1. Session 4 Comprehension And Book Orientations

2. Reading Is A Complex Activity A skilled reader rapidly and accurately decodes the words, attaches the meaning to words and sentences, connects text information to relevant background knowledge, maintains a mental representation of what he or she has already read, forms hypotheses about upcoming information and makes decisions based on his or her purpose for reading – all at the same time. Carlisle and Rice, 2002

3. Major dishwasher recall… at eleven. Killer soap in many households…at eleven. Got Thinking?

4. What It Says?What It Means? Humpty Dumpty sat on a wall, Humpty Dumpty had a great fall. All the King ’ s horses and all the King ’ s men, Couldn ’ t put Humpty together again.

5. SomebodyWantedButSo To Summarize the Reading…

6. Research Based There is clear research support for teaching all students to be strategic readers. RAND summary  Students must actively interact with text  Need for participatory approaches in classrooms – students using texts as tools for learning and constructing new knowledge

7. Peter led Bridget into the waiting room. He realized that she was extremely nervous, so he gently suggested that she sit down. Bridget ignored him and began to pace frantically. The other patients watched her warily and several also began pacing. As a scream rang out from the inner office, Peter angrily forced Bridget to sit down. Bridget moved closer to Peter, who leaned down and tenderly scratched her ears.

8. Bloom’s Taxonomy (Cognitive Domain) 1. KnowledgeRecall or recognition of specific information Directs Shows Tells Examines 2. ComprehensionUnderstanding of information given Demonstrates, Listens, Questions, Compares, Contrasts, Examines 3. ApplicationUsing methods, concepts, principles and theories in new situations Shows, Facilitates, Observes, Criticizes 4. AnalysisBreaking information down into its constituent elements Probes, Guides, Observes, Acts as a resource 5. Synthesis Putting together constituent elements or parts to form a whole requiring original, creative thinking. Reflects, Extends, Analyzes, Evaluates 6. Evaluation Judging the values of ideas, materials and methods by developing and applying standards and criteria Clarifies, Accepts, Harmonizes, Guides Areas of Taxonomy Definition What Teacher Does

9. Research “I used to believe that I was teaching comprehension when I carefully asked readers questions. I realize now that student- generated questions are vital to comprehension. They deepen learner understanding.” Keene and Zimmerman (1997)

10. 10 Code-Based and Meaning-Based Instruction K123 Phonological Awareness Alphabetic Principle Automaticity and Fluency with the Code Vocabulary Comprehension Multisyllables Letter Sounds & Combinations Listening Reading Listening Reading

12. Comprehension and Reader Factors

13. Factors that Affect Comprehension Reader: Background knowledge Purpose Fluency Comprehension strategies Making inferences Motivation Text: Structure Genres Content and vocabulary

14. What I’m Learning About the Reader What I Want to Follow Up With

15. Chard & Kame'enui © 2003 Skills-Strategy Example To SUMMARIZE involves: Sequencing of events Making judgments Noting details Making generalizations Using story structure or text organization

18. There for eachother!

20. Factors that Affect Comprehension Reader: Background knowledge Purpose Fluency Comprehension strategies Making inferences Motivation Text: Structure Genres Content and vocabulary

21. Evidence-Based Instructional Practices to Improve Comprehension Comprehension Monitoring Graphic and Semantic Organizers Story Structure Question Answering Question Generation Summarization Multiple Strategies Cooperative Learning National Reading Panel (2000)

22. Fix-Up or Self-Monitoring Strategies “ What do we do when meaning breaks down?” Clarifying/Rereading word, paragraph, page, chapter Looking back, ahead Think-Aloud Ask questions Make predictions/visualize Making inferences Summarize Make Connections Determine what is important Knowing how to go from the metacognitive to the cognitive

23. Ducks on a Winter Night By Georgia Heard Ducks asleep On the banks of the pond Tuck their bills Into feathery quills, Making their own beds To keep warm in

24. A Framework for Scaffolding Reading Instruction BeforeDuringAfter Whatever is done to set the stage, contextualize the reading The heart of interpretation is in this phase Activities to reinforce understanding Linking this framework to Lesson Planning

25. Students need to begin thinking about the text before they begin reading the text. This time is brief, leaving the majority of the time for actual reading. (Allington, 2000)

27. Before Reading: Building/Accessing Prior Knowledge Connecting to personal experiences Developing vocabulary Taking a “picture walk” Making predictions Setting purposes for reading Graphic organizer: – Story map, story frame, story web, – Lotus, Fishbone, KWL chart

28. During-Reading Phase While reading, students must: question and monitor what they are reading and thinking about make inferences visualize continue to make connections continue to set predictions

29. What Should You Get Out Of Your First Reading? Fiction Narrator Characters Setting Problem (Need that to get summary and theme) Solution/Ending Illustrations (How they support) Words ( the important words the words they need to talk or write about - 5 or 6 words from each passage) Metacognitive Strategies (pictures/questions)

30. Students need uninterrupted periods of time to read and think, so this phase should be the longest of any Guided Reading lesson. For every minute spent talking about reading (including before and after), students should spend at least one minute actually reading. (Pearson and Fielding, 1991)

31. Magic Big Ideas/Topics Love, Guilt, Family, Courage, Prejudice, Poverty, Family, Loss

32. After Reading: Teacher helps the children with: – Discussing the text – Connecting new knowledge to what they knew – Following up predictions – Discussing what they have learned and how they are becoming better readers using strategies

34. What to Notice in a First Reading? Nonfiction First Reading Topic Details Point Of View (no such thing as neutral text) Graphics Text Features Metacognitive Strategies (Text to text connections)

36. NOW THAT YOU KNOW ABOUT TEXT FEATURES I CHALLENGE YOU TO USE THEM TO COMPLETE A SCAVENGER HUNT Read the article, Flying High. Your goal is to identify as many informational text features as possible. Write the types you find on a separate sheet of paper and then check your work by viewing the next slide.

37. Close Reading of Instructional Techniques Guided Reading Plus Assisted Writing (Dorn book)