The Key Comprehension Routine Overview PowerPoint

The Key Comprehension Routine Overview PowerPoint
TM The Key Comprehension Routine Overview PowerPoint This PowerPoint is to be used only by building-based coaches who have attended a Key Comprehension Routine formal coach training session, and by Certified Keys to Literacy Trainers. It is to be used with teachers who have already attended an initial Key Comprehension training. Please note that THIS POWERPOINT DOES NOT TAKE THE PLACE OF FORMAL KEY COMPREHENSION TRAINING that should be delivered by a Certified Keys to Literacy trainer. The goal of this PowerPoint is to provide a “refresher” overview of the big ideas from Key Comprehension training to assist teachers as they begin to incorporate the skills and activities in their teaching. Please note that page numbers in the lower right corner of each slide (or next to bullets) match the page numbers in the Key Comprehension Routine book. The contents of this PowerPoint are copyrighted: individuals using this PowerPoint may not alter, add or delete the content without permission in writing from the author, Joan Sedita. This PowerPoint may not be copied or distributed without permission in writing from the author, Joan Sedita. If you have questions, please contact Joan Sedita at Keyst to Literacy: Phone By Joan Sedita, M.Ed. ©Joan Sedita,

Big Idea #1 What is the Key Comprehension Routine?
©Joan Sedita,

What is The Key Comprehension Routine?
Combination of comprehension, writing and study strategies Grades 4 – 12; also a K-3 version Embedded in content classroom instruction using content reading material (Tier I) Can also be used as an intervention (Tier II) Review bullet points. Point out that the program does not require any extra material, no worksheets, etc. Teachers only need the reading and other instructional material from their content classroom. p. 3 ©Joan Sedita,

Steps in The Key Comprehension Routine
Main Idea Skills Activity 1: Top-Down Topic Webs Activity 2:Two-Column Notes Activity 3: Summary Activity 4: Question Generation Have participants turn to page 3 in their books. Point out that this chart is also available on p. 143 (not numbered, but opposite p. 142) as a reproducible and on the cover of the Implementation Folder. There is also a reproducible top-down web that represents the steps in the routine on p. 145 (opposite p. 144). Note that there is a chapter in the book for each of these steps, plus a chapter about thinking aloud and text structure. Students can apply these skills and strategies before, during and after they read and learn content information. When they do this, it helps them reconfigure content to make it more accessible, and it makes them more active learners. Point out that main idea skills are at the core of all of the activities. p. 3 ©Joan Sedita,

©Joan Sedita, www.keystoliteracy.net
Research Findings Comprehension monitoring Graphic organizers/story structure Question answering and generation Main idea and summarizing Cooperative learning Combining more than one strategy Embedding instruction in content classrooms The items in this slide “fly in” This slide reviews the comprehension instructional practices which research finds most effective in teaching and improving reading comprehension. Note that of all the strategies, summarizing yields the best “bang for your buck.” Although it is a difficult skill to apply and to teach, it is very useful in helping teachers determine if students have comprehended what they’ve read and in helping students improve their comprehension and information retention. Review the two items at the bottom. Note that although the use of any single strategy will be helpful, comprehension is significantly improved when students combine and use two or more strategies. Also emphasize that the content classroom is best setting to teach and practice comprehension strategies, using real content reading material. Note that The Key Comprehension Routine integrates/accounts for all of the bullet points. Refer participants to pp for further detail about comprehension strategy research. Also note the extensive references at the end of the book. p. 14 ©Joan Sedita,

Read the cartoon. This sets the stage for the next slide about good teaching principles.
From: Education Reform Teacher Fellowship MA Dept. of Ed ©Joan Sedita,

Gradual Release of Responsibility
Teacher-focused, modeling, direct/explicit instruction I Guided practice We Whole group, small-group, collaborative Students move through the stages at different rates, requiring scaffolding and differentiated instruction. Review concept of gradual release using I, We, You model. Throughout this review workshop, keep mentioning the importance of direct instruction, guided practice, scaffolding, and the I,We, You approach. . You Independent use by student p. 7 ©Joan Sedita,

Implementation on a school-wide level
Strong leadership Involvement by all faculty Building facilitator Common planning time Formalize the routine Professional development Initial training Small-group follow up meetings Mention these briefly - remind them that these are discussed in detail in chapter 6 p. 131 ©Joan Sedita,

Big Idea #2 Main idea skills Text structure
©Joan Sedita,

Everyday Examples of Main Ideas Remind participants that a good way to introduce the concept of main idea is to relate it to things in every day life. ©Joan Sedita,

To find a main idea: Identify the details. Compare the details to determine what they have in common. Use your own words to paraphrase what they have in common. Use with categorizing, paragraphs, multi-paragraphs, lengthy reading selections, lectures This slide emphasizes each bullet in bold with a click. Make the following points: There is a cognitive thinking process a student uses when trying to identify a main idea. This process is similar, regardless of whether someone is identifying the category for a list of items or words or identifying the main idea theme of a multi-paragraph essay or chapter of a book. Talk through and model the steps in this process using the example of fruit words: apple, pear, peach, banana. Describe the process: the brain “holds on” to each item while the next is introduced; the brain then tries to find similarities and connections between items. Once the commonality is identified (the main idea), it must has to be expressed by reaching into the brain’s word bank to find the right word(s) to describe the main idea. Ask: What happens when a “contaminator” is introduced (e.g., egg or bread)? Now the brain must rethink the entire category, and the main idea may become broader or more specific. Note that the process can also work in reverse – in other words, start with a main idea and generate details to support that main idea. Regardless of whether a students uses a top-down or bottom-up approach to this process, they are very purposely applying a meta-cognitive approach to the relationship between main ideas and details. Point out the specific examples on p. 26 of how this process can be applied. p. 26 ©Joan Sedita,

Techniques for Finding the Main Idea
“Goldilocks” too general, too specific, just right Labeling the bucket details in bucket main idea is label Self-cuing identify topic What is this paragraph saying about the topic? Detail Detail Detail Detail Main Idea Introduce the three techniques/scaffolds for helping students identify and state main ideas: Goldilocks. Just as in the story – where the bed was too hard, too soft, or just right (and the soup was too hot, too cold, or just right) – the words students use to state the main idea can sometimes be too general or too specific. The goal is to get them to think about making them “just right.” Discussing this scale and providing examples is a technique to encourage students to be more meta-cognitive when they are reading for main ideas. Ask participants to look at the examples in Figure A on pp For some students, the Goldilocks analogy might not be appropriate (e.g., different cultural background, too “childish” for older grades). In this case, the terms “too general” or “too specific” can be used, or another metaphor can be developed such as “too spicy” or “too bland”. Labeling the bucket. Refer to the bucket in Figure B on p You can also hold up a sample bucket. Explain that the bucket represents a main idea, and the items that go in the bucket represent details. Fruit provides a concrete example – apple, pear, peach and banana: The fruit go in the bucket, and the label on the bucket is “fruit.” For a paragraph, the supporting sentences go in the bucket, and the label states the main idea of the paragraph. For a multi-paragraph selection, the paragraphs go into the bucket, and the label is the main idea of the whole passage. Finally, for a textbook, the chapters go in the bucket and the label is the main idea of the book. Explain how teachers can use actual buckets to reinforce this concept for students who need more concrete examples. Ask participants to skim the directions on p. 29. Self-cuing. Many students either get lost in details when they are reading or can only identify the broad topic. For this technique, students ask themselves the following question (once they have identified a general topic): What is this paragraph saying about the topic? Be sure to point out that you are using the terms “topic” and “main idea” in the following way: a topic is a broader concept, usually 1-2 words; a main idea states something about that topic and is usually a phrase or full sentence. Ask participants to skim the example on p. 30 (paragraph about viruses). Ask participants to look at the reproducible opposite p. 146, which offers a quick review of the process for finding the main idea as well as the 3 techniques discussed. Explain that you will model these techniques. Point out that it may take some students a long time before they can get to the “you” stage when it comes to identifying and stating main ideas. p ©Joan Sedita,

Scope and Sequence Chapters/Books Multi-paragraphs Paragraph Main Ideas: Inferred Paragraph Main Ideas: Stated Categorizing (categorize content vocabulary) Easiest More Complex Remind participants that there is a scope and sequence for applying main idea skills. We suggest starting with simplest (categorizing) and moving through stages. Remind them that categorizing content vocabulary provides a good opportunity to apply basic main idea skills (and it is a research-based approach for teaching vocabulary by teaching words related to other words). p. 30 ©Joan Sedita,

©Joan Sedita, www.keystoliteracy.com
Thinking Out Loud teaching comprehension: teaching students how to think What is meta-cognition? using a “think-aloud” to model meta-cognition Explain that the application of the 3 main idea techniques and the process for identifying a main idea by comparing details are examples of direct, explicit comprehension instruction. Ask participants what the term meta-cognition means (ANSWER: a reader’s awareness of himself as a reader; “thinking about thinking”). Remind them that one of the research findings on effective comprehension instruction includes teaching students meta-cognitive strategies. In The Key Comprehension Routine, this foundational step of explicit main idea instruction is teaching meta-cognition. The “think aloud” is a very important tool for explicit teaching. In a think aloud, the teacher models the application of a strategy, such as identifying the main idea of a paragraph. Refer back to the I, We, You model. Note that you have been thinking aloud over the past several slides. Discussion about text is another important tool. Ask participants to refer to pp for more detail about think aloud and text discussion. Note that you have also been conducting a discussion about text over the past several slides. p. 45 ©Joan Sedita,

Text Structure Text complexity strongly affects comprehension. Levels of structure: Sentence Paragraph Narrative vs. Expository Students need explicit instruction on how to read complex text. Point out/remind that you have already covered think alouds and the importance of discussion about text. Focus now will be to review how text structure can affect comprehension. While half of what accounts for good comprehension is the skill and ability level of the reader, the complexity of the text plays an equally important role in comprehension. Text complexity can affect comprehension starting at the sentence level. Note that you will spend a little time at each of these three levels, and then participants will have an opportunity to evaluate the text structure of their own reading material. KEY POINT: Rather than shelter students from complex text by giving them easier text to read or providing the content they must learn in class discussion, teachers must expose students to complex text AND provide explicit instruction on how to read it. For some students, this may mean scaffolding the text or strategies (i.e., providing scaffolded two-column notes). p. 46 ©Joan Sedita,

Big Idea #3 Top-Down Topic Webs
©Joan Sedita,

Top-Down Topic Web Top-down Shows relationships among ideas in hierarchical way Purposeful use of color, shape, position Describe the top-down-topic web. Emphasize its flexibility – you will show them examples from various content areas. Point out the position on the page, the alternating shapes, the use of arrows, and color (when possible) help reinforce how the represented ideas are related. Make a note that shape trumps color (some students are color blind; if you are copying webs the color may not come through). Note that these webs are not the best tool for addressing details – a sub-web or two-column notes is better. p ©Joan Sedita,

Brainstorm Web vs. Key Three Web
Show this comparison of a brainstorming web vs. Key Comprehension top down web which represents the hierarchy of main ideas much more clearly. ©Joan Sedita,

Sample Top-Down Topic Webs
Figure D (page 59): “stacking” shapes to save room See Figures E, F, G, H (pages 59-61) Classroom examples (pages ) *The best way for participants to learn how a topic web can be used is to see classroom examples. Point out the following: Figure D (p. 59): If there is not enough room, topics at the same level (and therefore same shape) can be stacked. Figure E (p. 59) provides an example of a web developed from a full chapter in a science textbook. The teacher could post this in the classroom and add more specific webs as they move through each section of the chapter. Figure F (p. 60) is a web for the “Pirates and Piracy” passage from p note that there is one item per paragraph. Figure G (p. 60) is a web for the “The Red Scare Begins” passage from p The circles represent the paragraph main ideas. Figure H (p. 61) shows how a topic-web can be used to represent a large amount of content. In this case, the web represents a social studies curriculum framework for the state of Massachusetts. A few mapping software resources are provided on p. 58. p ©Joan Sedita,

Sub-Webs When a topic web becomes too detailed,
take a section of the web and develop a sub-web. REFERENCE PAGE 58 Example to follow. p. 61 ©Joan Sedita,

Web Example of a subweb Sub-Web ©Joan Sedita,

Big Idea #4 Two-column notes
©Joan Sedita,

The Format Simple format Promotes active reading Easy to study Good for lectures Versatile Major Topic Main Idea Detail The bullet points become bold with each click on this slide. The format for The Key Comprehension Routine note taking is adapted from the Cornell Note System, originally developed in the 1950s at Cornell University for use with college students (note Pauk reference on p. 69). The author, Joan Sedita, began using this adapted format in the 1970s with struggling learners and has found it to be the most useful format for teaching note taking. Describe the two-column format: vertical line 1/3 of the way across the paper, main ideas in left column, details in right, heading at top. Review the benefits: simple format, especially as compared to outlining (show next slide here for comparison) promotes active reading: enhances meta-cognition because students must be attentive to the text to identify the main ideas and supporting details in order to take notes good for studying: details in the right column can be covered (or partially fold right side of page) to allow the student to review the main ideas and quiz him/herself on details – or vice versa. This is especially helpful if the student has been taught how to turn the main ideas into questions (reference Question Generation). efficient format for lecture notes: if the lecturer does not state the main ideas or present the details in an organized manner, the student can take notes from the details in the right column and go back to fill in the main ideas Refer participants to the reproducible two-column notes page (blank) opposite p. 148. p ©Joan Sedita, 23

Outline vs. Two-Column I. Major Topic A. Main Idea 1. Detail 2. Detail 3. Detail B. Main Idea II. Major Topic Major Topic Main Idea Detail Compare the two. Ask participants which visual clue(s) in outlining indicate the difference between a major topic, sub-topic and details (i.e., indenting, capital and small letters, numbers, Arabic and Roman numerals). Point out that there is a much clearer distinction between main ideas and details in the two-column format. Again, let them know you are not suggesting outlining isn’t a good tool – it is usually better for organizing ideas prior to writing rather than as a note taking tool. Return to previous slide to continue. p. 69 ©Joan Sedita, 24

From Webs to Notes Use this slide to show how the topic webs can be connected to the two-column notes. Eventually, either the web or notes can be used to generate a summary. Another connection to point out is that the any of the items on the web or in the left column of two column notes can be used to generate questions. There is a naturally flow/connection between the 4 activities in the routine. ©Joan Sedita,

More About Note Taking Sub-skills Abbreviating Paraphrasing into concise wording Using visual cues Note taking vs. note making Editing checklist Note taking sub-skills: refer to p Review the importance of teaching sub-skills that teachers often assume students already have. Examples of visual cues are also on p. 77. Abbreviations: if there is time, ask participants to generate some examples of common abbreviations (e.g, w/, +). Also, to give some examples of content specific abbreviations (Eng for England, sum for summary) Paraphrasing: Note that this is a study/writing skill in itself. It is something we could devote a whole workshop to. The point to make is that students will need direct, explicit instruction and lots of guided practice in order to become proficient at paraphrasing. Also note that the difference between paraphrasing and summarizing is that a summary is a condensed version without details; they both involve putting things into one’s own words. Ask participants to look over the two-column notes they generated on p. 84 and find examples where abbreviation and paraphrasing were used. Ask them to determine which, if any, visual cues they might add to make these notes easier to study. Review the concept of note making: After notes have been taken, it is important for students to then use them to improve their mastery and long-term memory of the information. However, many students do not know how to “study” notes. Point out the note editing steps on p. 78; there is also a reproducible of this checklist opposite p. 150. p ©Joan Sedita, 26

More About Note Taking Other uses for two-column notes Vocabulary Answering questions Gathering research Warm-up activity to activate background knowledge Notes from Lecture Two-column notes are a good format for learning and studying vocabulary. The word goes in the left column, and everything the student needs to learn about the word goes on the right. Note that this is one of the formats used in The Key Vocabulary Routine. Refer participants to the examples on pp , and show the classroom examples on the next two slides. Answering questions. Teachers should show students how to turn the main idea statements in the left column into questions, which helps students determine the relevant details for the right column because they are searching for an answer. Turning main ideas into questions is also a good “after” study strategy: The student can cover the details on the right and try to answer the question. Direct participants to Figure H on p. 82: The main ideas from the notes on The Red Scare Begins have been turned into questions. Generating questions is not an easy skill – note that you will address this in greater detail later in the training (Question Generation). Two-column notes can also be used for research, especially when the students is collecting information from several sources. The main ideas/topics can be listed in the left column, and then details from multiple sources can be listed in the right column. Students should be reminded to make a note next to each detail about its source and to include a page number if they have quoted from the source. As noted earlier, the two-column format is good for taking notes from lecture. Also remind participants that because it is such a complex task, they should introduce note taking skills by having students first take notes from reading material. In addition to the sub-skills of abbreviating, paraphrasing and visual cues, students must also be taught the sub-skill of recognizing speaker cues. Review the list of examples on p. 83, where there are also several suggestions for scaffolding note taking from lecture. p ©Joan Sedita, 27

How to Write a Summary Distinguish main ideas from details. Write in phrase form. Begin with an introductory statement. Turn main ideas into sentences, and include a few details. Combine the sentences. Incorporate transition words. Proofread. The steps in this slide “fly in” Review the steps, and ask participants to follow along on p. 89. Note that there is also a reproducible opposite p (NOTE: KTL also has posters and laminated student sheets.) Students need explicit instruction on summary writing, along with lots of guided practice. p. 89 ©Joan Sedita, 29

“Blueprints” for Summarizing
Complicated, 3-step task Comprehension skills Organizational skills Writing skills Blueprints for scaffolding Summary template Top-down topic webs Two-column notes There are multiple skill sets a student must apply in order to generate a summary: First, s/he must comprehend the material (reading or listening), including the identification of the main ideas. Next, he must apply good organizational skills to separate main ideas from details and list them. Finally, he must apply good writing conventions in order to express s/he has comprehended and organized. Eventually (at the “You”/Independent stage), the student can complete these steps mentally. Until the student becomes fluent (or when too much information is presented to conduct the entire process mentally), several scaffolds (“blueprints”) can be used. Summary template. Refer participants to Figure B on p There is also a reproducible of this opposite page Figure C on p. 92 is a classroom example: The student has used the Summary Template to generate a summary of Chapter 4 from Lord of the Flies. Point out additional examples of the template in chapter 5, Combining Activities (pp. 121 & 126). (NOTE: KTL also has posters and laminated student guides for the template.) The template is a good tool if the student is generating a summary without the benefit of a topic web or notes. Top-down topic web. Figures D and F on pp. 93 and 95 provide examples of topic webs and the summaries generated from them. Point out that transition words have been underlined. Two-column notes. Remind participants that when notes are being used to generate a summary, the student should primarily use the left column of notes, including details from the right column sparingly. Figures E and G on pp. 94 and 96 provide examples of two-column notes and the summaries generated from them. p ©Joan Sedita, 30

Essential Writing Skills
Word choice and word order Sentence writing and combining Paragraph structure Proofreading and editing Transition words If students are having difficulty writing summaries: The teacher must determine if the difficulty is based on weak comprehension OR if the student simply does not have the necessary writing skills to generate a summary. Transition words are essential for all writing, especially summarizing. The next slide provides some transition words. p. 97 ©Joan Sedita, 31

Transition Words Also, in addition, further First, second, next, finally Before, after, since, later, eventually, at this time In conclusion, in other words, to sum up Therefore, because, as a result, consequently Yet, however, on the other hand Direct participants to the list of transition words on p. 98 and the reproducible opposite p (NOTE: KTL also has posters and laminated student guides.) Make the following points: Transition words are key words that help organize the expression of ideas in writing and speech. When we read, they also act as important “signal” words to aid comprehension. Transition words are especially helpful when writing summaries. Suggest that participants require their students to use at least one or two transition words when they write. Suggest that participants modify the transition list provided in the book for use with younger students or struggling learners who may find the list too overwhelming. Encourage participants to provide copies of the list to students to keep in their notebooks or to hang a poster of transition words in their classrooms. Ask participants to look at the frozen food handout to see the summary example. p. 98 ©Joan Sedita, 32

Question Generation Provide sample questions and guided practice for generating questions Teach meaning and use of question words Teach a continuum of questions The bullets on this slide “fly in” Research strongly supports teaching students not only how to answer questions, but to generate them as a means of improving comprehension. Question generation can be used before, during and after reading: As a before strategy, question generation activates background knowledge and helps students make predictions about what they will learn. As a during strategy, it pushes them to be more meta-cognitive, active readers. As an after strategy, it is an excellent study tool. The I, We, You model: As always, teachers must start by modeling question generation. Students will need a significant amount of guided practice before they will be able to independently generate questions, especially critical thinking questions. important sub-skill: teach question words as if they were essential vocabulary words It is also important to teach students questions the various levels of thinking/complexity. p. 101 ©Joan Sedita, 34

Bloom’s Taxonomy (revised)
Creating: what if? create Evaluating: fair/unfair; right/wrong; ranking Analyzing: compare/contrast Applying: life and use Understanding: in your own words Remembering: facts The steps on this slide “fly in” The Key Comprehension Routine uses Bloom’s Taxonomy (a revised version) as the continuum for question answering and generation. It provides a well-researched model for thinking at multiple levels. Review the levels of Bloom’s [this slide is animated to “fly in” each level]. Ask participants to follow along with Figure A on p Note that there is a reproducible copy of the chart opposite p. 158. Factual questions at the lower levels are just as important as the critical thinking questions at the upper levels. Facts are necessary in order to answer the higher order thinking questions. Note that it is possible to teach students as low as the primary grades how to think and generate questions at all of these levels. Ask participants to review the examples in Figure B on p. 103 (from the story Hatchet and a math lesson about slope). p. 102 ©Joan Sedita, 35

Question Terminology Explicit instruction in the use of question terms See Figure C on page 104 for a list of question words. See Figure D on page 105 for a list of question prompts. Some students have difficulty answering questions – and even more so in generating them, because they do not know what many of the question words mean. Ask participants to look over the list on p. 104 and identify some question words that their students may not know. Students need direct, explicit instruction about these words and how they are used. Refer to the question chart (Figure C on p. 104). Explain that this is not an exhaustive list, and that some words can be used to generate questions at other levels (more than the column in which they are listed). The purpose of the chart is simply to provide a basic list. IT IS IMPORTANT THAT TEACHERS EMPHASIZE THE QUESTION LEVEL RATHER THAN SIMPLY HAVING STUDENTS “PICK” A WORD FROM THE CHART. The reproducible of this chart is opposite p (NOTE: KTL also has posters and student laminated guides.) Refer to the prompt chart (Figure D on p. 105). The prompt phrases offer another resource for helping students generate questions. The reproducible is opposite p. 162. Point out that a “question” does not necessarily have to end in a question mark to pose a question. For example: “List the 5 reasons….” p ©Joan Sedita, 36

Professional Development for Successful Implementation
Initial training (2 days or 1 day hybrid online) Building-based facilitator/coach training Options for Implementation Support Guided practice sessions Small-group sharing meetings Classroom observation and modeling This slide reviews t he components that make PD for using The Key Three Routine a success. Initial training is just the start! Encourage teachers to share how they use the activities with their peers through small group follow up meetings. Remind them to save examples of activities in their red implementation portfolios, and to keep a log of when they use activities. ©Joan Sedita,

Professional development topics and instructional materials available: The Key Comprehension Routine The Key Vocabulary Routine The ANSWER Key to Open Response Literacy Planning K-12 Use this slide to show participants how they can learn more about The Key Three Routine and order Key Three books. ©Joan Sedita,

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