1. Reading Comprehension Strategies and Explicit Teaching

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

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

4. Explicit Teaching
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
Think….
“I do, We do, You do, Re do” sequence

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

7. 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)]

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

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

11. Ideas for Text Structure

12. Ideas for Semantic and Graphic Organizers

13. Ideas for Monitoring Comprehension

14. Generating and Asking Questions

15. Summarizing

16. Imagery

17. Seven Strategies to Teach Text Comprehension
strategies-teach-students-text-comprehension

18. Coordination of Strategies

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