DURING READING….

February 6, 2008

Which way is the bus below traveling? To the left or to the right?

Can't make up your mind?

Look carefully at the picture again.

Still don't know?

Pre-schoolers all over the United State s were shown this picture asked the same

question. 90% of the pre-schooler's gave this answer.

"The bus is traveling to the left."

When asked, "Why do you think the bus is traveling to the left?"

They answered:

"Because you can't see the door to get on the bus." 

Due today….Feb 6

• Submit, as in turn in, your questioning charts and reflection.

• Discuss in detail the lesson(s) in which you tried (or observed) a pre-reading strategy or strategies (some of you have already done this).

• Discuss a lesson(s)* in which you made “inferences” more transparent in your classroom OR discuss summary lesson.

Metacognition

Knowing when comprehension is failing –

– Self-Monitoring Comprehension– Having Fix-up Strategies

Establishing COMPREHESION ROUTINES

Routines are for in-class reading*, to practice “What Good Readers Do” to monitor comprehension:

Comprehension Routines

• Teach using Guided Release of Instruction Model – I do– We do– You do (with partner, alone)

• Guided Reading – chunk the text

Guided Reading (During/Collaborative)

• Reciprocal Teaching

• SAIL

• Reciprocal Questioning

• QtA

• Say Something

• Repeated Reading

• Save the last word

Reciprocal Teaching

• Predicting

• Questioning

• Clarifying

• Summarizing

• Reciprocal Teaching Plus– Respond: Analyzing author’s

perspective/choices [handout]

Reciprocal Teaching

• 30 minutes; Groups of 4-5

• “Teacher” models all 4 (or 5) for a chunk of text (paragraph to chapter)

• Students assume (and rotate) roles

• DI – can assign weaker students to an easier role, or summary, which will occur after he/she has heard the previous 3/4

SAILStudents Achieve Independent Learning

• Predicting

• Visualizing

• Questioning

• Clarifying

• Making Associations (Connecting)

• DI – can assign weaker students to an easier role (Visualizing? Making personal connections?)

Reciprocal Questioning

• Students take turns posing qustions and answering them *

• Show students that “answers” are only as clear and direct as the quality of the question [prompt students to clarify unclear questions]

• [no passes allowed]

QtAQuestion the Author

• Beck & McKeown (1996)

• Focuses on collaborative questioning through guided reading

• Promote HOTS

• Gives kids confidence in their ability to challenge the text

• HANDOUT

Say Something

• Usually paired reading

• Students take turns – predicting, – questioning, – commenting, – connecting

Save the last word…

• Paired or small group

• Students decide (and justify decision) what single word [OR most important sentence/ quote ] is the most critical word [OR most important quote] for understanding a small segment of text.

• Takes NO time but really does get at comprehension

Reading Primary Source Materials

• RAFTS PLUS• ASH, 2002, adopted from Santa, 1988

ROLE PERSPECTIVEAUDIENCE LOCATION/DATEFORM USETOPIC/PURPOSE SUMMARY

ASH HANDOUT

Repeated Reading revised from p. 183

1. Read independently (use active reading protocols: underlining, circling, etc.– Rate reading from 1-5:

1 = no understanding (makes no sense)

5 = perfect understanding (could teach it)

2. Read again, but read for a particular purpose (teacher set)– Rate reading 1-5

3. Read again, noting text structure– Rate reading 1-5

[handout]

Jigsaw

• For large chunks of text

• Good opportunity for struggling students to receive support from stronger students

Jigsaw

• Divide class into groups (4 or 5) and have students count-off;

• All the “1s” join other 1s to become an “expert” on a pre-determined chunk of text. 2s, 3s, 4s (and 5s) form similar groups;

• Original groups reconvene, and experts “teach” their chunk of text to others.

Independent Reading

Once teachers know that students can recognize when comprehension is failing and students are familiar with fix-up strategies that work for them, provide opportunities that promote active reading

SQ3R

• Usually best for text that has clear heading/subheadings, but can be used with presentation-type materials [e.g., a power point!]

SQ3R

• Usually best for text that has clear heading/subheadings, but can be used with presentation-type materials [e.g., a power point!]

• A Before, During, & After protocol (need to add “analyze” protocol for critical thinking)

SQ3R• Skim/Survey (preview w/ attention to

intro/cc and structure)

• Question (turn headings to questions)

• Read (answering/revising questions as you go)

• Recall (retell)

• Review

SQ3R• Skim/Survey (preview w/ attention to intro/cc and

structure - Before)• Question (turn headings to questions - Before)• Read (answering/revising questions as you go -

During)• Recall (retell - After)• Review (After)

• DI – can assign weaker students to an easier role – question, recall or review

• Drawback – need to add a critical thinking component!

QUESTIONS

• Teach students to ask questions throughout – BDA – and not just factual questions!

• Include “reader questions” – genuine questions one might have

Speaking of QUESTIONS…

• Teach students to ask questions throughout – BDA – and not just factual questions!

• Include “reader questions” – genuine questions one might have

QUESTIONSBEFORE DURING AFTER

With answers in the text

With answers I must find by thinking about the book & my own experience

With no certain answers

To clarify meaning

About what’s coming next

About the author’s intent

About the author’s style or craft

About the text’s format

A variation of “Interactive Notes”

Active Reading Protocols

• Sticky Notes or margin notes – code

• To increase metacognitive awareness of process, code all margin comments:R – “this reminds me of….”

V – “I can picture….”

E – “My emotional response is….”

A – “The author’s attitude seems to be…”

Q – “I question/wonder about….”

Note codes – cont’d.

I – “I think that or believe that…”

* – “This is important* because…”

! – “This is interesting because…”

? – “I don’t get this….”

[Buehl, 2002]

Two-Column Notes MAIN IDEA DETAIL

SUMMARY:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2-Column VariationsMAIN IDEA DETAIL QUESTION

SUMMARY:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2-Column VariationsMAIN IDEA DETAIL Comment/Connection

Inference

Looking forward…March 5th – Dawn Downes, EdD

Using Graphic Organizers

to Support Comprehension

Class 8 - March 10?

Class 9 – April 2

Class 10 - Final Portfolio Reviews (as/if necessary)

Table of Contents• Study student profiles [+ ongoing updates]• Reading journals for all readings [ongoing: Burke and QARs for

Charts & Graphs handout]• Evaluation of 3 course materials (text, teacher handouts, tests,

etc.) [October]• Questioning pie charts and reflection [November]• Lessons:

– Pre-reading strategy - description of lesson(s) and reflection on how it worked with your study students [December]

– Inference lesson OR Summary lesson - description of lesson(s) and reflection on how it worked with your study students [January]

– During Reading strategy - description of lesson(s) and reflection on how it worked with your study students [February]

 

Lesson Plan

Please include the following in your “During Reading” lesson –

– Course Concept: – [Essential Question or Enduring Understanding (lesson-specific)]:– Relevant GLEs/PIs:– Rationale (Why did you choose this strategy for this class for this concept?):– Materials:– Teaching Methods – Identify the Strategy and describe the modeling/teaching activities: – Follow-up Activities &/ Reflection: