1. Guiding Students With Reading Comprehension: Using During Reading Activities Barbara Prillaman, Ed.D. National Board Certified Teacher University of Delaware

2. The Essential Question What can teachers do to help students comprehend texts while they are reading?

3. As you read, list what you do… 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

4. Something to Consider… A thoughtful understanding of the reading process may be one of the most important contributions to enhancing instructional practice. Isabel L. Beck

5. Good Readers Code Breakers Meaning Makers Text Users Text Analysts Critical Eye

6. Code Breakers Good Readers decode the words in the text and their meanings Understand how print works Use many strategies to read unknown words and to find the meanings of unknown words Clarify the meaning of difficult words and phrases Use varied strategies to make sense of difficult ideas and concepts ( Synthesized from Freebody & Luke, 1998; Pearson, Roebler, Dole & Duffy, 1992 by Ash, 2002 and Ash with Kijowski, 2002)

7. Meaning Makers Good Readers interact with the text to make meaning Use personal and background knowledge to make text connections (to themselves, other texts, and the world) Make predictions and revise them as they need Read “between the lines” and make inferences Ask questions while they read Summarize the text and synthesize ideas/information within it with other ideas/information Monitor comprehension and repair it when it goes awry

8. Text Users Good Readers decide how they can use the text and the meaning they made with the text Set a clear purpose for reading (to find information, to evaluate arguments, etc.) Create or identify a method of expressing what they have learned, interpreted, or constructed while reading Understand that different kinds of reading and expression are called for in different reading situations

9. Text Analysts Good Readers analyze the text with a “critical eye” Identify the author’s purpose Identify the author’s point of view Infer if the author expects the reader to hold certain beliefs/viewpoints about the story/topic or the world at large Accept or resist the author’s implied message or the author’s expectations for the reader’s beliefs/viewpoints Critical Eye

10. Strategic Processing Metacomprehension Strategic Reading Skills PlanningMonitoring Evaluating Comprehension (Billmeyer & Barton, 1998)

11. During Reading Activities Provide ongoing support Questions and questioning Sensing and responding to text structure Constructing meaning with text Integrating other language processes (listening/speaking and reviewing/summarizing)

12. Learning Involves Organizing Information A good reader knows how to organize the information in the text. A good reader is aware of different organizational patterns in texts. Knowledge of text structure and organizational patterns help the reader: –Find information in the text –Determine what is important and not so important

13. Just Ask! (Prillaman, 2006) Questions can be injected into the text for students to answer. Questions are specific to the text and/or the reading process. Serve to help students focus on: –what they are reading (text) –think about how they are reading

14. 1.What do you think the main idea of this text is so far? Why? 2.What image do you have in your mind from this text? Why? 3.What are you thinking about at this point in your reading? Write a question or two. 4.What is your attitude regarding the information in this text so far? Why? 5.What connections from this text can you make to today’s world? 6.From the text’s description, what does a zoot suit look like? Illustrate this. 7.How would you describe this piece of text to a friend? Write 2-3 sentences telling what it was about.

15. R.E.A.P. (T). (Adapted by Prillaman, 2006 from Eanet & Manzo, 1976) Students can use this to take notes that help them think while reading. Assists students in determining the importance of the information in the text.

16. R.E.A.P. (T). (Adapted by Prillaman, 2006 from Eanet & Manzo, 1976) R – Read the text. Write the name of the title and author. E – Encode the text. Write the main ideas in your own words. A – Annotate the text. Write a statement that summarizes the important points. P – Ponder the text. Think about what you learned. Ask yourself why the author wrote the text. What do you think the author hopes you’ll learn? (T) – Talk about the text. With others, talk about what you learned. Write the conclusions you and your partner/group made

18. Proposition/Support Outline (Buehl, 1995) “Help students to be critical readers who can recognize different viewpoints, theories, hypotheses, and debatable assertions made by authors.” “Offer students a framework for analyzing the different types of evidence an author presents to support his position.”

20. Multiple Sources: Multiple Perspectives Students able to synthesize information to better understand text Provides students with a variety of sources explaining the same event or same type of event

22. Essential Question…Revisited What must teachers do to help students comprehend texts while they are reading? What strategy may you be able to use in your classroom? How? Discuss your ideas with a neighbor.