Teaching Comprehension and Response in Elementary School EDC 423: Teaching Comprehension and Response in Elementary School Dr. Julie Coiro Chafee 615

Chapter 5: Key Ideas Explicit Teaching of Comprehension Strategies I Do, We Do, You Do, Redo Sequence: Define/Explain, Model with think-aloud, Scaffolded Practice, Debrief/Reflect; Independent Application and Practice Techniques for teaching key comprehension strategies: inferring, connecting, questioning, monitoring (fix-up strategies), summarizing Differentiating Strategy Instruction

Chapter 5: Key Ideas Explicit Teaching of Text Characteristics Defining the type of text (and linking to specific text features) Genres and Text Concepts (page 138) Teaching about internal text structure Narrative text structure (story grammar) (Chart on p. 142 – narrative elements) Expository text structures (Organizational patterns: Chart on p. 143) Description, compare-contrast, sequence, cause-effect, problem-solution Technology-Based/Web-based texts: challenges for searching, navigating, evaluating

Today’s Objectives Practice comprehension: Creating mental representations of typical expository text structures Use visual graphic organizers to support your comprehension Review aspects of key reading comprehension/thinking strategies and apply them to a text [Comprehension Self-Assessment] Fill this out as a group after partners work to complete the activity sheet: Identifying and Addressing Students’ Reading Comprehension Needs

Teaching Comprehension GOAL: Create a mental representation of the text (comprehend it) so you can use it later to recall, integrate, or apply [keep asking and giving independent practice] but then model, explicitly teach, and give repeated guided practice IF NEED SUPPORT: Read the text and underline the important ideas (for your purpose) Re-read the text and circle the text markers that establish coherence (explicitly or implicitly help you determine how the author connects the ideas) Identify the type of informational text structure Review the text’s important ideas and linking words and try to summarize using the format of that informational text structure

Big Ideas about Best Practices… (in Chapter 2) CPS and Before/During/After framework BEFORE: Set a purpose, activate background knowledge DURING: Big ideas, infer, connect, visualize, question/wonder, analyze, synthesize AFTER: Organize, shape, reflect, revise, publish Think-aloud and modeling thinking strategies (define, show, give examples, when/why use) Gradual Release of Responsibility (I do > We do > You do) The Teacher The Students I do You watch You help I help You do I watch These ideas are coming up in Chapter 2 and are the framing ideas for the course and best practices

The Olympics Apply comprehension strategies (e.g., determining main ideas, inferencing, making connections, analyzing, summarizing, or organizing) and your PK about common informational text structures to answer the following: How does the author structure the text in this article? How do you know? Does the author provide explicit clues, implicit clues, or both? How can you use visual graphic organizers to help you create a mental representation of the text?

Activating Your PK About Common informational text structures Description Cause/Effect Compare/Contrast Problem/Solution Sequence/Time

Olympic Rings 5 rings 5 continents 5 colors flags DESCRIPTION Text markers: consists of; represent

SEQUENCE (Timeline and interesting facts) Text markers: began; ended; then, continued 776 BC Athletic festival honor Greek gods 394 AD Roman emperor ended the games None for 1,500 years! 1896 Modern games; 300 male athletes 1900 Female athletes allowed Now every four years, except WWI

COMPARE/CONTRAST Text markers: unlike, alike, some/but also ANCIENT Olympics BOTH MODERN Olympics Chariot races Javelin Discus Throw Swimming races No females All nude athletes Cheating nationalism professionalism Males & females ? (inferred PK) Wear clothes (background PK)

Expository Text Structures Quickwrite: What are they and how do they make comprehension more difficult? How can you help?

BEFORE Reading Strategies Set a purpose Create motivation > Focus on the goal What’s the problem? Why am I using this text? Predict and Connect: Overview to activate prior knowledge What’s the title? Do a picture walk. What do I already know about this? What do I predict will happen/I will learn? What questions do I have?

DURING Reading Strategies (or listening or viewing) MONITOR: Be aware of mistakes and apply strategies to repair/revise understandings (CLARIFY) Make Connections: Text-to-self, text-to-text, and text-to-world Determine important ideas: Use text clues as evidence Ask Questions: Readers asks ?’s and reads to clarify before, during, and after reading Analyze/Critique: Use text features and structures to reflect on what stands out (overall gist) and how it stands out Visualize (Image): Use imagination and senses to picture, smell, taste, or feel something in the text Infer: Use clues from text & background knowledge Summarize: Identify the main idea and supporting details from the text Synthesize: Tell the main ideas and add original reflection/interpretation that connects to bigger ideas beyond the text

Key Reading Strategies M+MDAAVISS MAKE CONNECTIONS M SYNTHESIZE S DETERMINE IMPORTANT IDEAS D SUMMARIZE MONITOR AND CLARIFY S M ASK QUESTIONS A INFER/ PREDICT I VISUALIZE V ANALYZE/CRITIQUE A

AFTER Reading Strategies Create and share a “mental representation”! Organize and Shape How can I best show my understanding of the most important big ideas? Reflect and Revise What works and what doesn’t work Publish: Make comprehension public How can I share? With whom? When? Where? (How can we, as teachers, make this experience authentic – to address a real purpose)

Homework (on wiki) Comprehension Self-Assessment Finish Olympics text structures class activity Read short article about online text structures Study for Quiz