts and English teachers.

  10. National Reading Panel Findings • 7 Research based comprehension strategies • Comprehension monitoring • Cooperative Learning • Use of graphic and semantic organizers (including story maps) • Question answering • Question generating • Story structure • Summarization

  11. Six Language Systems • Pragmatic • Schematic • Semantic • Syntactic • Lexical • Grapho-phonic

  12. Findings cont’d • Two additional strategies that have received some support from research • Making use of prior knowledge • Using mental imagery • Multiple-strategy use is most effective. • Put Reading First synthesized information gleamed

  13. Findings cont’d • Comprehension strategies are specific procedures that guide students to become aware of how well they are comprehending as they attempt to read and write. • The teaching of a variety of strategies leads to increased learning of the strategies, to specific transfer of learning, to increased retention and understanding of new passages, and in some cases, to general improvement in comprehension.

  14. Strategic Teaching • Must be explicit, or direct • Teachers tell readers why and when they should use strategies, what strategies to use, and how to apply them. • The strategic teacher is one who: • is a thinker and decision maker; • possesses a rich knowledge base; • is a modeler and a mediator of instruction.

  15. Definition of Strategic Instruction and Strategy • Strategic Instruction • A strategy-oriented approach to teaching, one in which strategies are taught to students. • Strategy • An individual approach to a task. Helps you determine how to do something effectively and efficiently on your own.

  16. Differentiating Strategies from Knowledge and Skills • Knowledge • Information you have. • Skills • Something you can do. • Strategy • A deliberate attempt to use knowledge and skills.

  17. Kinds of Reading Comprehension Strategies • Goal-specific strategies • The techniques readers use to process specific material. • Monitoring strategies • Techniques to know how the reader is doing with comprehension • Higher-order sequencing strategies • Super organizers which help the user put the strategic package together; a combination.

  18. Gradual Release of Responsibility Modeled Shared Guided Independent Teacher Ownership Student Ownership

  19. Gradual Release of Responsibility Model • Step 1: Showing the kids how. • Step 2: Think aloud

  20. Gradual Release of Responsibility Model • Step 3: Have at it. • Step 4: Letting go.

  21. What is a Crafting Session • AKA The Mini-lesson • What is a Crafting Session? • Deep Structure vs. Surface Structure

  22. Anchor Charts • Highlighting an inquiry or a process so the readers in your classroom can see the construction of meaning making lies in their hands. • Need chart paper, easel, marker, space to store: • flip chart • clothesline • Examples are provided for each strategy in this presentation.

  23. Think Alouds • Teachers verbalize own thoughts while reading aloud • Demonstrate strategies that good readers use • Model how to think aloud • Train students to be able to think aloud independently

  24. What is Strategic Reading • Use Before, During. And After (BDA) • Reading Strategy Inventory • Questions to help children become strategic readers • Questions I can ask as I read • Modeling and Question Frames for Developing Strategic Listening and Reading Abilities • What makes a good reader

  25. Strategic Reading • Good readers are purposeful • Good readers are active • Good readers use metacognition (think about their thinking) • Good readers are aware of what they do understand, what they do not understand, and use appropriate strategies to resolve problems when reading.

  26. Think about what’s important Ask Questions Make Connections STRATEGIES USED BY GOOD READERS Make Predictions Create Mental Images Be a Problem Solver Summarize

  27. Comparison Chart

  28. Mosaic of Thought • The Mother of Comprehension Instruction resources • Written by Ellin Oliver Keene and Susan Zimmerman • Takes research from PEBC out of Denver and Pearson, Roehler, Dole, and Duffy (1992)

  29. Strategies in Mosaic of Thought • Determining Importance in Text • Evoking Images • Inferring • Monitoring Meaning • Questioning • Using Relevant Prior Knowledge or Schema • Synthesis

  30. Other Resources to Teach the Strategies • Mrs. Fix-Up • Good Readers Under Construction • 7 Strategy Graphic Organizers • Literature Circles • Strategies that Work (Harvey and Goudvis) • Reading with Meaning (Miller) • I Read It, But I Don’t Get It (Tovani)

  31. Fix-Up Strategies

  32. Fix-up Strategies • Make a list of strategies with the class of things to do if you get stuck • All of today’s strategies count as fix-ups • Good readers make mistakes, but better readers figure out ways to self-correct

  33. Fix-Up Strategies Anchor Chart

  34. Robert the Reader • Activity: Read the description of Robert the Reader and create a visual with your group. • Hint: You are synthesizing all of the strategies previously overviewed.

  35. Metacognition

  36. Metacognition • Thinking about thinking • Is imperative for all strategies • “Invisible little me” • Think Along Process • Learning Logs • Read, Cover, Remember, Retell

  37. Metacognition Anchor Chart

  38. Schema/Making Connections • Text to Self • Text to Text • Text to World • Coding the text • Activity: Read Graves’ excerpt; make all three connections.

  39. Connections Anchor Chart

  40. Schema • Author Schema • Text Type Schema • Activity: Determine Author’s style and text features.

  41. Schema Anchor Charts

  42. Schema

  43. Activating Prior Knowledge • Anticipation Guide • Prereading Plan (PreP) • ABC Brainstorm • KWL/KWS

  44. KWS What do you Know? What do you Wonder? What can you use as a Source? Internet Encyclopedia CD-ROM Library Books Matthew, our dinosaur expert Dinosaurs are not around anymore. Some are meat-eaters and some are plant-eaters. How big were their teeth? What kind of meat did they eat?

  45. Sensory Imagery/Visualization

  46. Sensory Imagery/Visualization • Activity: Gary Paulsen piece; make whole group anchor chart • Handouts • Activity: Photograph biographies

  47. Sensory Anchor Chart

  48. Questioning

  49. Questioning • Asking questions BDA • QAR • Reciprocal Teaching • OWL • Question Starters • Thick and Thin questions • Coding the text

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