1. Comprehension Problem Solving
B-D-A

2. 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)

3. The CPS Process
Before
During
After

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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.)

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

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

13. Anticipation Guide

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

15. Text Structure Story Grammar: Story Form

17. Cause/Effect

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

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

20. 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

21. Character Web
Brian
Courageous
Strong
Observant
Smart

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

23. Imagery 1. _________________________________________ 2. 3.
_______________________________________________ 4.

24. 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