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Transcript of Presentation to the International Reading Association Erin Guarino, Reading Consultant Anna Harris,...
Reading Comprehension: What We Really Do Know!
Presentation to the International Reading Association
Erin Guarino, Reading ConsultantAnna Harris, Curriculum and Instruction Coach
Tom Poland, English TeacherJoanne Shulman, Reading Consultant
Ellen Stoltz, Chief Academic Officer
E
PURPOSE: Provide Conceptual Background on Three Reading Comprehension Impediments
PROCESS: Informational Power Point
PAY-OFF: You will conceptualize elements to analyze comprehension struggles with YOUR students
Setting the Scene for Learning
Three P’s for Part One….
I know the Three Big Ideas in Reading Comprehension instruction.
Yes No Not Certain
I know the basic reasons why my students struggle with reading comprehension and what I can do to help.
Yes No Not Certain
Activate Prior Knowledge, Personalize Learning
ANTICIPATION GUIDE
“The process of simultaneously extracting and constructing meaning
through interaction and involvement with written
language.” Present Big Idea
DEFINE: Reading Comprehension
“Attending to ideas and content by locating and recalling information, by
making inferences, decoding, and understanding
vocabulary all at once.” Present Big Idea
DEFINE: Reading Comprehension
Let’s Examine the Components…
Identify with a partner the key words in the definitions.
Let’s Examine the Components…that are Impacted by…
1.Instructional Context2.Student Learning Characteristics3.Text Factors
Instructional Context
1.Inadequate Instruction2.Insufficient Exposure and Practice
Student Learning Characteristics
1. Inadequate Comprehension Monitoring2. Undeveloped Attention Strategies3. Language Difficulties4. Undeveloped Word Recognition and Memory
Text Factors
1. Structure and Organization2. Length and Task Demands3. Genre4. Abstract Concepts
Connect objective
Why is this Important to Know?
Think of one of your students who may not have had adequate practice with text…
INSTRUCTIONAL FACTORS: 1. Build in sufficient practice (5-25
different exposures!)2. Vary the type of presentation, i.e.
written text, Power Point, video clips3. Vary the type of response, i.e.
highlighting, partner reading, writing one sentence or a full paragraph
Tailor Strategies to Students
Think of one of your students who struggled with attention and memory…
LEARNER CHARACTERISTICS:
1. Analyze through observing and questioning…
Do your students reengage with text after distractions?
Can your students define vocabulary to know if they truly understand what the words mean?
Are they truly paying attention to the text?
Tailor Strategies to Students
Think of one of the texts you use…
TEXT FACTORS:
Do you need to teach students of any age how to navigate the text, what features to pay attention to and what to ignore?
Tailor Strategies to Students
I know the Three Big Ideas in Reading Comprehension instruction.
Yes No Not Certain
I know the basic reasons why my students struggle with reading comprehension and what I can do to help.
Yes No Not Certain
Solidify New Knowledge, Personalize Learning
ANTICIPATION GUIDE
Read it Again! It Makes a Difference!
Presentation to the International Reading Association
Erin Guarino, Reading ConsultantAnna Harris, Curriculum and Instruction Coach
Tom Poland, English TeacherJoanne Shulman, Reading Consultant
E
PURPOSE: Model strategies to increase reading comprehension for close reading for ALL students
PROCESS: Co-teaching, modeling Effective Teaching Strategies (Peery, A. 2011), hands-on guided and independent practice; DOK Levels 1-3
PAY-OFF: You will learn strategies to use purposefully with YOUR students; Link to College and Career Readiness for CCSS under Craft and Structure
PAT PAVELKA, NANCY BOYLES: Close Reading Strategies
Setting the Scene for Learning
Four P’s for Part Two….
When I read closely, I understand 100% of what I read.
Yes No Not Certain
When my students read text the first time, they understand 100% of what they read.
Yes No Not Certain
Activate Prior Knowledge, Personalize Learning
ANTICIPATION GUIDE
I believe I learn more by discussing a favorite book with friends and learn from their thinking.
Yes No Not Certain
I know how and when to implement specific comprehension strategies to personalize instruction for ALL students.
Yes No Not Certain Activate Prior Knowledge, Personalize Learning
ANTICIPATION GUIDE
“Strategies are a means to deepen the reading experience and give students a language
to discuss the process of constructing meaning.”
~Keene, E. & Zimmerman, S. (2007). Mosaic of Thought
Present Big Idea
DEFINE:
We want Pre-K-Grade 12 students to comprehend in literal, critical, and evaluative ways
to master State Standardsmeasured
by summative assessments
THEN…How do we teach close reading to ALL students to
ensure deep understanding?
Purpose for Learning and Expected Outcomes
IF…
Beliefs about Reading Comprehension
Strategy Instruction can be Diagnosed
Thinking About Text Begins at an Early Age
Reading Comprehension is COMPLEX
Conversation Increases Meaning and Associations
Strategy Instruction Can Be
Personalized
Use Non-Linguistic Representations for Visual Learners
Good Teachers teach Close Reading strategies to improve students' overall comprehension
What is Close Reading? Close Reading is rereading with different
lenses
Comprehension: The Ultimate Goal
Close Reading will be required for ALL students
Teachers will need to expand their repertoire of deep reading comprehension strategies
Assessment results will place students in a wider range of skill and knowledge
Connect objective
Why is this Important to Know?
Short textsChunk textRe-readUnderline and circle important words – with a purpose!
Use stickies or the margin to write what the author is saying (the gist)
What Does Close ReadingLook Like?
Lightning Bolt!!!
Foundation: Equal Partners
PROCESS of READING to Understand Author’s Message
PRODUCT of READING to Read Closely
Semantic Feature Analysis or Degrees of Reading Power (DRP) Key Words Signal Words Similarities Differences Pronoun Referents
Metacognitive Strategies
Visualizing Predicting Making Connections Summarizing Questioning Clarifying
Specific Strategies in Close Reading
Close Reading Steps How I teach this
Read/skim to look for Main Idea
Reread to Connect Ideas
Determine Author's Craft and Structure
Teach Key Words/Phrases-
Teach Signal Words
Teach Patterns
How Can I Teach Key Words?
Key Words are important in helping determine the main idea.
This first read is for the purpose of getting the general idea or “gist" of the text/passage.
It will help the student activate prior knowledge on the topic - making comprehension easier
If the student has no prior knowledge, this first read will help create a mindset or schema of the topic.
TO DO: Students list key words while they read to help them find the main idea.
First Read: Key Words
Signal Words help the reader link ideas together.
They tell them something is coming They are a "signal" to look for something
important in the reading. Signal Words give clues to Author’s Craft There are four types of signal words: sequence, cause, continuing, change 1,2,3
Second Read : Signal Words
main idea.
1. Lila chased AJ. AJ chased Lila. Lila chased AJ then AJ chased Lila. AJ chased Lila after Lila chased AJ.2. Maggie gave Emily a pencil. Emily was happy. Emily was happy because Maggie gave
her a pencil.3. Maggie, Lauren, Wiley and Donald are holding hands with each other.4. There is no school on April 29th, however teachers have to be there.
Signal Word Examples
Diagnose areas of concern Example: Student does not understand author’s use of signal words, i.e. then, however, consequently; Student does not understand how sentences or ideas connect
Instruct deeply at the semantic level Example: Teach categories of signal words that connote author’s meaning: sequence, cause, continuing, change
So What Can I Do?
Signal Words: Organize them for your Students
PROCESS of READING to Understand Author’s Craft and Structure
PROCESS of READING to Understand Author’s Craft and Structure…LET’s TRY IT!
SEQUENCE 1,2,3 FIRSTLAST
CONTINUING DURING
CAUSE IF, THEN, AS SOON AS
CHANGE DESPITE
What does the author want the reader to understand from this passage?
Look for important words and their patterns –categorize words to help determine author’s intent, craft, and word choice
What are these important words telling the reader? R.CCR.4
Third Read : Author’s Craft and Structure
As good teachers we must ask ourselves this…
In order to teach it and model it, we need to make sure we do it.
Keep in mind in your classroom - you might not teach all strategies in one sitting -
Do I, as a teacher, read closely?
Turn and talk
Think of a read aloud or a piece of text article – something that you do in your classroom – that you can enhance by teaching Close Reading with it
Make it meaningful –teach strategies using text your students can connect to their learning, regardless of subject
Let’s Personalize Our Learning…
When I read closely, I understand 100% of what I read.
Yes No Not Certain
When my students read text the first time, they understand 100% of what they read.
Yes No Not Certain
Activate Prior Knowledge, Personalize Learning
ANTICIPATION GUIDE
I believe I learn more by discussing a favorite book with friends and learn from their thinking.
Yes No Not Certain
I know how and when to implement specific comprehension strategies to personalize instruction for ALL students.
Yes No Not Certain Activate Prior Knowledge, Personalize Learning
ANTICIPATION GUIDE
1. As a result of participating in this workshop, I now know that________________________________________________________________________________________.
2. As a result of participating in this workshop, I will be able to __________________________________________
_____________________________________________.
◦ Checking for Understanding and Meaningful Feedback
EXIT TICKET