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 Let’s Discuss! March 28, 2015 Using interactive read aloud discussions to improve reading comprehension and critical thinking Dr. Randi N. Stanulis &

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Presentation on theme: " Let’s Discuss! March 28, 2015 Using interactive read aloud discussions to improve reading comprehension and critical thinking Dr. Randi N. Stanulis &"— Presentation transcript:

1  Let’s Discuss! March 28, 2015 Using interactive read aloud discussions to improve reading comprehension and critical thinking Dr. Randi N. Stanulis & Kristen White, Michigan State University

2 Goals for Today  Advocate for discussion-based teaching as a way to motivate students and increase critical thinking  Describe features of an effective interactive read aloud that emphasize features of CCSS and discussion  Practice enacting an interactive read aloud including: selecting a text, selecting standards, selecting high quality questions and scaffolding a discussion

3 Warm Up  Turn and talk with a partner about your experiences with discussion-based teaching. Describe a positive experience.  What challenges does a discussion-based interactive read aloud pose?

4 Why Discussion-based Teaching?  Discussion makes thinking public as ideas are expressed, therefore enabling higher-level thinking and critical analysis.  Discussion can help with…  Higher-level thinking  Comprehension  Vocabulary and knowledge development  Writing (Gambrell, 2012)

5 Why DBT?  When we discuss what we have read, we…  question  clarify  refine  explain  justify  predict  speculate  Gambrell, L. B., Hughes, E., Calvert, W., Malloy, J., & Igo, B. (2011

6 DBT is Anchored in the CCSS K-12 Anchor Standard in Listening and Speaking  Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. K-12 Anchor Standard in Reading  Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. These standards are applicable to both fictional and informational text and across content areas.

7  DBT is more than a “flash in the pan”—it’s a way to improve the lives of teachers and students. Why is DBT worth investing in for students?

8 Norms & Talk Moves  Randi norms for entering and responding to each other in conversations

9 The Potential of the IRA  Reading books out loud is not enough for building vocabulary and comprehension  Students need to be active participants engaged in “analytic talk”

10 High Quality Interactive Read Aloud  Engages students in analytic talk with each other and teacher  Targets worthwhile standards  Selects text with rich discussion potential that connects/extends the learners’ experience  Practices active listening, vocabulary development and comprehension

11 Questions that promote discussion  Art Costa recommends four types of questions to ask during a lesson to move from the literal to the inferential level (Fusco, 2012).  Clarifying questions: “Tell me more about that.”  Cuing questions: “What benefits have we had from exploring discussion-based teaching?”  Focus questions: “What are the specific characteristics of discussion-based teaching that make it possible?”  Probing questions: “Why do you think that?”

12 Choosing a quality text for discussion  The CCSS advocate for regular practice with complex texts and their academic language.  According to the CCSS, “The standards appropriately defer the majority of decisions about what and how to teach to states, districts, schools, and teachers” (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010).

13 Choosing a quality text for discussion  Understanding the knowledge and skills of students’ households and communities, or “funds of knowledge”, allows educators to select texts that are relevant to students’ lives (Moll, Amanti, Neff, & Gonzalez, p. 132, 1992).  Next, teachers can use the interactive read aloud and incorporate questions that promote a meaningful discussion and higher-level thinking.  In other words, a quality text is not a one size fits all!

14 Choosing a worthwhile standard  The Anchor Standards are a helpful place to begin.  Think first about the instructional goal; do you want to model norms and talk moves that promote higher-level thinking for students?  Or, focus on a specific reading standard?  Have students practice independently with a complex text?  All of the above?

15 Leading an interactive read aloud  The Potato Chip Champ: Discovering Why Kindness Counts by Maria Dismondy, MSU graduate, former kindergarten teacher, and Michigan author!  https://www.youtube.com/watch?v=1GiOewh5Cyo https://www.youtube.com/watch?v=1GiOewh5Cyo  Task: You and a partner(s) are invited to prepare questions, norms, and talk moves for a discussion-based interactive read aloud for the Potato Chip Champ: Discovering Why Kindness Counts.

16 Planning an interactive read aloud The instructional goal is: CCSS.ELA-LITERACY.SL.1.1.A Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).  How will you plan norms and talk moves for the discussion?  Using Costa’s Levels of Questioning, prepare 3 discussion questions for the Potato Chip Champ: Discovering Why Kindness Counts.  Discuss with your partner how you might also extend your students’ “funds of knowledge” through a class discussion.

17 Wrap up  What benefits have we had from exploring discussion-based teaching?  What are the specific characteristics of discussion-based teaching that make it possible? http://www.msu.edu/~kwhite CODE FOR TODAY’S SESSION: SAROCD23 Thank you for joining us for today’s session and extending our learning!


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