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The process of comprehending
Lorraine Madden K-5 Literacy coach
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Lorraine Madden Literacy Coordinator, K-5 Cranford Public Schools
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What’s essential for Literacy learning
Cognitive Strategies: Six processes people use to read, write, speak, and listen effectively
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Deep Structure Surface Structure Semantic Graphophonic Cognitive
Strategies Schematic Lexical Syntactic Pragmatic
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Structure systems Surface Structure Systems Deep Structure Systems
Set of skills that help readers/writers identify words and read fluently Deep Structure Systems Set of skills and strategies that help readers/writers comprehend literally to grasp plot, comprehend deeply to probe ideas, and extend and apply their understanding
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Reading Practices Read Aloud Notebooks Turn and Talk Book Clubs
Partnerships Jots Conferring Notebooks Book Clubs Mentor Texts Notice and Name Small Groups
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Graphophonic system Letter/Sound Knowledge Alphabetic Principle
Phonemic Awareness Decoding
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Lexical System Visual word recognition
Based on frequent visual exposure to words Visual memory for all words
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Syntactic system Understanding (usually auditory) and use of language structures at the word, sentence, paragraph, and whole-text levels
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Semantic system Understanding word meanings from literal to subtle
Discussing or writing about associations related to words Precision and word choice in writing
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Organize these words in a meaningful way
Ecstatic Melancholy Discouraged Satisfied Elated Delighted Somber Depressed Content Jubilant
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Schematic system Constructing meaning at the whole-text level (can be literal or inferential understanding of themes, ideas, and concepts) Storing and retrieving relevant knowledge Connecting the new to the known
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Youtube: french Roast Animated Short film
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Pragmatic system Multiple experiences with ideas we’ve read or learned
Sharing and applying meaning Constructing meaning (through oral, written, artistic, dramatic means)
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Pragmatic system continued
Writing for specific audiences and purposes Revising thinking based on interactions with others Adopting the habits and mores of readers and writers
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Read the following and take stock in what is going through your mind
Cupcakes Brownies Boy scouts Alligator Vodka Crayon Baseball Pies Meatloaf Kahlua Guitar Belt Soccer Stew Hand Bread Hairbrush Scotch
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Food. Music. Memory. She says: Cupcakes. Brownies. Pies. She says: Remember this. Bread. Stew. Sauce. She says: All that time. She says: Singing. All I taught you. She says: Crayons, Alligator. Boy Scouts. She says: Baseball. Soccer. Track. She says: I was there. Remember?
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I say: Shouting. Silence. Shouting. I say:
Remember this: Scotch. Vodka. Kahlua. I say: Cupcake. Meatloaf. Sauce. I say: Singing. All you would not tell me. I say: Crayon. Dancing. Guitar. I say: Belt, Hairbrush. Hand. I say: I was there. Remember? By Susan Marie Scavo (1999) From What Reader’s Really Do: Teaching the Process of Meaning Making, by Dorothy Barnhouse and Vicki Vinton (2012)
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Takeaways: Make Thinking Visible Reading is Making Meaning Talk, Talk, Talk
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Comprehension strategies
Monitoring Meaning Using Relevant Prior Knowledge, or Schema Asking Questions Inferring Evoking Sensory and Emotional Images Determining Importance Synthesizing
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Resources: To Understand: New Horizons in Reading Comprehension By Ellin Oliver Keene What Reader’s Really Do: Teaching the Process of Meaning Making By Dorothy Barnhouse and Vicki Vinton
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