© 2008 The University of Texas Health Science Center Houston Texas Education Agency / The University of Texas System Reading With Purpose Elements of Understanding: Deeper Instruction in Reading and Listening Comprehension

© 2008 The University of Texas Health Science Center Houston Texas Education Agency / The University of Texas System “Comprehension is the reason for reading. If readers can read the words but do not understand what they are reading, they are not really reading. Good readers are both purposeful and active.” (CIERA, 2003) Comprehension

© 2008 The University of Texas Health Science Center Houston Texas Education Agency / The University of Texas System Goals for This Training Clarify the importance of having a purpose for reading Describe 3 types of purpose Explore Comprehension Purpose Questions Practice a process for setting Comprehension Purpose Questions Evaluate potential Comprehension Purpose Questions Select quality Comprehension Purpose Questions

© 2008 The University of Texas Health Science Center Houston Texas Education Agency / The University of Texas System Read The House silently. Use a highlighter to highlight the important information as you read. Activity Handout #1

© 2008 The University of Texas Health Science Center Houston Texas Education Agency / The University of Texas System What did you highlight and why? Share with a partner what you thought was most important in the text. Setting a Purpose for Reading

© 2008 The University of Texas Health Science Center Houston Texas Education Agency / The University of Texas System Read The House silently again. If you were the person on the card, what information in the story would be important to you? Using your marker, highlight this information. Setting a Purpose for Reading

© 2008 The University of Texas Health Science Center Houston Texas Education Agency / The University of Texas System What did you highlight and why? Share with a partner what you thought was most important in the text this time. Setting a Purpose for Reading

© 2008 The University of Texas Health Science Center Houston Texas Education Agency / The University of Texas System Why is it Important to Have a Purpose for Reading? Think Turn Talk

© 2008 The University of Texas Health Science Center Houston Texas Education Agency / The University of Texas System What do the TEKS say? TEKS K.1A, 1.1A, 2.1A, 3.1A: determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate TEKS K.9B, 1.12B, 2.9B, 3.9B: establish purposes for reading or listening such as to be informed, to follow directions, and to be entertained TEKS 1.10, 2.7, 3.7: student reads widely for different purposes in varied sources TEKS… develop an extensive vocabulary, use a variety of comprehension strategies, respond to various texts, recognize characteristics of texts, generate questions and conduct research

© 2008 The University of Texas Health Science Center Houston Texas Education Agency / The University of Texas System TAKS Stems That Link to Purpose Spanish TAKS Stems ¿Cuál es el propósito del autor al escribir el artículo? … el lector puede concluir que … (el personaje) piensa que … ¿Qué idea de la historia muestra que …? ¿De que trata principalmente el parrafo ______? English TAKS Stems Why did the author probably write this? What is the author trying to tell you? What is the author’s purpose? This article is mostly about … What does (character) learn? What do two stories have in common and how are they different?

© 2008 The University of Texas Health Science Center Houston Texas Education Agency / The University of Texas System 3 Types of “Purpose” to Consider Author’s purpose What is the author trying to say? Why did the author write this piece? Reader’s purpose Why are you reading this? What do you want to find out? Instructional purpose How will you teach students to comprehend better? What cognitive strategy(ies) are you teaching/reinforcing? How will you deepen and extend comprehension?

© 2008 The University of Texas Health Science Center Houston Texas Education Agency / The University of Texas System What purpose might the author have for writing each of these texts? Good Readers Consider the Author’s Purpose

© 2008 The University of Texas Health Science Center Houston Texas Education Agency / The University of Texas System What purpose might you have for reading each of these texts? Good Readers Set a Purpose for Reading

© 2008 The University of Texas Health Science Center Houston Texas Education Agency / The University of Texas System Hey Juan, what are you reading today? I’m reading a comic book about Superman. Why did you choose that to read today? I really like Superman. I think he’s awesome. Great! So what’s your purpose for reading … what are you hoping to find out? I want to know if Superman will be able to save Lois from Lex Luthor. After we have modeled … a lot…our students will be able to have these kinds of conversations about setting a purpose for their own reading.

© 2008 The University of Texas Health Science Center Houston Texas Education Agency / The University of Texas System Setting Purposes for Reading

© 2008 The University of Texas Health Science Center Houston Texas Education Agency / The University of Texas System Thoughtful “questions appear to be effective for improving learning from reading because they: give students a purpose for reading; focus students’ attention on what they are to learn; help students to think actively as they read; encourage students to monitor their comprehension; and help students to review content and relate what they have learned to what they already know” (CIERA, 2001). Comprehension Purpose Questions

© 2008 The University of Texas Health Science Center Houston Texas Education Agency / The University of Texas System “As readers read …, they are frequently overwhelmed by the sheer volume of information. Modeling how we read with a question in mind is one way to help readers cut through the dense text and zero in on important information.” (Harvey & Goudvis, 2007) Comprehension Purpose Questions

© 2008 The University of Texas Health Science Center Houston Texas Education Agency / The University of Texas System What is important to remember when setting a CPQ? Comprehension Purpose Questions Handout #2

© 2008 The University of Texas Health Science Center Houston Texas Education Agency / The University of Texas System Tips and Tricks Set a comprehension purpose question for every reading Set a different CPQ each time you read the text Link the CPQ to the strategy you are focusing on Choose a question that will focus attention throughout the reading Post the CPQ for all to see and refer back to Check and discuss after reading

© 2008 The University of Texas Health Science Center Houston Texas Education Agency / The University of Texas System SETTING A CPQ Step 1: Recording Our Authentic Thinking and Brainstorming Step 2: Integrating With the Core Program Step 3: Selecting Great CPQs Step 4: Selecting CPQs for First, Second, or Third Reading

© 2008 The University of Texas Health Science Center Houston Texas Education Agency / The University of Texas System Look at the story you are going to teach next week. Read through the story and track your thinking on sticky notes. When you are finished reading, brainstorm questions/ possible CPQs. Your Turn …

© 2008 The University of Texas Health Science Center Houston Texas Education Agency / The University of Texas System SETTING A CPQ Step 1: Recording Our Authentic Thinking and Brainstorming Step 2: Integrating With the Core Program Step 3: Selecting Great CPQs Step 4: Selecting CPQs for First, Second, or Third Reading

© 2008 The University of Texas Health Science Center Houston Texas Education Agency / The University of Texas System

© 2008 The University of Texas Health Science Center Houston Texas Education Agency / The University of Texas System CPQs : Going From Good to Great! A good CPQ: Is answered in the text either directly or indirectly Involves some student thinking Will focus comprehension Relates to student learning A great CPQ: Cannot be completely answered until students have read the entire text Involves higher order thinking, inferences, and text evidence Will deepen and extend comprehension Relates to the comprehension strategy currently being taught Handout #4

© 2008 The University of Texas Health Science Center Houston Texas Education Agency / The University of Texas System Possible Questions … Who is …? What happens to …? Where does the story take place? How does ______ feel about ________? Why does ________? How would you describe ________? What happens in the beginning? What do we learn about? What does __________ learn? Who is the author? What is this story going to be about? Handout #5

© 2008 The University of Texas Health Science Center Houston Texas Education Agency / The University of Texas System SETTING A CPQ Step 1: Recording Our Authentic Thinking and Brainstorming Step 2: Integrating With the Core Program Step 3: Selecting Great CPQs Step 4: Selecting CPQs for First, Second, or Third Reading

© 2008 The University of Texas Health Science Center Houston Texas Education Agency / The University of Texas System First Reading? Second Reading? Third Reading? First reading: Focus on the story as a whole (Ex: How does Baby feel about the rain?) Second reading: Deepens understanding (Ex: Why does Baby change her mind about the rain?) Third reading and beyond: Deepens and extends understanding, may involve inferences (Ex: What many things does Grampa do to make Baby feel better?)

© 2008 The University of Texas Health Science Center Houston Texas Education Agency / The University of Texas System Think Turn Talk CPQs How will setting CPQs before reading help your students? What is challenging about setting CPQs?