EDC 423: Teaching Comprehension and Response in Elementary School September20, 2011 Dr. Julie Coiro Chafee 615
Objectives from Last Class • To understand how the five components of reading fit together to stress “Comprehension First” (at all grade levels) • Examine & Discuss Emma’s Instruction (Classroom Snapshot): • To identify a series of instructional routines for teaching reading comprehension as inquiry and problem-solving • To practice inferring (and how to teach students how to make inferences) > class & homework
Quick Check: A broader interpretation of core components of comprehension is needed to address the problem COMPREHENSION P H O N E M I C A W A R E P H O N I C S W R I T I N G V O C A B U L A R Y F L U E N C Y M O T I V A T I O N
Quick Check: Big Ideas aboutBest Practices… (in Chapter 2) • Think-aloud and modeling thinking strategies (define, show, give examples, when/why use) • Gradual Release ofResponsibility • (I do > We do > You do)
Today’s Objectives • To explore aspects of key reading comprehension/thinking strategies and see how they are logically applied to diverse texts Before/During/After reading • A box of Cheerios! (Classroom Snapshot) • A narrative text selection (My Father’s Dragon) • An expository text selection (Gorilla Rescue) • To assess your own use of reading comprehension strategies with a challenging text (your homework)
Big Ideas about Best Practices… (in Chapter 2) • CPS and Before/During/After framework • BEFORE: Set a purpose, activate background knowledge • DURING: Big ideas, infer, connect, visualize, question/wonder, analyze, synthesize • AFTER: Organize, shape, reflect, revise, publish
BEFORE Reading Strategies • Set a purpose • Create motivation > Focus on the goal • What’s the problem? Why am I using this text? • Predict and Connect: Overview to activate prior knowledge • What’s the title? • Do a picture walk. • What do I already know about this? • What do I predict will happen/I will learn?
DURING Reading Strategies (or listening or viewing) • MONITOR: Be aware of mistakes and apply strategies torepair/revise understandings (CLARIFY) • Make Connections: Text-to-self, text-to-text, and text-to-world • Determine important ideas: Use text clues as evidence • Ask Questions: Readers asks ?’s and reads to clarify before, during, and after reading • Analyze/Critique: Use text features and structures to reflect on what stands out (overall gist) and how it stands out • Visualize (Image): Use imagination and senses to picture, smell, taste, or feel something in the text • Infer: Use clues from text & background knowledge • Summarize: Identify the main idea and supporting details from the text • Synthesize: Tell the big ideas and add original reflection/interpretation
Key Reading StrategiesM+MDAAVISS MAKE CONNECTIONS M SYNTHESIZE S DETERMINE IMPORTANT IDEAS D MONITOR AND CLARIFY SUMMARIZE S M ASK QUESTIONS A INFER/ PREDICT I V VISUALIZE ANALYZE/CRITIQUE A
AFTER Reading Strategies • Organize and Shape • How can I best show my understanding of the most important big ideas? • Reflect and Revise • What works and what doesn’t work • Publish: Make comprehension public • How can I share? With whom? When? Where? • (How can we, as teachers, make this experience authentic – to address a real purpose)
The Princess and The Bowling Ball(Think-Aloud: Tell what you are thinking as you read) • Predicting…from the title • Making Connections…after I read a few sentences – to link to something familiar • Questioning…What does a pea have to do with a bowling ball? • Visualizing…”I felt like I was sleeping on a lump as big as a bowling ball” • Summarizing…address and resolve my confusion - Somebody/Wanted/But/So
Using CPS with Alternative Texts: (Think-Aloud: Tell what you are thinking as you read) • Cheerios Box
Seeing the Strategies in Action: My Father’s Dragon OR The Gorilla Rescue • Before: Set a purpose -- Read the story silently and actively stop to apply comprehension strategies that help you take and make meaning from the text. • During: • 1. Re-read to identify stopping points; • 2. Pose a logical question that builds understanding; • 3. Label type of thinking required to answer • After: Share/Compare across texts
Big Ideas Chapter 3: (p. 52-65)Best Practice Implementation • Response options congruent with 21st century life (multimodal, visual, digital, and diverse) • Involve in genuine conversations & discussions with long-term projects that exhibit comprehension while fostering motivation • 5 Factors & Planning questions: page 60 • As teachers: style & substance; enthusiastic & optimistic personality; desire to learn; reflective strategic thinkers • As readers: reflect on personal use of CPS strategies to inform personal knowledge, beliefs, and practice
Homework: Book Activity 2Comprehension Self-Assessment • Part 1: Read challenging text and rate • Part 2: Reflect on use of comprehension strategies • Part 3: Reread challenging excerpt and apply comprehension strategies • Part 4: Reflect on rating & assignment • Also Read Chapter 3: Pages65-77(Supportive Learning Contexts)
Essential Questions (Reframe topics to provide purpose and connections; to motivate and engage) • Habitats: What makes a good home? For us? For bears? For lobsters? • Community: How can we improve our school? • Science: How does flight influence and change behavior (for birds, for humans)? • Geometry: How can we use what we know about math to build a new playground? A doghouse?
Essential Questions: You Try… • Lesson/Big Idea: • Questions?
Essential Questions:You Try… • Lesson/Big Idea? • Questions?