Presentation on theme: "The Magnificent Seven Reading Comprehension Strategies Richard Staton"— Presentation transcript:
1 The Magnificent Seven Reading Comprehension Strategies Richard Staton Language Arts Instructional Specialist&Tiffany JohnsonTitle I Reading- Instructional Specialist
2 Effective Reading Program Five Components of ReadingPhonemic awarenessPhonics*Fluency*Vocabulary*Comprehension*Are the four components that are starred included in each reading/English lesson in your school?
3 Strategy vs. Skill vs. Activity What is the difference?Strategy: actions readers do to solve a problem while readingSkill: what readers need to understand to follow the plotActivity
4 Strategy vs. SkillSkills are used with specific texts.Strategies are used daily & can be applied to all texts.
5 Strategies All content areas All day Math Language Arts Social Science Tell your students to use these strategies all day in all content areas.SocialStudiesScience
6 Magnificent Seven Make connections Ask questions Visualize Infer Determine important informationSynthesizeMonitor comprehensionWhy these strategies? Researchers have discovered that proficient readers do these things when the read.
7 Making connections Pay more attention Need a hook Growth when there is a connectionOther reading material, movies, TV, events, other peopleGood readers make connections when they read to what they know, their experiences or experiences they have heard aboutStudents pay more attention when they can relate to what they are readingStudents need something to make them interested in what they are readingGrowth occurs when there is a bit of information to hook new material to, more work in involved when there isn’t any prior knowledgeCan also make connections to . . .
8 Making connectionsWe ask our students to make connections to their experience, reading material or to the worldorwe call this text to the self, text to text or text to world.
9 Making connections * Students say to themselves That reminds me of . . .It made me think of . . .I read another book where . . .This is different from . . .I remember when . . .*
10 Ask Questions Reading is thinking Ask questions before, during and after readingClarify and gain understandingOf author and of themselvesGood readers ask questions when they read
11 Students ask themselves . . . What is the author saying here?I wonder what I would have done in this situation?What is the author’s message?What is the author talking about?What does the author mean here?Does the author explain this clearly?The point is for students to formulate questions when they read. They probably do this at other times in their life.Good to relate to something the students are familiar, a tv show or a movie, in The Prestige, one character I kept asking why is he in the movie? What is his purpose?
12 Bloom’s Taxonomy * Evaluation Synthesis Analysis Application ComprehensionKnowledgeMake sure that your teachers are asking questions for each of the underlined levels as well as the more common recall questions.I used the question cards to help me remember to ask those questions.Teachers can also highlight (not literally) in some way the questions from the teachers edition that ask higher order thinking questions.These can be found on the reference cards provided by William and Mary as well as on the RPS Instructional CD for secondary.*
13 Visualize Create a picture in your head What are you doing? do you see?do you smell?do you feel?Good readers create a picture in their headsHaven’t you ever been disappointed in a movie you saw after you read the book?Imagine you are on vacation, answer these questions and share with a partner.
14 VisualizeVisualizing not only includes making a mental picture in your head, it also includes using drawings, graphs and tables to visually make sense of the text.*
15 Drawing inferences What is known + clues from the text = judgment ReadingMust find proofBecause reading is thinking good readers are always trying to figures things out and come up with their own conclusions
16 Drawing inferences QAR- Question Answer Relationships What might you infer about this man from the picture?In the Book QuestionsRight ThereSearch and LocateIn My HeadAuthor and MeOn My Own
17 Drawing Inferences Drawing Conclusions vs. * Text MUST + Background Knowledge+TextFINDPROOF*
18 Determining Important Ideas Weed out unimportant detailsIncluding but not limited toMain ideaThemeMajor eventsFacts the author wants the reader to knowGood readers are able to eliminate minor details and pick out the most important ones
19 Determining Important Ideas Fiction&NonfictionDetermining Important IdeasThe students will ask themselves . . .The big idea is . . .The most important ideas are . . .So far I have learned that . . .This is important because . . .I can use this information to help me . . .This idea is similar to . . .This idea changed my mind because . . .
20 Determining Important Ideas NonfictionDetermining Important IdeasText featuresTitles & headingsBold printPictures & captionsGraphs & chartsChapter objectives & questionsPost-it notes* = interesting or importantL = learned something newSM = summaryR = researchCan also create other codes*
21 Synthesize Information New information + existing knowledge = new ideasSummarizing and predictingEmployers want thisGood readers are making predictions, coming up with what ifWhen asked what traits employers wanted in employees, they stated that they wanted employees who could come up with new ideasThe person who first did a slam dunk combined the old concept of scoring a point in a new and fancy wayThe person who created an ipod, took the concept of a walkman or portable CD player and added new technology
22 Synthesize Information Students will ask themselvesDo I compare and contrast what I’m reading with what I already know?Do I think of new ways to use this information?Do the connections I make across text help me to create new generalizations or new perspectives?*
23 Monitor Comprehension That doesn’t make sense.Student fix up processI am confused by or because . . .I will try . . .Good readers realize when they don’t understand and they stop to figure out what they don’t understand
24 Fix-it List Make connections Make predictions Stop and think Ask and answer questionsReflect in writing
25 Fix-it List Use text clues Retell Reread Look for text patterns Adjust reading speed
26 model the tell the strategy strategy guided practice Instructional flowchartmodel thestrategytell the strategyguided practiceindependent practiceFlowchart for explicitly teaching students what to doStudents write down how they applied the strategy
27 AUTOMATICITY conscious unconscious Students should . . . Students should use reading strategies unconsciously. If they don’t we have to make them consciously aware of the strategies and give them enough practice so that they use the strategies unconsciously.We want these strategies to be automatic.
28 Instructional Specialists Richard StatonLanguage Arts Instructional Specialistk12.va.usTiffany JohnsonTitle I Reading InstructionalSpecialist
29 The Magnificent Seven Reading Comprehension Strategies Richard Staton Language Arts Instructional Specialist&Tiffany JohnsonTitle I Reading- Instructional Specialist