1. Tools for Improving Reading Comprehension
P. David Pearson
UC Berkeley

2. Goals for the day
Part I
Introduce you to 10 research-based principles for teaching and fostering reading comprehension
(based on Duke, Pearson, Strachan, & Billman, 2011)
Discuss fewer (4 or 5) in greater depth
Break
Part II
QnA about Part I
Some other issues…
Close Reading
Text Complexity

3. For more information about my views of comprehension…
Duke, N., & Pearson, P.D. (2002) Effective Practices for Developing Reading Comprehension. In S. J. Samuels and A. E. Farstrup (Eds.) What research says about reading instruction (3rd edition). Newark, DE: International Reading Association.
Duke, N., Pearson, P.D., Strachan, S. & Billman, A. (2011) Essential elements of fostering and teachng reading comprehension.. In S. J. Samuels and A. E. Farstrup (Eds.) What research says to about reading instruction (4th edition). Newark, DE: International Reading Association.
Underwood, T., Yoo, M., & Pearson, P. D. (2007). Understanding reading comprehension in secondary schools through the lens of the four resources model, in Rush, L.S., Eakle, A.J., Berger, A. (Eds.) Secondary school literacy: What research reveals for classroom practice (pp ). Urbana IL: National Council of Teachers of English.
Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., et al. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE ). Washington, DC: National Center for Education Evaluation and Regional Assistance.
For presentations and papers, go to

4. Survey
Elementary?
Secondary?
College?
What’s the difference

5. Elementary Teachers Love
Their kids

6. Secondary Teachers Love
Their subjects

7. College Teachers Love
Themselves

8. Why Comprehension? Word meaning, which may be important
Keep our curricular wits about us?
Keep the enablers separate from the goals
Phonemic awareness may be important
But it is on the pathway to
Phonics, which may be important
But it is on the pathway to…
Word reading, which may be important
Word meaning, which may be important
Comprehension, which may be important
Critical reasoning, which may be important
Action to make our lives and democracy better

9. The Role of Enabling Skills
Enablers
Outcomes
Paris’ terms
Constrained
Unconstrained
Pearson’s terms
Mastery
Growth
Functions
Means
Ends
Reading
Code and text level tasks
Comprehension
& Critique
Writing
Conventions and Craft
Composition and Analysis

10. Why now? There is a new game in town (in the US)…
Common core standards OR
New or refined state standards
Teaching for understanding…
But with high levels of accountability
More challenging curriculum for all kids
In terms of both task and text
We’ll be overturning the Basic Skills Conspiracy:
First ya’ gotta’ get the words right and the facts straight before you can do the what ifs and I wonder whats of the curriculum.
Replacing it with a Keep Your Eye on the Prize approach
Skills are enablers to keep you on the road to meaning and critique

11. Set of Practices to enact the principles
So how do you design a comprehension curriculum for teachers to enact in their classrooms?
Goal
Set of Principles
Set of Practices to enact the principles
For presentations and papers, go to

12. The Goal: The Active, Critical Meaning Maker
Confession: My Grandson Tobias

13. From Stephen King On Writing: A Memoir of the Craft, by Stephen King
He got it right about building what it takes to build a model of reading
Listen as I read his words…

14. “So let’s assume that you’re in your favorite receiving place just as I am in the place where I do my best transmitting. We’ll have to perform our mentalist routine not just over distance but over time as well, yet that presents no real problem; if we can still read Dickens, Shakespeare, and (with the help of a footnote or two) Herodotus, I think we can manage the gap between 1997 and And here we go — actual telepathy in action. You’ll notice I have nothing up my sleeves and that my lips never move. Neither, most likely, do yours.

15. “Look — here’s a table covered with a red cloth
“Look — here’s a table covered with a red cloth. On it is a cage the size of a small fish aquarium. In the cage is a white rabbit with a pink nose and pink-rimmed eyes. In its front paws is a carrot-stub upon which it is contentedly munching. On its back, clearly marked in blue ink, is the numeral 8.
“Do we see the same thing? We’d have to get together and compare notes to make absolutely sure, but I think we do. There will be necessary variations, of course: some receivers will see a cloth which is turkey red, some will as one that’s scarlet, while others may see still other shades. (To color-blind receivers, the red tablecloth is the dark gray of cigar ashes.) Some may see scalloped edges, some may see straight ones. Decorative souls may add a little lace, and welcome — my tablecloth is your tablecloth, knock yourself out.

16. “Likewise, the matter of the cage leaves quite a lot of room for individual interpretation. For one thing, it is described in terms of rough comparison, which is useful only if you and I see the world and measure the things in it with similar eyes. It’s easy to become careless when making rough comparisons, but the alternative is a prissy attention to detail that takes all the fun out of writing. What am I going to say, “on the table is a cage three feet, six inches in length, two feet in width, and fourteen inches high”? That’s not prose, that’s an instruction manual. The paragraph also doesn’t tell us what sort of material the cage is made of — wire mesh? steel rods? glass? — but does it really matter? We all understand the cage is a see-through medium; beyond that, we don’t care. The most interesting thing here isn’t even the carrot-munching rabbit in the cage, but the number on its back. Not a six, not a four, not nineteen-point-five. It’s an eight. This is what we’re looking at, and we all see it. I didn’t tell you. You didn’t ask me. I never opened my mouth and you never opened yours. We’re not even in the same year together, let alone the same room … except we are together. We’re close.
“We’re having a meeting of the minds.”

17. What can we learn from Stephen King about building mental models?
That writers leave us a lot on the printed page to work with, but…
writers expect us to fill in some of the details in building a model of meaning.
That no two readers will ever build exactly the same mental model
That our models will often be similar enough to allow us to “talk about a text.” (we need to agree on the general frame not the details)*
That some text details are more important than others
Question: Whose minds meet in reading?
Reading is an inherently social activity
*levels of accountability in making meaning

18. My favorite: A debunking of the idea that the meaning is solely in the text: From one of the close reading heroes of the past: Mortimer Adler—How to read a book
And that is exactly what reading a book should be: a conversation between you and the author. Presumably he knows more about the subject than you do; naturally, you'll have the proper humility as you approach him. But don't let anybody tell you that a reader is supposed to be solely on the receiving end. Understanding is a two-way operation; learning doesn't consist in being an empty receptacle. The learner has to question himself and question the teacher. He even has to argue with the teacher, once he understands what the teacher is saying. And marking a book is literally an expression of differences, or agreements of opinion, with the author.

19. Rand (2002) Definition of Reading Comprehension: The process of simultaneously extracting and constructing meaning through interaction and involvement with written language.
We use the words extracting and constructing to emphasize both the importance and insufficiency of the text as a determinant of reading comprehension (Rand Reading Study Group, 2002) .

20. Kintchian-derived model…
Context
Text 3
Knowledge Base 1
Text Base
Says
Inference
Macrostructure
Microstructure
Propositions 2
Mental Model
Means
Inference
Experience
Out in the world
Inside the head

21. Pedagogical implications for CI
Since the meaning is in this reader text interface, we need to go dig it out…
Query the accuracy of the text base to build up the microsructure and the macrostructure.
What is going on in this part here where it says…
What does it mean when it says…
I was confused by this part…
Ascertain the situation model.
So what is going on here?
What do you know that we didn’t know before?
What can we expect to happen next or What can we expect the author to talk about next?

22. New and different
Most important: A new model of the comprehension process
Text (what the author left on the page)
Text base (the version a reader creates on a veridical reading)
Knowledge (what the reader brings from prior experience)
Model of meaning for a text
Dubbed the Situation Model (mental model)
A model that accounts for all the facts and resources available in the current situation

23. What’s inside the Knowledge box?
World knowledge (everyday stuff, including social and cultural norms)
Topical knowledge (dogs and canines)
Disciplinary knowledge (how history or astronomy works)
Linguistic knowledge
Phonology
Lexical and morphological
Syntax
Genre
Pragmatics (how language works in the world): Discourse, register, academic language, intention
Orthography (how print relates to speech)

24. How does a reader build a text base?
Excerpt from Chapter 8 of Hatchet

25. “Some of the quills were driven in deeper than others and they tore when they came out. He breathed deeply twice, let half of the breath out, and went back to work. Jerk, pause, jerk — and three more times before he lay back in the darkness, done. The pain filled his leg now, and with it came new waves of self-pity. Sitting alone in the dark, his leg aching, some mosquitoes finding him again, he started crying. It was all too much, just too much, and he couldn’t take it. Not the way it was.

26. The pain filled his leg now, and with it came new waves of self-pity
The pain filled his leg now, and with it came new waves of self-pity. Sitting alone in the dark, his leg aching, some mosquitoes finding him again, he started crying. It was all too much, just too much, and he couldn’t take it. Not the way it was.

27. “I can’t take it this way, alone with no fire and in the dark, and next time it might be something worse, maybe a bear, and it wouldn’t be just quills in the leg, it would be worse. I can’t do this, he thought, again and again. I can’t. Brian pulled himself up until he was sitting upright back in the corner of the cave. He put his head down on his arms across his knees, with stiffness taking his left leg, and cried until he was cried out.”

28. Building a Text Base
“Some of the quills were driven in (into what? His leg) deeper than others (other what? Quills) and they (the quills that were driven in deeper) tore when they (the deeper-in quills) came out (of his leg). He (Brian) breathed deeply twice, let half the breath out, and went back to work (work on what? Don’t know yet. Suspense. Expect to find out in next sentence). Jerk, pause, jerk (the work is jerking quills out) — and three more times (jerking quills out) he (Brian) lay back in the darkness, done (all the quills jerked out).

29. The pain filled his (Brian’s) leg now, and with it (the pain) came new waves (what were the old waves?) of self-pity. (Brian) Sitting alone in the dark, his (Brian’s) leg aching, some mosquitoes finding him (Brian) again, he (Brian) started crying. It (the whole situation Brian was in) was all too much, just too much, and he (Brian) couldn’t take it (the situation). Not the way it (the situation) was. (What way was the situation? Don’t know yet. Suspense. Expect to find out in the next paragraph.)

30. “I (Brian) can’t take it (the situation) this way (what way
“I (Brian) can’t take it (the situation) this way (what way? Still don’t know. Suspense), alone with no fire and in the dark (now we know “this way” means “alone with no fire and in the dark”), and next time it (the next situation) might be something worse (than this situation), maybe a bear, and it (the problem that will define the situation) wouldn’t be just quills in the leg, it (the problem) would be worse (than quills in the leg). I (Brian) can’t do this (deal with the problem situation), he (Brian) thought, again and again. I (Brian) can’t “do this (deal with the problem situation).” Brian pulled himself (Brian) up until he (Brian) was sitting upright back in the corner of the cave. He (Brian) put his (Brian’s) head down on his (Brian’s) arms across his (Brian’s) knees, with stiffness taking his (Brian’s) left leg, and cried until he (Brian) was cried out.”

31. Some key moves in building a text base…
Processing words and attaching meaning to them
Using syntax to solidify key relations among ideas
Microstructure
Macrostructure
Resolving reference--things that stand for other things (mainly pronouns and nouns)
Using logical connectives (before, after, because, so, then, when, while, but) to figure out the relations among ideas
Inferring omitted connectives (e.g., figuring out that A is the cause of B) based on PK about the world
Posing questions for short term resolution
Identifying ambiguities for later resolution (wait and see)

32. So how about building a situation model?
The knowledge-comprehension relationship
We use our knowledge to build a situation model for a text
The information in the situation model is now available to become part of our long term memory and store of knowledge
To assist in processing the next bit.

33. Situation Model for Hatchet Passage

34. The blurb from the jacket of Hatchet gives a preview of the book:
Thirteen-year old Brian Robeson is on his way to visit his father when the single engine plane in which he is flying crashes. Suddenly, Brian finds himself alone in the Canadian wilderness with nothing but his clothing, a tattered windbreaker and the hatchet his mother has given him as a present — and the dreadful secret that has been tearing him apart since his parents’ divorce. But now Brian has no time for anger, self-pity or despair — it will take all his know-how and determination, and more courage than he knew he possessed, to survive.

35. What a reader knows by Chapter 8
Brian is stranded in the Canadian wilderness with a hatchet and his wits as his only tools for survival. He already has overcome several obstacles, including surviving the plane crash, building a small shelter and finding food.
In chapter eight, Brian awakens in the night to realize that there is an animal in his shelter. He throws his hatchet at the animal but misses. The hatchet makes sparks when it hits the wall of the cave. Brian then feels a pain in his leg. He sees the creature scuttle out of his shelter. Brian figures out that the animal was a porcupine because there are quills in his leg.

36. Some prior knowledge that a 5th grader might bring
What sparks look like
How it feels to be scared by an animal
How big porcupines are
To survive you have to have food, water and shelter
To survive you have to be strong

37. An actual retelling of key parts of chapter 8 from Sam, a 5th grade reader
The same text for which we just examined the text base…

40. Why is this model of iteratively constructing and integrating so important?
The mental (situation) model is central to knowledge construction
Building a mental model transforms new ideas and information into a form that can be added to memory, where they endure as knowledge that can be retrieved in the future. Unless readers build a mental model, the information they derive from the text is not likely to connect to their stored knowledge. The new information will be forgotten or lost.
Key role of knowledge:
Knowledge involved in even the most literal of processing
Knowledge begets comprehension begets knowledge…
Knowledge is available immediately: dynamic store…

41. How can we help students build solid text bases and rich and accurate situation models?
Do a good job of teaching subject matter in social studies, science, mathematics, and literature
Don’t let reading remain our curricular bully!

42. Duke, Pearson, Strachan, & Billman, 2011
Ten key practices
Can’t possibly touch on all of them today
Pre-publication copy available at and on the website for this organization.
Book available at reading.org
S. J. Samuels and A. E. Farstrup (Eds.) (2011). What research says to say about reading instruction (4th edition). Newark, DE: International Reading Association.
Also on your website, available for download

43. Duke et al, 2011 1. Build disciplinary and world knowledge.
2. Provide exposure to a volume and range of texts.
3. Provide motivating texts and contexts for reading.
4. Teach strategies for comprehending.
5. Teach text structures.
6. Engage students in discussion.
7. Build vocabulary and language knowledge.
8. Integrate reading and writing.
9. Observe and assess.
10. Differentiate instruction.

44. NUMBER 1: Build disciplinary and world knowledge
Embedding
Principle # 8—emphasize reading-writing relationships
Principle #7—teach vocabulary and language

45. NUMBER 1: Build disciplinary and world knowledge
The dilemma we face in teaching reading
The more kids know, the better they understand.
The more time we devote to reading, the less time there is for social studies and science
The less time there is for science and social studies, the less kids learn and the less they know
The less they know, the harder it is for them to comprehend
The cost of teaching reading better cannot be teaching the disciplines worse

46. My solution: replace the vicious with the virtuous cycle
The more you know, the better you understand.
The better you understand, the more you learn.
The more you learn, the more you know.
Anon, anon, anon…

47. How to implement my solution
MORE use of expository text in CORE programs
MORE reading, writing, and language instruction in science and social studies
Starting in grade K
Reading, writing, and language as tools for acquiring more disciplinary knowledge
See for Seeds of Science/Roots of Reading NSF Project.

48. Our current view of curriculum
Social Studies
Mathematics
Language Arts
Science
University
High School
Elementary

49. A model we like: Tools by Disciplines
Academic Disciplines………..
Science
Social Studies
Mathe-matics
Literature
Reading
Writing
Language
Language Tools 

50. Weaving is even a better metaphor than a matrix
Language
Writing
Reading
math
literature
Social studies
Science 

51. Reading
Writing
Language
Literature
Social Studies
Science
Mathematics

52. Integration is tough…What happens when you try to integrate reading and math?
The evolution of mathematics story problems during the last 40 years. 

53. 1960's
A peasant sells a bag of potatoes for $10. His costs amount to 4/5 of his selling price. What is his profit? 

54. 1970's (New Math)
A farmer exchanges a set P of potatoes with a set M of money.
The cardinality of the set M is equal to $10 and each element of M is worth $1. Draw 10 big dots representing the elements of M.
The set C of production costs is comprised of 2 big dots less than the set M.
Represent C as a subset of M and give the answer to the question: What is the cardinality of the set of profits? (Draw everything in red). 

55. 1980's
A farmer sells a bag of potatoes for $10. His production costs are $8 and his profit is $2. Underline the word "potatoes" and discuss with your classmates. 

56. 1990's
A kapitalist pigg undjustlee akires $2 on a sak of patatos. Analiz this tekst and sertch for erors in speling, contens, grandmar and ponctuassion, and than ekspress your vioos regardeng this metid of geting ritch.
Author unknown 

57. 2000's  Dan was a man. Dan had a sack. The sack was tan.
The sack had spuds
The spuds cost 8.
Dan got 10 for the tan sack of spuds.
How much can Dan the man have? 

58. NUMBER 8: Integrate Reading and Writing (and Talk)
How Reading Helps Writing
Lots of models for different
Text structures
Conventions of writing
Good word choice
How Writing Helps Reading
Allows us to assess our understanding via notes and summaries
Serves as a mnemonic for remembering
Engage in the same cognitive moves
Coherence in writing => main ideas/details in reading
Questioning the author => critical reading
Invented spelling => phonemic awareness

59. Why Writing Helps Reading
You can’t write without reading: the writer’s first reader.
When you write, you often seek information through reading
Writing makes the metaphor “constructing a model of meaning” completely explicit.
Writing helps us decide what we really “think” about a topic (stares back at you).
Writing makes metacognition transparent (makes monitoring visible)

60. Teach important ideas and processes in a multimodal environment
Encounter a word
Read
Write
Talk Do
Encounter a grammatical structure

61. Great piece on Reading-Writing Integration
Collins, J.L., & Madigan, T.P. (2010). Using writing to develop struggling learners’ higher level reading comprehension. In J.L. Collins & T.G. Gunning (Eds.), Building struggling students’ higher level literacy: Practical ideas, powerful solutions (pp. 103–124). Newark, DE: International Reading Association.

62. 7. Build vocabulary and language knowledge.

63. Habitat Words are Concepts  Recognition Definition Relationships
Shelter
Water
Food
Light
Desert
Forest
Shoreline
Habitat
Recognition
Definition
Relationships
Context
Application
Synthesis
If we wish to maintain a terrarium in our classrooms, we should establish conditions that are consistent with the organisms’ natural habitats.
Habitat: the place where an organism gets the food, water, light, and shelter that it needs to survive
A habitat has everything an animal needs to survive.
The grassland habitat is windy with few trees.
All living things exist within habitats and have adaptations that allow them to survive in those habitats. No one habitat can support all living organisms.. 

64. Vocabulary as conceptual networks Vocabulary as labels for our knowledge
decomposers are organisms that
live in the soil and
breakdown dead organisms
plants are organisms
that live in the soil
organisms are living things, such as plants and animals
decomposers release nutrients into the soil
a habitat is where an organism lives and gets what it needs to survive
most roots grow
in the soil where they absorb nutrients and water
adaptations are structures and behaviors that help an animal survive
roots are an example of a structure which is an adaptation

65.  Model Evidence Observe
Beginning to build an understanding of the connection between models, observations, and evidence
Observe 65  65

66.  Model Explain Evidence Observe Investigate
Beginning to develop connected, rich understandings of science vocabulary
Observe 66  66

67.  Model Explain Evidence Observe Tools Record Investigate
Beginning to develop connected, rich understandings of science vocabulary
Tools
Record 67  67

68. Principle #5: Engagement
Kids read better, write better, and learn more when they are engaged.
They are more engaged when teachers apply these principles of engaged learning
Choice/Autonomy
Self-efficacy (attributions of effort)
Interest (knowledge)
Collaboration
Curricular coherence
No one in the field of reading has engaged us in the pedagogy of engagement more than John Guthrie.

69. Engagement: Choice What they read What they write
How they represent themselves as learners
Portfolios
Choice among comprehension activities
Setting goals for learning

70. Engagement: Self Efficacy
Monitoring and calibration
Attribution to effort not ability or fate
Entails
Conscientiousness
Stamina and persistence
Can do attitude

71. Engagement: Interest
Other things being equal, kids can read a couple of grade levels higher on topics of personal interest
Distinctions
Personal interests
Situational interests
Situational leading to personal interests

72. Engagement: Collaboration
Other things being equal, students are more engaged in partner or small group work than working on their own.
Part of the portfolio of 21st Century Skills

73. Engagement: Curricular Coherence
Relevance: Making connections to students’ lives
Cohesiveness: Connecting the parts within a unit
Transparency
Making goals and assignments clear
Ensuring necessary skills and strategies to complete tasks

74. Principle #4: Teach strategies for comprehending
What strategies do we pick?
How do we teach them?

75. Picking strategies NRP Duke & Pearson
Routines such as Reciprocal Teaching or Transactional Strategies Instruction
Common Core Standards
Good news
Lots of overlap
No definitive set

76. Pearson & Duke, 2002
Making predictions
Think-alouds
Using text structure
Summarizing
Question-generation
Drawing inferences

77. 10 recurring standards for College and Career Readiness
Show up grade after grade
In more complex applications to more sophisticated texts
Across the disciplines of literature, science, and social studies

78. Oklahoma State Standards…
Standard 5: Comprehension/Critical Literacy – The student will interact with the words and concepts in a text to construct an appropriate meaning.

79. From Oklahoma Standards…Grade 2
1. Literal Understanding
a. Read and comprehend both fiction and nonfiction that is appropriately designed for second grade.
b. Use prereading strategies to preview, activate prior knowledge, make predictions, use picture clues, and establish the purpose for reading (i.e., graphic organizers).
c. Ask and respond to questions to aid comprehension about important elements of fiction and nonfiction.

80. From Oklahoma Standards…
2. Inferences and Interpretation
a. Make inferences about events, characters, and ideas in fictional texts by connecting knowledge and experience to the story.
b. Support interpretations or conclusions with examples taken from the text.

81. From Oklahoma Standards…
3. Summary and Generalization
a. Retell or act out narrative text by identifying story elements and sequencing the events.
b. Produce oral or written summaries of text selections by discussing who, what, when, where, why, and how to identify the main idea and significant supporting details of a text.

82. From Oklahoma Standards…
4. Analysis and Evaluation
a. Identify cause and effect relationships in a text.
b. Make comparisons and draw conclusions based on what is read.
c. Describe character traits, changes, and relationships

83. From Oklahoma Standards…
5. Monitoring and Correction Strategies - Integrate the use of semantics, syntax, and graphophonic cues to gain meaning from the text.
Example: semantic – Does it make sense?
Example: syntax – Does it sound right?
Example: graphophonic – Does it look right?

84. My assertion:
Every one of these clusters or individual practices can be enated in a classroom under conditions of…
Automatic Enactment: Nike model: Just do it!
Strategic Enactment: Sherlock Holmes model: Examine the strategy deliberately…

85. The evidence for Strategies
Solid evidence of improvement on
specific strategies
content of the lessons
more general comprehension
Suites of strategies appear to be more effective than a string of individual strategies
It would be irresponsible not to teach them…
But…

86. A few cautions with strategies
Like phonics rules, they can become
an end unto themselves
rather than a means to an end
Strategies are to be used strategically
When comprehension breaks down
Otherwise just do it: SKILLED reading
A strategy is just a skill under deliberate rather than automatic control
Nike reading
Sherlock Holmes reading
The Frog to the Centipede one day
Said to her in great dismay
Pray when you walk my little frined
How do you know which leg to bend?
Which will come? And which will go?
Pray tell my friend, How do you know?
This raised her mind to such a pitch,
She lay distracted in a ditch
Considering how to run.

87. Fresh Insights about Strategies
Pressley’s work in early 2000s
New papers from the Handbook of Reading Research
Most notably Wilkinson and Son
Metaphor from Pressley and Wilkinson & Son
Set of waves

88. Wave Zero
Pre 1978: What Dolores Durkin found in her classic study of comprehension instruction:
NO instruction
Assignment
Assessment
Rapid fire interrogation
Minnesota Course on Reading Pedagogy:
Comprehension is caught, not taught

89. Wave One: Single Strategy Instruction
1978-now
Identify the strategies and teach them one by one
Pearson and colleagues at CSR
Paris, Lipson, and Wixson at the U of Michigan
Mosaic of Thought (still aligned with this approach)

90. Wave Two: Multiple Strategies at Once
1984 till now
Reciprocal Teaching is the classic example
Small suite of strategies
Regular recurring until they can be applied flexibly

91. Wave Three 1990-now Transactional Strategies
Multiple strategies organized as a flexible tool kit
haul out just the right strategy when the going gets tough

92. Wave Four: Dialogic Teaching in the context of rich discussions
Not sure when it starts…-now
Post explicit strategies approach
Questioning the author
Rich talk about text
Encounter opportunities to apply strategies on the fly
Make understanding the text at hand the real goal
Avoid decontextualized enactment of strategies
Invoke them to solve particular problems with text.

93. Wave Five: My hope for the future
Something in between explicit lessons, opportunistic teaching, and mini-lessons (ala Whole Language)
Examples should ALWAYS be authentic
Lots of group problem solving with genuinely puzzling examples

94. Wave Five: My hope for the future
Ultimate goal: Help students distinguish between
Nike reading
Just do it
Sherlock Holmes reading
Deliberate, intentional, methodical
Solving a puzzle

95. Each of these can be taught and practiced in its automatic mode: SKILLED APPLICATION
Each of these can be taught and practiced in its deliberate mode: STRATEGIC ENACTMENT

96. Oklahoma State Standards for Reading
Each of these can be taught and practiced in its automatic mode: SKILLED APPLICATION
Standard 1: Phonological/Phonemic Awareness – The student will demonstrate the ability to hear, identify, and manipulate words, syllables, onsets, rimes, and individual sounds (phonemes) in spoken words.
Standard 2: Phonics/Decoding – The student will apply sound-symbol relationships to decode unknown words.
Standard 3: Vocabulary – The student will develop and expand knowledge of words and word meanings to increase vocabulary.
Standard 5: Comprehension/Critical Literacy – The student will interact with the words and concepts in a text to construct an appropriate meaning.
Standard 6: Literature: The student will read to construct meaning and respond to a wide variety of literary forms.
Standard 7: Research and Information - The student will conduct research and organize information.
Each of these can be taught and practiced in its deliberate mode: STRATEGIC ENACTMENT

97. How we know when strategies are working…

98. A reminder: The ones I did not talk about are also important…
1. Build disciplinary and world knowledge.
2. Provide exposure to a volume and range of texts.
3. Provide motivating texts and contexts for reading.
4. Teach strategies for comprehending.
5. Teach text structures.
6. Engage students in discussion.
7. Build vocabulary and language knowledge.
8. Integrate reading and writing.
9. Observe and assess.
10. Differentiate instruction.

99. Toby and Jane and the Sunday paper PDP and Zizi
PDP and Jane
The reasons I care about the quality of public education and reading instruction that leads to creative and critical thinking
I care deeply about the quality of public education. Always have. I am the product of the system, from Grade 1 and the way through graduate school. But I care more these days because my grandson is now a part of that system, and his little sister and cousin soon will be a part of it too. God bless you for what you do for America’s children and I am hoping that our country and our state, federal and local governments will support you because of what you do to support the teachers of our children.
We’ll take a break for a while and then we’ll come back for a free flowing QnA and maybe we’ll touch on some of the other things you do to support children’s understanding of text and growth in knowledge and reading skills and strategies.
Toby and Jane and Zizi

100. I have new motives for wanting reading to be taught well in our public schools