1. + September 11, 2012 Dr. Julie Coiro Chafee 615 EDC 423: Teaching Comprehension and Response in Elementary School

2. + Getting Started Taking meaning… Making meaning … What’s the difference between these two phrases with respect to reading comprehension? Which do you think Cornett (your textbook’s author) and the RAND Reading Study Group (2002) thinks is the purpose of reading comprehension? Be prepared to justify your thinking. Special Connections to English Language Learners?

3. + Objectives To understand students’ reading comprehension needs using a framework of five factors (learners, context, task, text, and teaching qualities) To consider three ways of thinking about reading and decide where you sit

4. + Consider Anna… (p. 18-20) What do you notice about Anna? What else would you like to know?

5. + Consider Anna: What might help meet her needs? PROBLEMS 1. POSSIBILITIES 1.

6. + Where do comprehension difficulties come from? What can you change? 1. Learner characteristics (p. 18) 2. Text characteristics 3. Task (How is comprehension defined?) 4. Teacher/Teaching Practices 5. Context (where, when, with whom text is used) CONSIDERCONSIDER

7. + Defining Comprehension: Classroom Snapshot (p. 3 and p. 21) Teacher A: answer questions after reading independently and collect for grade Teacher B: reading guide and sticky notes completed individually and handed in for grade Teacher C: Read and retell short story using story grammar; collect for grade Teacher D: Multiple choice worksheet with main ideas and details; graded randomly as a group Reading comprehension is….

8. + Defining Comprehension: Classroom Snapshot (p. 3 and p. 21) Teacher A: answer questions after reading independently (Reading is answering low-level questions after the fact with no purpose setting) Teacher B: reading guide and sticky notes completed individually and handed in for grade (Reading is reflecting on the right answer with no social interaction) Teacher C: Read and retell short story using story grammar; collect for grade (Reading is recalling facts rather than constructing big ideas) Teacher D: Multiple choice worksheet with main ideas and details; graded randomly as a group (Reading is picking right answer rather than problem solving to construct/compose meaning) What could be added to enrich each teacher’s instruction?

9. + Definitions Matter Literacy Reading Big Ideas Literacy: ability to communicate through comprehension (understanding) and composition (expression) – with print AND digital texts (verbal and non-verbal texts) Reading: taking meaning and making meaning Comprehension: an inquiry-based problem solving process of constructing meaning by deriving and generating big ideas PROCESS and PRODUCT (oral, writing, digital, art) Big Ideas: core truths about people & the world Concepts (seeds) >> Big Idea Statements Loneliness >> You can be lonely even in a crowd. Greed >> Greed is a sign of fear of loss

10. + Defining Reading: Multiple Perspectives Top Down Model Whole > Part Comprehension Focus = READER Higher-Level Strategies Constructing Meaning Social Concept Driven Reading is…. THINKING & PERSONAL MEANING MAKING Bottom-Up Model Part > Whole Decoding, Phonics, Fluency Focus = TEXT Lower-Level Skills Letters and Words Independent Reading is…. SOUNDING OUT WORDS & READING QUICKLY Interactive Model Text & Reader Task and Context Cornett (Your Text’s Author)???

11. + YOUR TURN: I believe -- Reading is… It is best taught by… It is best measured by…

12. + Upcoming big ideas about best practices… (in Chapter 2) Instructional Routines CPS and Before/During/After framework BEFORE: Set a purpose, activate background knowledge DURING: Big ideas, infer, connect, visualize, question/wonder, analyze, synthesize AFTER: Organize, shape, reflect, revise, publish Think-aloud and modeling thinking strategies (define, show, give examples, when/why use) Gradual Release of Responsibility (I do > We do > You do)

13. + Homework: Noticing Good Teaching Reflection #2 Classroom Snapshot: Comprehension Problem Solving (page 29-32) Handout: What Do You Notice T-Chart Instructional Practices (e.g., “Echo me”) Focus on reading strategies (e.g., define the strategy) Three questions at end, page 32 (type your responses) Come prepared to share and discuss next class