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Comprehension Strategies and best practices: marzano’s High yield strategies. Presented By: Heather Stewart Regional Literacy Consultant Region 4 State Support Team. How kids learn. Visualizing Hands-on Modeling Conferencing Reading Making connections Schema Prior knowledge

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comprehension strategies and best practices marzano s high yield strategies

Comprehension Strategies and best practices: marzano’s High yield strategies

Presented By: Heather Stewart

Regional Literacy Consultant

Region 4 State Support Team

how kids learn
How kids learn

Visualizing

Hands-on

Modeling

Conferencing

Reading

Making connections

Schema

Prior knowledge

Graphic organizers

Learning Depends on the Student!!!!!

five premises basic to reading comprehension
Five Premises Basic to Reading Comprehension
  • Reader constructs meaning by making connections between new information and what is already known
  • Prior knowledge plays an important role in learning
  • Reading and writing are connected
  • Learning is a socially interactive process
  • Comprehension is dependent on METACOGNITION
best practices
Best practices
  • Lesson Protocol
  • Data Driven
  • Standards-based
  • Scaffolding
  • Zone of Proximal Development
  • Differentiated Instruction
  • UDL Principals
  • Levels of Engagement
  • Assess-Plan-Teach-Reflect
marzano s research
Marzano’s research
  • Effects of instruction on student learning
  • Identifying those strategies that have the highest probability of enhancing student achievement
  • Teacher has the control
nine high yield strategies
Nine high yield strategies
  • Identifying Similarities and Differences
  • Summarizing and Note-Taking
  • Reinforcing Effort and Providing Recognition
  • Homework and Practice
  • Nonlinguistic Representations
  • Cooperative Learning
  • Setting Objectives and Providing Feedback
  • Generating and Testing Hypothesis
  • Questions, Cues, and Advance Organizers
leading questions
Leading questions
  • What are we doing?
  • Why are we doing it?
  • How do we do it well?
identifying similarities and differences
Identifying similarities and differences
  • Give students a model for the process
  • Use familiar content to teach students the steps for comparing
  • Give students graphic organizers for comparing
  • Guide students as needed
summarizing and note taking
Summarizing and note taking

Summarizing

  • Teaching students rules-based strategies
  • Using summary frames
  • Modeling
  • Think aloud

Note Taking

  • Variety of formats
  • Teacher prepared notes
  • Time for review
reinforcing effort and providing recognition
Reinforcing effort and providing recognition
  • Teaching students that effort can improve achievement
  • Ask students to chart effort and achievement
  • Intrinsic vs. extrinsic reinforcements
  • What works for one may not work for all
homework and practice
Homework and practice
  • Establishing and communicating a homework policy
  • Clarifying the purpose of homework
  • Asking students to use homework assignment sheets
  • Commenting on homework
  • Independence!!!
nonlinguistic representations
Nonlinguistic representations
  • Graphic organizers
  • Pictographic representations
  • Mental images
  • Physical models
  • Kinesthetic representations
cooperative learning
Cooperative learning
  • Positive interdependence
  • Face-to-face promotive interaction
  • Individual and group accountability
  • Interpersonal and small group skills
  • Group processing
setting objectives and providing feedback
Setting objectives and providing feedback
  • Setting objectives that are not too specific
  • Personalizing objectives
  • Communicating objectives
  • Using criterion-referenced feedback and explanations
  • Engaging students in peer feedback
  • Asking students to self-assess
generating and testing hypothesis
Generating and testing hypothesis
  • Applying Knowledge
  • Six different types of tasks

systems analysis

problem solving

decision making

historical investigation

experimental inquiry

invention

questions cues and advance organizers
Questions, cues, and advance organizers
  • Before-During-After Reading
  • “Front Loading”
  • Focus on what is important, NOT what is unusual
  • Focus on “higher level” questions
key ideas
Key ideas
  • Instructional implications
  • Student engagement
  • Literate environment
  • Higher level thinking skills
  • Technology integration
  • Differentiation
  • Data driven
resources
resources

Marzano, Robert J. Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. ASCD, Alexandria, Virginia. 2001.

Lake/Geauga County Educational Service Center Website

http://www.lcesc.k12.oh.us/

Heather Stewart’s Literacy Website

http://stewartsliteracynet.weebly.com/