1. Supporting Students to Read with Deep Understanding Anna Safi UTC Module 3 UTC Washington DC1

2. Where does this module fit? UTC ModulePercent of Final Grade Lesley Course M1:Language Development in Young Children 20% EEDUC 6102 Language and Literacy, Development and Diversity M2:Emergent and Early Reading 40% M3:Supporting Students to Read with Deep Understanding 40% UTC Washington DC2

3. Module Description Reading is an active process of constructing meaning from text. It requires the integration of a complex set of non-linear processes and is influenced by developmental, cognitive, social, and cultural factors. UTC Washington DC3

4. Module Description Residents will understand the research and use multiple ways and strategies to teach reading. Residents will use a wide array of assessment tools selected for their usefulness in improving instruction and monitoring progress. Residents will use data to plan lessons, systematically mark growth, and differentiate instruction for student success. UTC Washington DC4

5. Essential Questions What skills and strategies are used by proficient readers to construct and monitor meaning from texts? What is the role of talk and written response in constructing meaning? What classroom practices foster engagement in reading, verbal and written response? UTC Washington DC5

6. Module Goals 1. Residents will foster habits that enable readers to make purposeful choices about texts and celebrate the joys of reading. 2. Residents will know, use, and teach comprehension strategies used by good readers. 3. Residents will understand the importance of fluent reading for constructing meaning from text and know how to assess and teach for fluency. 4. Residents will understand the importance of vocabulary and background knowledge for constructing meaning from text and know an array of strategies for vocabulary instruction. 5. Residents will nurture reader response experiences to examine diverse responses to texts and develop skills to think critically about texts. UTC Washington DC6

7. Module Outcomes 1.Monitor students’ choices during independent reading. 2.Assist students in choosing text they will enjoy at their independent reading level. 3.Understand and analyze their own reading behaviors, skills and strategies. 4.Determine students’ reading comprehension strengths and difficulties (especially background knowledge assumed in text) by administering 1:1 assessments and think-aloud protocols, analyzing student talk in book discussions and students writing in response to texts. UTC Washington DC7

8. Module Outcomes 5.Select appropriate materials to use and determine a comprehension strategy to teach. Explicitly teach and scaffold how skilled readers actively process text while using this strategy (e.g., visualization) and engage students in applying active strategies: self-monitoring, making inferences, generating questions, visualizing, synthesizing and drawing on relevant background knowledge before, during and after reading. 6.Monitor student progress to determine whether or not students are applying comprehension strategies. 7.Use formative pre- and post tests to assess the degree to which students have developed breadth and depth of vocabulary knowledge. 8.Provide multiple opportunities for reader response to explore various perspectives about texts and diverse issues conveyed in texts (e.g., through reader response journal entries, book club discussions, debates). UTC Washington DC8

9. Key Assignment Plan and teach a series of three comprehension lessons with a single group of students (small or whole group) focusing on one text. – First lesson, identify and justify the targeted comprehension habit or strategy of this lesson. What data was used to determine the focus? How did the elements that can influence comprehension identified by the RAND Reading Study Group inform your decisions? Videotape the lesson. Analyze the degree to which contributions to the conversation during and after the book reading indicate students’ application of the target habit or strategy. Support your analysis with evidence from the video. – Create and teach a second lesson that builds on the first lesson in a logical sequence. Provide a rationale for creating this lesson. – For the third lesson, design a writing prompt that encourages students to analyze, evaluate or synthesize ideas in the text they are reading. UTC Washington DC9

10. Session 1 How do Proficient Readers Construct Meaning? What do good readers do? UTC Washington DC10

11. When students use prior knowledge to find meaning when reading, they rely on a number of tactics available to them. Essentially three sources of information are used: semantic, graphophonic, and syntactic. Proficient readers employ all three information systems in a balanced way to construct meaning.

12. Assignment for Session 1 Read chapters 1 & 2 from Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement. Portsmouth, NH: Heinemann. UTC Washington DC12

13. What kinds of questions are we asking students to demonstrate their understanding of the text? UTC Washington DC13

14. Instruction in America’s elementary reading classes has been based on this theory: a series of comprehension questions – coming from the basal reader or the teacher – were posed, and the goal was to see if children could answer them (caught them) in the way the teacher believed they should… For decades many educators believed that teaching reading meant dealing with the visible or audible, rather than metacognitive, manifestations of reading. If children completed drill sheets and workbook pages and sat in their ability groups to discuss the story, the spiral curriculum built into the basal series would ensure that students could comprehend complex text. But we never really considered what they might have been thinking about while they were reading. Mosaic of Thought, Ellin Keene UTC Washington DC14

15. Comprehension is the process we engage in as readers to make sense of, to figure out, to understand what’s going on in the text we’re reading. UTC Washington DC15

16. Comprehension Work What is it readers really do to make sense of text? UTC Washington DC16

17. Moby Dick UTC Washington DC17

18. Comprehension is the making of meaning. It is monitoring for understanding. It is enhancing understanding. It is acquiring and actively using knowledge. It is developing insight. UTC Washington DC18

19. “The process of reading is not a half sleep, but, in highest sense, an exercise, a gymnast’s struggle; that the reader is to do something for himself, must be on the alert, must himself or herself construct indeed the poem, argument, history, metaphysical essay— the text furnishing the hints, the clue, the start or frame-work.” Walt Whitman UTC Washington DC19

20. The Inner Conversation What if all the talking we did in our heads as we make sense of text became apparent, concrete, and real to our students? UTC Washington DC20

21. Proficient Readers Search for connections between prior knowledge and new information. Predict outcomes. Ask questions of themselves, the authors they encounter, the text they read. Draw inferences during and after they read. Distinguish important from less important ideas. Visualize characters, places, relationships. Synthesize information within text, across text, and across reading experiences Monitor their understanding and repair, as necessary. UTC Washington DC21

22. Multiple Strategy Instruction “…the instruction of more than one strategy in a natural context leads to the acquisition and use of reading comprehension strategies and transfers to standardized comprehension tests. Multiple strategy instruction facilitates comprehension as evidenced by performance on tasks that involve memory, summarizing and identification of main ideas.” Trabasso and Bouchard, 2002 UTC Washington DC22

23. What if all classrooms promoted Active Literacy? What would it look like? What are teachers What are students doing?doing? UTC Washington DC23

24. Assignment for Session 2 1.Read chapters 3 & 4 from Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement. 2.Read Cambourne, B. (2001). Conditions of literacy learning. The Reading Teacher, 54, 784-786. 3.Take the Metacomprehension Strategy Index from Fisher & Frey (2009). Background Knowledge: The missing piece of the comprehension puzzle. UTC Washington DC24

25. Refs Isabel Beck – Vocabulary Keene Mosaic of Reading