Reading Comprehension Strategies and Explicit Teaching

As a teacher, do you want… to make optimal use of your instructional time? to make optimal use of your instructional time? keep students engaged? keep students engaged? and promote high rates of success using research-based principles? and promote high rates of success using research-based principles?

Explicit Teaching Brainstorm words/phrases to describe explicit teaching; add to chart Brainstorm words/phrases to describe explicit teaching; add to chart Resource-pages 2-3 Resource-pages 2-3

Explicit Teaching Direct, clear/concise language, sequential; breakdown complex skills into smaller bites; modeling and practice with frequent responses; provide cueing/scaffolding Direct, clear/concise language, sequential; breakdown complex skills into smaller bites; modeling and practice with frequent responses; provide cueing/scaffolding Tell students why and when to use strategies, what strategies to use, and how to apply them Tell students why and when to use strategies, what strategies to use, and how to apply them Think…. Think…. “I do, We do, You do, Re do” sequence “I do, We do, You do, Re do” sequence

Explicit teaching works… Thinking and the ‘how to’ are made visible Thinking and the ‘how to’ are made visible No guessing in the ‘what’ and ‘how to’ No guessing in the ‘what’ and ‘how to’ Especially important for struggling students Especially important for struggling students

Steps of Explicit Teaching 1. Gain Attention/Anticipatory Set (I do) 2. Objective/Goal/Relevance (I do) (Review critical prerequisite skills) 3. Instructional Input/ Direct Explanation/Modeling (I do; but involve students) 4. Guided Practice (prompted) and Check for Understanding (We do) 6. Independent Practice (unprompted) (You do) 7. Closing of the lesson; review what was learned [8. Application (You do; Redo)]

Make your own cue card to remember the steps of explicit teaching Make your own cue card to remember the steps of explicit teaching Script of a Model Lesson Script of a Model Lesson Fifth grade; determining the main idea and use of paraphrasing (see handout) Fifth grade; determining the main idea and use of paraphrasing (see handout)

Research and Effective Teaching of Comprehension Research on Comprehension Strategy Instruction National Reading Panel (NRP; NICHD, 2000) Research on Comprehension Strategy Instruction National Reading Panel (NRP; NICHD, 2000) 1. Recognizing text structure 1. Recognizing text structure 2. Using graphic/semantic organizers 2. Using graphic/semantic organizers 3. Monitoring comprehension 3. Monitoring comprehension 3. Generating/answering questions 3. Generating/answering questions 4. Summarizing 4. Summarizing 6. Using mental imagery 6. Using mental imagery

High Priority Strategies (text pg. 129) Use MTH books Use MTH books Formulate examples of when a student could use the following (note page numbers): Formulate examples of when a student could use the following (note page numbers): Predicting Predicting Connecting Connecting Infering Infering Questioning Questioning Monitoring with use of fix-up strategies (p. 131) Monitoring with use of fix-up strategies (p. 131) Imaging Imaging Summarizing Summarizing

Coordination of Strategies

Examples from Dr. Anita Archer Read Aloud-Wolf (2 nd grade) Read Aloud-Wolf (2 nd grade) What practices were used to support students’ understanding of novel vocabulary words? What practices were used to support students’ understanding of novel vocabulary words? What procedures were used to support students’ comprehension of the book? What procedures were used to support students’ comprehension of the book? Cause-Effect (3 rd grade) Cause-Effect (3 rd grade) What did you see in terms of explicit instruction? What did you see in terms of explicit instruction? Social Studies background knowledge (before reading) Social Studies background knowledge (before reading) What strategies did she use to build background knowledge? What strategies did she use to build background knowledge? Did she use explicit instruction? Did she use explicit instruction?