Comprehension Problem Solving B-D-A

Comprehension Problem Solving Process Inquiry based approach Goal of comprehension: for learners to know how, when, where, and why to use problem solving strategies Process versus product Process leads to big ideas (important understandings about people and the world; explanations about life; themes; morals; core truths; see pg. 73)

The CPS Process Before During After

Before Reading…Students Set a Purpose, Connect, Predict Purpose: The mantra: “Activate prior knowledge and set a purpose for reading” Set a purpose/goal of comprehension: Create motivation, ask questions, why am I reading this text? Connect: Activate prior knowledge (schema theory): Call up relevant schema (a mental organizational structure; conceptual framework; organization of categories of information and relationships among them) about The topic (what I already know?) The text (how is this text organized?) Predict: Use PK to make predictions

During Reading…Students Need to Construct Meaning… Determine important concepts (What are important concepts in a narrative story?) Make inferences (text clues + background knowledge) Visualize/image the text Ask questions while reading (five W+H questions) Monitor (Am I understanding?) Analyze/critique (zoom in-zoom out on important details/features; ? Narrative text; ? Expository text) Incubate—take time out to consider/reconsider; increase connections Synthesize—pull ideas/big idea(s) together, themes, generalizations

Percy Jackson Sea of Monsters Back to book one Nonmortals and cannon balls All refitted with Celestial bronze cannon balls A paragraph and local coherence Dark rooms Dead sailors Ship tour Gunnery deck pilothouse Clarisses’ favorite cannons Rifled guns Boilers, engine Coal bunker port Brooke Dahlgren aft starboard fore It might explode

After Reading … students need to Organize and shape: Transform big ideas (how can I show my understanding of the most important big ideas?) Reflect and revise (What is my comprehension product? What words make sense to show comprehension?) Publish—not always necessary; sharing of the product

Reading Instruction Before Preview the text Pre-teach vocabulary Discuss prior knowledge (activate) Teach knowledge necessary if no prior knowledge exists Set questions/help students generate questions that will be answered by the text

During Reading Instruction Use of discussion to focus on understanding important concepts, inferring, etc. Use of concrete items to help students understand difficult concepts Zoom in/zoom out from details to big ideas; modeling Graphic organizers—active tasks that keep students thinking and engaged T Charts Compare/contrast charts

After Reading Instruction Discussion From details/main idea to big idea How does that help us in life? Ways of “publishing”/demonstrating what we know Drama Diorama Writing/drawing Projects Responding to text Taking on the persona of a character Journal writing Creating text based on text read (stories, informational brochures, etc.)

Activities that Span BDA K-W-L Charts Story Impressions Anticipation Guides Graphic organizers CPS Checklist p. 359

K-W-L Chart What I KNOW What I WANT to know What I LEARNED

Anticipation Guide

Graphic Organizers Compare/Contrast Description Story Map Character Map Time line

Text Structure Story Grammar: Story Form

Cause/Effect

Compare/Contrast Brian’s First Shelter Brian’s Second Shelter

Prediction Chart What I predict will happen What actually happened Chapter 1 Chapter 2 Chapter 3 Chapter 4

Feelings Chart Describe the character at the beginning Event #1 The character feels… Event #1 The character feels… Event #1 The character feels… Event #1 The character feels… Event #1 The character feels… Describe the character at the end

Character Web Brian Courageous Strong Observant Smart

Questioning Use of sticky notes Ask a Question, Find an Answer Q________________A___________________

Imagery 1. _________________________________________ 2. 3. _______________________________________________ 4.

Use Research How does research support CPS? National Reading Panel: Good Readers are… Purposeful and actively think while reading Research-based instruction… Monitor comprehension Use graphic/semantic organizers Answer questions Generate questions Know story structure Summarize