Presentation is loading. Please wait.

Presentation is loading. Please wait.

Talk with a shoulder partner about your comprehension activity:

Similar presentations


Presentation on theme: "Talk with a shoulder partner about your comprehension activity:"— Presentation transcript:

1 Talk with a shoulder partner about your comprehension activity:
What are two things you learned from doing your comprehension strategy activity? What would you keep the same next time? What would you change next time?

2 Variation in Reading % Independent Reading Words Read per Year
Minutes Per Day 98% ,358,000 90% ,823,000 80% ,146,000 70% ,000 60% ,000 50% ,000 40% ,000 30% ,000 20% ,000 10% ,000 2%

3 “Guidelines for Implementing Graphic Organizers” (p
“Guidelines for Implementing Graphic Organizers” (p. 166 Evidenced Based text) “Many students effectively have difficulty comprehending expository material” – not always, but sometimes you see the need to go even one level below where a child is reading at narrative level Biggest variable in comprehension is background knowledge; clear in article; highlighted in our notes about Stephanie Harvey’s book and focus on activating background knowledge/previewing, etc. Comprehension is increased when students complete their own graphic organizer during or after reading Good points on p. 168: (on areas of class discussion, background knowledge and concept development): verbalize relationships, give opportunity for student input, connect new information with past learning; make reference to upcoming text.

4 Reciprocal Teaching Reciprocal Teaching is the most researched strategy for reading informational texts Developed by Palincsar and Brown to help less able readers handle the demands of nonfiction text Teacher models strategies; then turns the teacher role over to students Summarizing, Questioning, Clarifying and Predicting Teacher models reading a short section of text and creating summary of main ideas Students learn to ask good questions of the text Students learn to identify problems that hinder comprehension (like vocabulary, references that are confusing Students learn to make predictions Students assume the teacher role for each segment so that during a single class, many students have opportunity to lead their fellow students Good strategy for helping less able students make sense of difficult text Good interactive strategies with shared teaching and learning which helps student focus

5 Read, Write and Talk (Stephanie Harvey)
This strategy supports reading as a social activity as well as increasing understanding through talk. Guided Practice: Use another short article and stop reading at intervals to have students now write their ‘inner conversations’ as you do as well. Have students talk with a shoulder partner about their reading, referring to their notes in the margin. Share some of what you noticed and what they noticed. Independent Practice: Bring in at least three short pieces (no more than a page) to offer choice. Invite kids to choose one, read through it and jot some notes. When complete, have them share with someone who had the same article. Have them write something important or interesting and also write about how the conversation helped. Gather class together to talk about the process. Do this at least once per year in language arts, science, social studies, etc. This teaches kids to think when they read, share their thinking with others and listen to the ideas with others. It is what real readers do!

6 Questioning the Author
Teachers report that this strategy helps students engage more deeply with the material Has helps students learn to think more about who has written a text and how successful the writer was for them Students are encouraged to “query” the author, asking questions about the writing and content Teachers leads students in questioning about short segments of the text, but they focus on the author, thinking about how the author has written for them as readers/learners Students may ask, “Why did s/he spend a whole paragraph on____?” or “What could be added to make it clearer?” Possible questions: What was the author trying to say? What could the author have said instead? What was the intent of the author? What is the point of view? How could something be stated more clearly?

7 Story Retelling Framework
Summarizing is difficult for struggling readers Summarizing is a critical tool for reading comprehension Three components Selecting main idea & important details – deleting extraneous data Condensing information by generalizing – using a smaller number of words Putting information into a written format

8 Story Retelling, continued
Struggling readers need repeated guided practice with scaffolds Use graphic organizers like story maps Gather information as they read (easier than after reading) Teachers sometimes find it helpful at the end of each chapter in a novel to have students write down, “What is the big idea?”. Then when they finish the novel, they can read all the big ideas and decide on the overall big idea. Take time, practice and teacher support Small group discussions are critical in this Narrative text is easier to summarize than non-fiction text. Narrative text is a good starting point for summarizing. Ask the students to retell what they read, whether orally or in writing.

9 Question Generation Readers who do not think as they read do not generate questions Show students how to come up with good questions about their reading Most direct, effective way is for teachers to demonstrate self-questioning through think alouds Read aloud a short but challenging picture book and pause and think aloud about questions that you are generating as you read With repeated modeling with think alouds, students begin to monitor and question their own understanding Asking questions are more important than answering them. Questions often lead to more deeper questions We lose interest sometimes in certain questions or discover we have to wait to ponder the questions.

10 Text Sets Sharing!

11 Personal Spelling and Writing
Personal spelling list for high frequency words Research (Richgels, 1995) found that goo invented spelling is associated with skill in learning to read. Some have concerns that invented spelling might interfere with development of conventional spelling and reading---opposite is true!

12 Mneumonics for helping children edit their writing
Cognitive Reading Strategies Program teaches students SPACES S=spaces P=predicate A=all the words C=capitals E=end of sentence punctuated S=spelling Children should go over this one item at a time. **You can also use COPS C=Capitals O=Overall appearance P=Punctuation

13 More on Spelling Developmental Spelling Assessments (Ganske) are, “powerful data to expose teachers to the very real instructional needs of their children --- should not be underestimated” Children who struggle with spelling need the kind of developmentally appropriate instruction (word study) so they can increase their knowledge of how words work and expend less energy on this aspect of their writing. Takes a long time to develop word knowledge Spelling conscious is an awareness that spelling does indeed matter; correct spelling enhances communicative effect of writing. Students should be held accountable for all the words they know how to spell High frequency words on weeks with less than five days Students with spelling conscious can refer to personal spelling lists for accurate spellings Could use index cards or bookmarks with high frequency words; a personal dictionary; handheld spell checker; “desk pyramid” or “can” for table groups with content vocabulary

14 Connecting Writing to Reading
Double entry journals – journals in which the pages are divided into two columns; one column the student writes a quote from their reading; in the other they write their reaction. Double entry journals encourage students to respond to events, characters, or new information in their reading by relating it to their own lives or the world. Look for: does the personal response show elaboration/over time? Is there a pattern to the types of quotes selected? Do responses encourage the reluctant student to share more? Double entry journals can be: I Predict/What Happened I Want to Find Out/What I Learned Math Problem/What I Did to Solve It What I Thought about the ending/What ____ thought about the ending What I did in the experiment/What I discovered How a Character Looks/What the Characters’ Actions Are

15 “Think of Three” Evaluative activity from Oczkus, p. 209
From the readings for today, gather important ideas needed to remember and to understand the text. Focus on three ideas to remember…. Compare the ideas selected with those others have chosen Talk about how your ideas compared with those in your group…..


Download ppt "Talk with a shoulder partner about your comprehension activity:"

Similar presentations


Ads by Google