1. Unlocking Understanding Cyndi Castello-Bratteson Literacy Consultant

2. Today’s Plan Numbered Heads Together: ① Questions about Guided Reading…it’s January! ② Review of Phonemic Awareness/Phonics/DIBELS strategies taught in September! Tips for Teaching Reading Comprehension Lesson Ideas Fluency Lesson Ideas

3. Tips for Teaching Reading Use your TE and this scope and sequence to generate a successful foundation ① CVC: reading and spelling ② 2 Syllable Compound Words(see syllable sheet) ③ LL, FF, SS rule: spelling ④ Syllable Types #1, 2, 3: reading and spelling ⑤ Initial and Final Consonant Blends: reading and spelling ⑥ Multisyllabic words with blends: reading and spelling

4. Tips for Teaching Reading Teach a skill to mastery Know which skills have been taught and create a check list and focus wall o Plan in WHAT SAYS and VOWEL TENTS 2-3 times a week. 3-5 minutes o Generate a word wall with REAL sight words o Let’s discuss attached sheets

5. What is Reading Comprehension? Simply put… It is making meaning from any written text. Written text includes books, magazines, and computer messages. “It is an interactive process involving the reader, the text, and the content.” (Block et al, 2002) Comprehension is a cognitive process.

6. Successfully Implementing Strategies Direct explanation of the strategy Modeling Guided practice Focused feedback Independent application

7. MODEL, MODEL, MODEL “When we observe someone carrying out an action, the same neurons in our brains fire as if we were carrying out the action. We actually practice as we observe.” (Kagan, 2009) *Do not expect independent practice to be successful if you haven’t modeled with think- alouds once or more than once.*

8. Strategy #1 Say Something

9. Strategy #2: Visualizing Key words Small pictures: V&V Bedroom: Schema Short sentences: Moving on to text only

10. Key Words COLOR

11. Inferring “Inferring, according to Anderson and Pearson (1984) is the heart of meaning construction for learners of all ages. When readers infer, they use prior knowledge and textual clues to draw conclusions and form unique interpretations of text.” (Miller, 2002)

12. Inferencing: Poems with a missing title Feeling Cards Guess What I Am Thinking What Am I Doing?

13. Strategy #3A: Inferring with Feeling Cards On Your Back: Objective: TLW use students’ clues (oral or written) to infer what feeling or event is written on their back. Procedure: Explain inferences by MODELING the meaning of reading between the lines Create a class chart of feelings through read alouds and group discussions Pin a feeling card to one student’s back without the student seeing the card Allow all students to see the card and think of clues for the target child Have students describe the emotion or event without using exact words Prompt the child to infer what the feeling may be “on their back” Evaluation: Have students discuss feelings of characters while reading text and ask them to point to information that allowed them to make their inference.

14. I’m a ______ some think that I’m a pest, they call us names like vermin a title we detest. Although we may be young ones we’re grey right from the start, if only we could change to brown they’d take us to their heart. They’d put us all on greetings cards at Christmas and new year, along with robin red breasts to bring you all good cheer. We try to eat the nuts you put out for the birds when our needs are dire, and even hanging upside down we can’t get through the wire. We skip along and flash our tails to impress you in the park, and you in turn release your dogs who start to growl and bark. When they chase us to the nearest tree we leave them on the ground, we sometimes wonder who is worse the owner or the hound.

15. Hear him tumble…grumble rumble...Bash, crash, blunder— old grouch thunder! Always in a mood to fight— morning, afternoon, or night. Lightning quickly answers back with a zig- zag flashing crack!

16. Whisky, Frisky, Hippity hop, Up he goes To the tree top!Whirly, twirly, Round and round, Down he scampers To the ground. Furly, Curly, What a tail! Tall as a feather, Broad as a snail! Where's his supper? In the shell, Snap, cracky, Out it fell.

17. Strategy #4: Self-Questioning Self-Questioning: Objective: TLW use questions before, during and after reading to make connections to the text. Procedures: Teacher explanation- What is the strategy and how does it help comprehension Teacher models the questioning strategy using the big chart while students are in whole group Introduce the book. Ask and MODEL "before" questions Picture walk/predict. Add questions Begin reading and stop to add "during" questions. After reading add more "after" questions and have a summary discussion Review the purpose for questioning Evaluation: The students will code the chart and show support for their answers.

18. Tools for Teachers Scooping: *Provides multisensory instruction*  1.Teacher models appropriate grouping of words  2. Words and phrases are scooped on chart paper or overhead  3. Sentence strips are used to segment and connect sentences and stories in a pocket chart  4. Students follow teacher example and scoop with markers on copied text, on overheads, or with strips of paper  5. Eventually, students should scoop phrases naturally while reading texts (Hook & Jones, 2002)

19. References: Block, C.C., Gambrell, L.B., & Pressley, M. (2002). Improving comprehension instruction. San Francisco, CA: Jossey-Bass. Carreker, Suzanne. (2004) Developing metacognitive skills. Houston, Texas: Neuhaus Center. Harvey, S. & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance understanding. Markham, Ontario: Pembroke Publishers Limited. Keene E. O., & Zimmermann, S. (1997). Mosaic of thought: Teaching comprehension in a readers workshop. Portsmouth, NH: Heinemann. Miller, D. (2002). Reading with meaning: Teaching comprehension in the primary grades. Portland, Maine: Stenhouse. McLaughlin, M. & Allen, M.B. (2002). Guided Comprehension. Newark, Delaware. National Reading Panel. (2000). Teaching children to read: An evidenced- based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development. Schumaker, J.B., Denton, P.H., & Deshler, D.D. (1984). The Paraphrasing Strategy. University of Kansas. Lawrence, Kansas.

20. Contact Information Cyndi Castello-Bratteson 201-280-4690 Cyndilearning@yahoo.com