Presentation on theme: "Monitoring comprehension"— Presentation transcript:
1Monitoring comprehension Workshop 2Debbie Draper, Julie Fullgrabe & Sue Eden
2Overview of the session The inner conversation –hearing the inner voice that assists readingleaving tracks of thinking- ways to demonstrate thinking while readingThe different types of (human)readers in a classWhy meaning breaks down and what to do about it – fix-up strategiesThink aloud strategies to share thinking with students
3Monitoring understanding is essential to engage with the reading strategies MakingconnectionsquestioningvisualisingInferenceSummarisingsynthesis
4Do I really have to teach reading Do I really have to teach reading? Content,comprehension grades Cris TovaniObservations about readingTeaching pointsAsk yourself why am I doing this? How will it help students think, read or write more thoughtfully about my content?Good readers use reading writing and talk to deepen their understandingReading strategies are options for thinking. One comprehension tool is not more important than another. There is no specific order, sequence or template for introducing strategiesGood readers have a variety of ways to think about textIs the reading authentic?Good readers don’t need end of chapter summaries or isolated skill sheets. They ask their own questions, based on their own need for a deeper understanding of the textDon’t isolate strategies into individual activities. Build on previous learningGood readers reread and return to build and extend their knowledge or to enhance enjoyment of reading for enjoyment
5Links to Tfel 1.1 understand how self and others learn 1.2 develop deep pedagogical and content knowledgeUnderstanding how students learn to read through your own experiences
6Learning to learn.Using dialogue as a means to sharing understanding
7Your own inner voice and how you use it. Part oneYour own inner voice and how you use it.
8Just relax…..let your mind go free The point of this task is to hear the inner voice and to acknowledge that this is what you hear when you are reading and thinking
9What did your inner voice say to you? When you are a busy person, your mind is always having conversations with you.What went on with you?If it’s appropriate, what did your inner voice say or think about?
10Listening to the inner voice-George Costanza does not like what he hears The Seinfeld characters don’t have a love of literature or reading. They often make derogatory comments about it. George was in a book club once and wanted to rent the movie rather than reading the book. The point of this snippet is demonstrating the way that George knows there is a voice in his head but because it is his own voice he doesn’t like it.
12You need to hear your inner voice Without recognising this voice, it will be harder to ‘think aloud’ with students and share the thoughts you have as a competent reader
13Leaving tracks of thinking- ways to demonstrate thinking while reading Part 2Leaving tracks of thinking- ways to demonstrate thinking while reading
14Sticky labels were invented to monitor comprehension… They come in all sortsof shapes and sizesand kids love them!They are a greatway to keeptrack of thoughtsand ideas and can beplaced in books torefer back toThey can helpstudents to showtracks of theirlearning withoutInterruption whenworking independentlyThey supportrememberingwhat you readfar betterthan highlighting
15Discuss this quote-what do you think- have you ever highlighted to extremes? Highlighting text-‘first of all : throw away the highlighter in favour of a pen or pencil. Highlighting can actually distract from the business of learning and dilute your comprehension. It only seems like an active reading strategy; in actual fact, it can lull your into dangerous passivity’.(Harvard College library 2007)
16Text coding R- reminds me of T-T text to text ? Question ! Surprising Make it meaningful for your class, create your own codes
17From the text- Teaching Reading Comprehension Strategies Sheena Cameron
18Leaving tracks of thinking Margin notesSticky notesMany of these approaches will be dealt with further as we explore the strategies in more detail.
21Which of these strategies have you tried? Classroom strategiesReading aloudLifting texts from sources and sharing with studentsRe-reading for deeper meaningThinking aloud/coding text
22Strategies that WorkUse some of the previous strategies when you read the 4 pages provided from Strategies that Work to make tracks of your thinking.Share what you have identified as important with someone near you.Is it the same or different?
23Different types of readers and reading behaviours Part 3Different types of readers and reading behaviours
24Awareness of readingFour levels of metacognitive awareness and the ways in which readers monitor their thinking about their reading are described in Strategies That Work:24
25Types of readers Tacit readers Aware readers Strategic readers lack awareness of how they think when they read.Aware readersmay realize when meaning has broken down, but lack strategies to fix the problem or repair confusion.Strategic readersuse a variety of strategies to enhance understanding and monitor and repair meaning when it is disruptedReflective readerscan apply strategies flexibly depending on their goals for reading. They reflect on their thinking and revise their use of strategies. You can observe this reflective stance when students comment with surprise, amazement, or wonder as they read
26Group chatThink of particular students that you have taught or are teaching that fit into each category of reader.How do you know they were one of these types of readers?
27Comprehension shouldn’t be silent Kelley and Clausen Grace These authors talk about ‘fake or disengaged readers and mindless reading’What behaviours have you seen ‘fake readers’ doing?You have probably been one yourself at some time.Y chart about behaviours of fake reading
28Disengaged reading..Looks likeSounds likeFeels like
29Part 4Why meaning breaks down and how to fix it. MONITOR your understanding
30What are you thinking about as you embark on this task? Identifying synergistic regulation involving c-Myc and sp1in human tissuesRead the pages silently.Highlight in one colour the text you understandhighlight in another colour the text that is confusing or difficult to understand.What are you thinking about as you embark on this task?
31After you have read some of the text.. Of the parts of the text you highlighted as being hard to understand, could you not read it well because oflack of background knowledge?Vocabulary?Writing style?Discuss with someone what they learned about themselves as readers through the experience, and what they can take back to their work with struggling readers.What was your inner voice doing as you read this?
32Was it? Thinking about what you need to do at school? Panicking? Thinking about what to buy on the way home for dinner?Making rude comments about the activity?Trying to make connections, question etc etc
33The inner conversation The fact is that all readers space out when they read. Kids need to know this or they risk feeling inadequate when it happens to them.Once readers are made aware of their inner conversation, they tend to catch themselves quicker and repair meaning if there is a problem.Strategies that work. Page 27
34Checking on monitoring of comprehension-inconsistent element An easy and informative technique to see whether students are monitoring their comprehension is to select a passage on a group’s instructional level, then retype it adding an inconsistent element. Introduce the selection as you would normally do when you are getting students ready to read (tapping prior knowledge, setting a purpose for reading).After reading, ask students to comment on what they read.They may summarize or relate the information to a personal experience. See if any student points out the inconsistent element.Text example- Earthquakes
35When meaning has broken down… Reasons for breakdownWhat can be done about itrun into words that are unknown or unusualVocabulary- ask, word substitute, dictionaryStopped concentratingRe-read or read aloudReading too fastSlow down and re-readLose thread of contentRead in smaller chunks, re-read before and afterNot know enough about the topicFind out more, teacher scaffolding, easier textLose visualisations of contentTry to find mental pictures, look at source material such as the internetCan’t see text organisationKnow and teach text types so they can be recognisedDidn’t know which strategy to useExplicit teaching of strategies so that students can try appropriate ones.
36From the text- Teaching Reading Comprehension Strategies Sheena Cameron
40Part 5Think alouds- strategies to share with students- making the implicit explicit
41Think-Alouds have been described as "eavesdropping on someone's thinking." With this strategy, teachers verbalise aloud while reading a selection orally. Their verbalisations include describing things they're doing as they read to monitor their comprehension. The purpose of the think-aloud strategy is to model for students how skilled readers construct meaning from a text
42Sentence starters for think alouds So far, I've learned...This made me think of...That didn't make sense.I think ___ will happen next.I reread that part because...I was confused by...I think the most important part was...That is interesting because...I wonder why...I just thought of...
43Reciprocal think alouds In reciprocal think-alouds, students are paired with a partner.Students take turns thinking aloud as they read a difficult text.While the first student is thinking aloud, the second student listens and records what the first student says.Then students change roles so that each partner has a chance to think aloud and to observe the process.Students reflect on the process together, sharing the things they tried and discussing what worked well for them and what didn't. As they write about their findings, they can start a mutual learning log that they can refer back to.
44Use the checklist to observe my think aloud about the text- Small pox
45SummaryWhich strategies to monitor understanding do you think are appropriate for your context?How will you introduce this strategy with your staff?How might you do any of this with your class?