Housekeeping My background Workshop hours: 8:30am- 11:13pm Books AM break Creating a Learning...

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AM break

Creating a Learning Community

ExpectationsNo stress

Coaching

Developed by the University of Kansas

Center for Research on LearningMichele Goodstein

SIM Professional Developer

[email protected]

The Self-QuestioningStrategy

Learning Strategies Curriculum

Acquisition Word Identification

Paraphrasing

Self-Questioning

Visual Imagery

Inference

Fundamentals of Paraphrasing and

Summarizing

Word Mapping

Storage First-Letter Mnemonic

Paired Associates

LINCS Vocabulary

Expression of Competence Sentence Writing

Paragraph Writing

Error Monitoring

Theme Writing

Assignment Completion

Test-Taking

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Education Specialties: Special Education New! Ranked in 2006* 1. Vanderbilt University (Peabody) (TN) 2. University of Kansas 3. University of Oregon

Center for Researchon Learning

Founded in 1978 The Center for Research on Learning is an internationally recognized research and development organization noted for creating solutions that dramatically improve quality of life, learning, and performance..especially for those who experience barriers to success.

The Strategic Instruction Model (SIM)

...is about dramatically improving the performance of adolescents through researched and validated interventions.

Three Requirements

Results must be…….

Statistically significant

Socially significant

Teachers want to teach

the strategy

A Myth

• You learn to read in the first few years of school

and

• then you read to learn.

The Performance GapSt

uden

ts S

kil

ls

Years in School

12

11

10

9

8

7

6

5

4

3

2

1

1 2 3 4 5 6 7 8 9 10 11 12

The “GAP”

2013-2014 School Year

2005-2006 School Year

NCLB

Alarming Statistics

In Middle and HS, the levels of achievement, especially in reading decline between grades 4-12

Many HS graduates enter college unprepared. 40-60% of freshmen need remedial courses.

Only 52.8% of freshman earn a BA in 5 years. In private colleges it is 56.6% and in public colleges it is 44.2% (ACT)

Correction Officials determine the number of jail space needed by looking at a state’s 3rd grade reading scores.

http://blog.iamnotashamed.net/2007/09/24/cant-read-lets-build-you-a-prison-cell/

www.childrenofthecode.org67 videos

Reading crisis

http://www.childrenofthecode.org/

To Reach the Goals of SIM

• Plan

• Execute

• Evaluate

We need to create strategic learners and teachers

who

Try this….

think about what you are doing as you try to solve this task.

Hmmm…

Your Task…Draw a solid line from

Box A to Box A Box B to Box B Box C to Box C

You cannot have any lines crossing or touching.

going outside of the big box. going through any of the little

boxes.

A A B

C

C

B

An individual’s approach to a task is called a

StrategyIt includes how a person thinks and

acts when planning, executing and

evaluating performance on a task

and its outcomes

A I don’t know

It was easy

I was lucky

Why did I get an A?

Why teach strategies?

Some students have difficulty developing strategies to meet their needs.

A strategy makes the task at hand manageable and provides students with a place to start.

Strategies enable students to be successful when there is no adult around to prompt them.

This isn’t just about just learning a strategy…

It’s about becoming a strategic learner by using strategies

appropriately independently

What is the difference between a skill and a strategy?

Not all strategies are created equal.

A strategy should be

Effective and

Efficient

Non-Strategic Learners

Do not use effective & efficient study procedures

Spend inordinate amounts of time on assignments

Have difficulty distinguishing the important from the unimportant

Do not organize information appropriately for learning

Have difficulty setting and attaining goals

Often fail to take advantage of prior knowledge when facing

new problems

Use no systematic approach to solving problems

Reading Comprehension

BLOCK AND PRESSLEY 2002

Reading comprehension involves over 30 cognitive and meta-cognitive processes.

Definition

It is the integration of decoding ability, vocabulary knowledge, prior knowledge of the topic, and relevant

strategy knowledge.

Kintsch and Kintsch, 2005

Vocabulary

arebetweenconsistscontinuouslycorrespondingcurvedrawsgraphifisolatedknownmaking

oftenoneonlypointsrelationsettablevaluesvariablesvariationswith

Reading Comprehension

If the known relation between the variables consists of a table of corresponding values, the graph consists only of the corresponding set of isolated points. If the variables are known to vary continuously, one often draws a curve to show the variation.

Basic College Math

Effective Reading Comprehension Practices

The National Reading Panel: April 2000

Comprehension Monitoring

Story Structure

Question Answering

Question Generation

Student made Graphic Organizers

Summarization

Summit on Learning Disabilities: August

2001

Self-Monitoring

Text Structure

Prediction

Self-Questioning

Summarization

Repair Strategies

Struggling Readers

Readers who struggle have several types of problems.

The most common type of reading disability is a reader who has poor

decoding skills but has good language comprehension

(“auditory” dyslexia). Martha Denckla labeled this type of reader

“disphonetic”.


Another type of reading disability is a reader who has good decoding skills

but has difficulty with whole word recognition and spelling (“visual”

dyslexia). Denckla labeled this type of reader “dyseidetic”.


The most complex type of reading disability is a reader who has poor

decoding skills and has poor language comprehension. This student has a “double deficit”

according to Denckla.

To Make Matters Worse

Mathew Effect

Lack of motivation

Inconsiderate text

Incompatible instruction

GOOD READERS

Have a purpose for their reading

Translate the text into their own words

Talk to themselves about the information

GOOD READERS

Ask questions

Make predictions

Make connections between new information and what they know

Rationales Behindthe Self-Questioning

StrategyStudents often passively read class materials

and gain little knowledge from them. Use of this

strategy activates their minds.

Students are more likely to continue reading if

they have a purpose for their reading. Use of

this strategy enables students to ask questions

and make predictions to create that purpose.

Rationales Behind the Self-Questioning Strategy

Students remember new information better if they

connect it to old information. Use of this strategy

enables them to make connections between new

information and what they already know.

Students remember new information better if they

translate it into their own words. Use of this

strategy enables students to talk to themselves

about the information.

Before Instruction

After Instruction

The Self-Questioning Strategy Results*

48%

35%

89%

86%

Ability-Level

Materials

Grade-Level

Materials

*From Clark, F. L., Deshler, D. D., Schumaker, J. B., Alley, G. R., & Warner, M.M. (1984).Self-Questioning and Self-Questioning: Strategies to improve comprehension of writtenmaterial; Journal of Learning Disabilities, 17(3), 145-149.

Self-Questioning Strategy

Attend to clues

Say some questions

Keep predictions in mind

Identify the answer

Talk about the answer

Turn to page 2 in your packet

Attend to clues

Say some questions

Keep predictions in mind

Identify the answers

Talk about the answers

Each step beginswith a verb that activates the learner’sresponse.

The first lettersspell the mnemonicwords “Ask It”; themeaning of which are related to asking questions.

The strategy stepsare task-specific (reading), and notsituation or content-specific.

The student can usethe steps to instructself through the process.

Only a few steps are used.

The wording of stepsis simple and brief.

This step cues the reader to beginthe reading process and look for words that trigger wondering. (A discrimination strategy.)

This step cues the readerto state one or more questions. (A self-questioningstrategy)

This step cues thereader to predictanswers to thosequestions. ( Aprediction strategy)

This step cues the readerto look for the answersto the questions. (Adiscrimination strategy)

This step cues thereader to transform theanswers into her ownwords. (A paraphrasingstrategy)

Anatomy of the Self-Questioning Strategy

Selecting Students for THE SELF-QUESTIONING STRATEGY

LISTENING MODEStudents must have sufficient listening vocabulary to know the meaning of spoken sentence.

READING MODE*Students must be able to decode words and know the meaning of words in a sentence.

*Required for independent use of the strategy.

How information is expressed

Orally

Use of tape recorders, small group, one to one

Written

Different formats—chart, outline

Range of Intensity of Teaching

Direct InstructionImplicit Instruction/ Constructivist

HighLow

Stages of Acquisition: The Key to Successful Strategy

Instruction

What does

intensive

explicit

systematic

instruction look like?

The 8 Stages of Instruction

Pretest

Describe

Model

Verbal Practice

Controlled Practice

Advanced Practice

Post-test

Generalization

I DO IT!

WE DO IT!

YA’ALL DO IT!

YOU DO IT!

Every Instructional Stage OrganizationWhat your goal is

What you need

How to prepare

How much time to allow

What to do

What to require for mastery

Where to go from here

How to trouble-shoot


Pretest

Describe

Model

Verbal Practice

Controlled Practice

Advanced Practice

Post-test

Generalization

I DO IT!

WE DO IT!

YA’ALL DO IT!

YOU DO IT!


PRETEST

Five-paragraph passage

Grade level material

New Material

10 Comprehension Questions

Form a partnership..

I, as your teacher, promise….

You, as the student, will….

COMMITMENTS

COMMITMENTS

SELF-QUESTIONING STRATEGY + EFFORT = SUCCESS

I know that the Self-Questioning can help improve read-ing comprehension significantly. I am making a commit-ment to you teach you this strategy, and I want you to know that I will be with you to take you through this process of learning. By doing this, I know that I will become a better teacher, and you will become a betterlearner.

____________________Mrs. Susan Woodruff

____________________Date

_____________________________________________

______________________________________

______________________________________

______________________________________

Our Commitment

to learning

Self-Questioning

Another possibility

SELF-QUESTIONINGSUCCESS FORMULA

Self-Questioning

Strategy+ Effort = SUCCESS

THE SELF-QUESTIONINGINSTRUCTOR’S MANUAL (Page 95)

What is the reason forgoal setting?

MOTIVATION!


Pretest

Describe

Model

Verbal Practice

Controlled Practice

Advanced Practice

Post-test

Generalization

I DO IT!

WE DO IT!

YA’ALL DO IT!

YOU DO IT!

DESCRIBE

The Art and Science of Teaching

The Center for Research on Learning has brought you the science. You need to bring the art.

Self Questioning Steps

Step 1: Attend to clues as you read

Model Self-Talk

“What clues can I find as I read?”

SELF-QUESTIONING INSTRUCTOR’S MANUAL (Page 99)

Self-Questioning Strategy Cue Card #2

WHAT DO YOU WONDER?

Titles

“Mountain Madness”

“Partners in Grime”

“Miracle at Midnight”

“Invisible Again”

Pictures


ATTEND TO CLUES

The pilgrims had tough lives.

Our national anthem is The Star-Spangled Banner.

The boy wandered aimlessly among the trees.

Kathy’s mother sent her to the store.

Two new toys have become available for teenagers.

The mission ran into a major problem.


Clues lead to questions…



Step 2: Say some questions

7 Types of Questions

Seven Types of Questions

Who Why

What Which

When How

Where

H

Y

Cue Card 4p. 101

Clues make me wonder…

“How is that character feeling?”

“What does that character do for a living?”

“Where is the character going?”

“When will the character follow through on that plan?”



WHAT DO YOU WONDER?

Titles

“Mountain Madness”

“Partners in Grime”

“Miracle at Midnight”

“Invisible Again”

Pictures


ATTEND TO CLUES

The pilgrims had tough lives.

Our national anthem is The Star-Spangled Banner.

The boy wandered aimlessly among the trees.

Kathy’s mother sent her to the store.

Two new toys have become available for teenagers.

The mission ran into a major problem.


Question Poem

Who, What, When, Where,Why, Which, How

If you have a questionASK IT now!

SELF-QUESTIONING INSTRUCTOR’S MANUAL


EXAMPLE QUESTIONSWho will solve the mystery?Who is coming to visit?Who burned the books?Who started the rumor?

What is this about?What kind of animal made that footprint?What is the girl’s name?What will happen next

When will the package be found?When will the boy become visible again?When will she get some help?When did the pilgrims first met the Indians?

Where are the jewels hidden?Where will they go next?Where did he go when he disappeared?Where are Sarah’s friends?

Why did they do this?Why did the coach kick her off the team?Why is the flower blooming at night?Why are the scarecrows moving?

Which way did she go?Which game will they win?Which dog survived?Which name did he choose?

How will they solve this problem?How many steps are there?How are they going to work it out?How much time is left?

Who

What

When

Where

Why

Which

How

Page 102




Step 3: Keep predictions in mind

Look into the future…What will happen next?



EXAMPLE QUESTIONS & PREDICTIONS

Q: What does the man look like?

P: He is tall, with brown hair and a

mustache.

Q: When will the boy be found?

P: He will be found in three days.

Q: Where is the dog hiding?

P: The dog is hiding in the woods.

Q: Why didn’t she show up?

P: She had homework to do.

Page 103





Step 4: Identify the answers

Inspect the text to identify answers…



IDENTIFYING AND TALKING ABOUTANSWERS

Q: What does Rebecca look like?P: She has long black hair and dark eyes. Rebecca looked very much like her mother. She had long, curly blond hair and blue eyes. She was short, but very slim and trim. She looked like an athlete.

Q: Why did Tim hide his art work?P: He wants to give it to his mother as a gift. Tim was happy that his mother did not see his picture. He knew that she would be upset if he was drawing when he was supposed to be doing his homework.

Q: Which choice will Ryan make: will he quit the team or stay on it?P: He’ll quit the team. Ryan took a long walk. As he walked, he thought about his options. If he stayed on the team, he knew he’d be sitting on the bench during games. He thought about how he might learn new skills if he kept going to practice. He also thought about how much fun practices were. He decided to stay on the team.

Page 104



REQUIREMENTS FOR QUESTIONS, PREDICTIONS, AND

ANSWERS • Use complete statements

• Subject• Verb

• Use accurate statements

• Include new information

• Make sense

Page 106





Step 4: Identify the answers

Step 5: Talk about the answers

Identifying and Talking about Answers

Q: I wonder what does Rebecca look like?

P: I think she has straight dark hair. She is

short and muscular.

A: “Her hair is different than I thought. It’s

blond and curly. She is short and has

muscles since she is an athlete.”

Identifying and Talking about Answers

Q: Which choice will Ryan make: Will he quit the team or stay on it?

P: He will stay on the team.

A: I’m right. He is going to stay on the

team since he likes the practices so

much.”


Self-Questioning Strategy Cue Card # 8

SELF-QUESTIONING STRATEGY STEP SEQUENCE

Page 105

Self Questioning Strategy


Pretest

Describe

Model

Verbal Practice

Controlled Practice

Advanced Practice

Post-test

Generalization

I DO IT!

WE DO IT!

YA’ALL DO IT!

YOU DO IT!

MODEL

Review strategy steps

State expectations

State goal

Explain “modeling”

Self-Talk

Problem solve

“Show” the strategy

Enlist student involvement

Positive affirmations

2 Model Passages

Chocolate Moose p. 93

Or

Sophie’s Echo p. 110 (lower level)


Comprehension Quiz for Chocolate Moose

1. Where do Moose live?

2. How big are Moose?

3. Name 3 facts about the Moose’s antlers?

4. What do moose eat?


Pretest

Describe

Model

Verbal Practice

Controlled Practice

Advanced Practice

Post-test

Generalization

I DO IT!

WE DO IT!

YA’ALL DO IT!

YOU DO IT!

VERBAL PRACTICE

Two main components:

REHEARSAL

And

ELABORATION


Pretest

Describe

Model

Verbal Practice

Controlled Practice

Advanced Practice

Post-test

Generalization

I DO IT!

WE DO IT!

YA’ALL DO IT!

YOU DO IT!

CONTROLLED PRACTICE

Who controls the practice?

What can be controlled?

Why is it called controlled practice?

THREE TYPES OF PRACTICE• GUIDED PRACTICE• GROUP PRACTICE

• Cooperative Practice• Small Group Practice

• INDIVIDUAL PRACTICE*

*Required for mastery

The Self-Questioning Strategy

Two Levels of Evaluation for The Self-Questioning Strategy

Strategy Use Comprehension

Two Levels of Evaluation

Strategy UseContain complete

thoughts;

Contain entirely

accurate information;

Contain new information

for which credit has not

already been given; and

Make sense.

Comprehension

Two Levels of Evaluation

Strategy UseComprehensionOn the next class day, have students

answer questions about text. Format is your choice.

80% is mastery

Scoring

SELF-QUESTIONINGINSTRUCTOR’S MANUAL

Page 114

Scoring

Each box for each “chunk” should be filled in with either a “1” or “0”.

The middle part is to record for feedback why a “0” was given.The right hand side of the form is to record question types.

1 00 1 10 1 1

01 1

Scoring

Scoring

1.

NC NA R DMS NQ AA NQR

Questions

Each box for each “chunk” should be filled in with either a “1” or “0” or “—”.The abbreviations are to record feedback why a “0” was given.

The right hand side of the form is to record question types.

0

Self-Questioning Scoring

NC – not a complete thoughtNA - not accurate/relevantR - repetitiveDMS – doesn’t make senseNQ – not a questionAA – already answeredNRQ – not related to a question


Scoring Questions

Score 1 point if…

A question is stated.

The question is relevant to the part of the passage just read.

The question has not already been answered in the passage.

Scoring Predictions

Score 1 point if the prediction…

Is related to the part of the passage just read

Is related to a question just asked

Is a plausible answer to the question

Contains information not in the passage so far.

Scoring Answers

Score 1 point in the Answers Column if…

A statement is made that answers a previously stated question

The answer is relevant to the information in the passage and is accurate.

80% on Self Questioning Strategy

80% on Comprehension Quiz

At least 5 Questions – 3 or more types

3 Predictions

2 Answers

MASTERY MINIMUMS

Tally of Questions Types

Who 1

What 1 1

When

Where 1

Why 1

Which

How

Other

Mastery Minimum

3 different question types

Calculating the Score

Number of Points

Number of Boxes Filled

Mastery = 80%

Number of points is calculated by adding up all of the 1’s

Number of boxes filled is calculated by adding up all of the 1’s and 0’s.

Subtract the --- (dashes) from the number of boxes filled.

24= X 100 = 66 %

16.66


Let’s look at a scored sample..

Turn to pages 7,8 and 9 in your packet


Pretest

Describe

Model

Verbal Practice

Controlled Practice

Advanced Practice

Post-test

Generalization

I DO IT!

WE DO IT!

YA’ALL DO IT!

YOU DO IT!

Advanced Practice

Students practice on materials above their reading level.Students begin to build confidence.

EXAMPLE PROGRESS CHART

Name:

Goal Date:

Date Completed:

Per

cen

tag

e S

core

100

90

80

70

60

50

40

30

20

10

0

Maint. Probes

1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5

GOAL-SETTING SECTION

Post-test

Pre-test

Controlled PracticeAttempts

Advanced PracticeAttempts

MC

Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7 Stage 8

Key:

Visual Imagery Percentage

Comprehension Percentage

MVI

MVI = Mastery Level for Visual Imagery

MC = Mastery Level for Comprehension

= 80%= 80%

Self-Questioning Strategy

l

Forrest

10/2010/21

10/2110/21

10/2410/24

10/2710/26

10/3110/30

11/211/1

12/22

12/22

→

TimelyPositive

Individual Correctiv

e

Quality feedback needs to be…

Sequence for Correction

1. Specify a category of errors. 2. Specify what the student should do. 3. Provide a model.

4. Have student practice. 5. Have the student paraphrase back. 6. Have the student write a goal. 7. Repeat steps 1-6 for each category of errors made. 8. Communicate your positive expectations to the student.


Pretest

Describe

Model

Verbal Practice

Controlled Practice

Advanced Practice

Post-test

Generalization

I DO IT!

WE DO IT!

YA’ALL DO IT!

YOU DO IT!

Orientation - Awareness of using strategy outside of classActivation – Use strategy in varying situationsAdaptation - Thinking about how to use the strategy in different situationsMaintenance - Spot checks

GENERALIZATION

Record Self-Questioning Results

Turn to page 10 in you packet

• enter date of pretest and posttest•enter student names•enter SQ percentage•enter comprehension test percentage•enter data for questions, types, predictions & answers

•KEEP THIS DATA!!!!!

Now it is YOUR turn to

try the strategy!

What does a practice passage look like?

Man, I hate this place, Tyray Hobbs thought as he walked slowly towards Bluford High School. The motion from each step sent a dull jab of pain into his left wrist , making him wince slightly.

Just outside Bluford’s thick steel front doors, Tyray adjusted his jacket, careful to conceal the bone-colored cast which encased his left hand. The pain and cast were constant reminders of the humiliation he suffered four days ago.

Until then, Tyray had been the most notorious bully in Bluford’s freshman class. Six feet tall and muscular, he could clear a path in a crowd just by showing up. In middle school, Tyray had learned to use his size to intimidate people he didn’t like. Sometimes, he impressed his friends by forcing smaller boys to give him money or do his homework. Other times, he threatened kids for fun. At Bluford, Tyray’s reputation continued to grow. And then Darrell Mercer came along.

●

●

●

●

Next Day’s Questions

1. What happened to Tyray?

2. How did Tyray impress his friends?

3. What did Darrell Mercer

do?

4. What did Tyray look like?

Just Remember…

If you only have a hammer,

everything looks like a nail.

Resources

www.ncsu.edu/project/lancet/fourth.htmwww.tea.state.tx.us/student.assessment

Go to released tests down the left hand column. Then go to (TAKS, RPTE)

Cricket Magazines-ages 9-14Ed Helper-K-H.S. (fee)Kim Marshall Series (EPS)Short Stories for Reading AloudTime for Kids – k-6

http://www.tea.state.tx.us/student.assessment

http://www.tea.state.tx.us/student.assessment

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