1. CSR: A READING STRATEGY

2. RESEARCH PROCESS Google  Teacher Vision  Google  Klingner & Vaughn article

3. RESEARCH Klingner, J. K. and Sharon Vaughn (1998). Using Collaborative Strategic Reading. Teaching Exceptional Children, July/Aug 1998.

4. TESTIMONIALS Tiffany Royal, an inclusion teacher and expert CSR implementer, stated: "What I like best is that my students learn how to understand what they read while they improve their vocabulary. Also it helps on our end-of-the-year Stanford Achievement Tests." Lucille Sullivan, a fifth-grade teacher, said: "CSR is an excellent technique for teaching students reading comprehension and building vocabulary and also working together cooperatively. I think it is wonderful. We have been using it with the social studies text and it's turned out beautifully." Sallie Gotch, a special education inclusion teacher, said: "CSR is great for kids with learning disabilities because they contribute to their groups and feel successful, and they get the help they need with their reading."

5. WHAT IS IT? = Collaborative Strategic Reading = 4 strategies  improvement in comprehension -Most appropriate for grades 3+ -Designed for expository text but… -Use w/LD & reading difficulties +

6. CSR ROLES -Teacher = model, think aloud, role play, circulates -Leader = what to read next, what strategy to apply next -Clunk expert = clunk cards = what steps to follow -Announcer = calls on to share; makes sure everyone participates -Encourager = watches, gives feedback; praise, encourage -Reporter = to class w/main ideas group learned

7. MATERIAL 1.Logs = keeping track of learning = study guide = evidence of meeting IEP objectives 2.Cue sheets = outline of procedures to follow  focus on task

8. STRATEGY # 1 : PREVIEW -Activate background knowledge -Predict -  interest & engagement -How to? Look @ headings, underlined, bold words  what you know & what you may learn -Write in CSR log -Share

9. EXAMPLE Preview: S: We know that today's topic is _____________. S: Let's brainstorm and write everything we already know about the topic in our Learning Logs. S: Announcer, please call on people to share their best ideas. S: Now, let's predict and write everything we think we might learn about from reading today. S: Announcer, please call on people to share their best ideas.

10. STRATEGY #2: CLICK & CLUNK -Goal = monitor understanding -Click = makes sense -Clunk = break down in comprehension -“Is everything clicking? Who has clunks about the section we just read?” -Identify clunks (words, ideas, concepts)  strategies? -reread w/out word - reread w/word & sentence b4 & after…clues? -break word apart

11. EXAMPLE During reading S: Who would like to read the next section? Announcer, please call on someone to read. Click and clunk: S: Did everyone understand what we read? If you did not, write your clunks in your learning log. S: (If someone has a clunk): Announcer, please call on someone to say their clunk. S: (if someone has a clunk): Clunk Expert, please help us out.

12. STRATEGY #3: GET THE GIST -Goal = restate in own words = understanding -Identify the most important point -Prompt 2 identify most impt. place, person, thing

13. EXAMPLE Get the gist: S: What is the most important idea we have learned about the topic so far? Everyone think of the gist. S: Now we will go around the group and each say the gist in our own words. Announcer, please call on someone to share their answer. Go back and do all of the steps in this column over for each section.

14. STRATEGY #4: WRAP UP -Goal = improve student knowledge, understanding -Form questions  answers about what was learned -Review key ideas -Question starters: who, what, when, where, why, how -Not just literal recall  questions = higher level thinking -Provide question stems: -how were ____ & ____ the same? Different? -what do you think would happen if _____? - Write in CSR log most impt. ideas

15. EXAMPLE S: Now, let's think of some questions to check if we really understand what we read. Everyone write your questions in your Learning Log. Remember to start your questions with who, when, what, where, why, or how. S: Announcer, please call on people to share their best questions. S: In our Learning Logs, let's write down as many statements as we can about what we learned. Compliments and suggestions: S: The Encourager has been watching carefully and will now tell us two things we did really well as a group today. S: Is there anything that would help us do even better next time?