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Guiding Reading Comprehension

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Presentation on theme: "Guiding Reading Comprehension"— Presentation transcript:

1 Guiding Reading Comprehension
Chapter 7 Copyright © Allyn & Bacon 2011 This multimedia product and its content are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program.

2 Copyright © Allyn & Bacon 2011
Frame of Mind How do think-alouds, reciprocal teaching, QARs, and QtAs model reading/thinking/learning strategies for students as they interact with text in a discipline? Describe the procedures associated with each of these instructional strategies: KWL, directed reading-thinking activity (DR-TA), Guided Reading Procedure (GRP), Intra-Act, and Discussion Web. How do these instructional strategies support thinking and learning with text? Which of these strategies may be particularly useful when adapted to your content area? Copyright © Allyn & Bacon 2011

3 Copyright © Allyn & Bacon 2011
Frame of Mind Why and when should teachers use reading guides? How can you modify and adapt three-level reading guides to meet the conceptual demands of your discipline? Copyright © Allyn & Bacon 2011

4 Copyright © Allyn & Bacon 2011
Key Terms DR-TA Discussion web Guided Reading Procedure (GRP) Intra-Act KWL Metadiscourse Modeling QAR QtA Reciprocal Teaching Scaffolding Semantic map Think-aloud Copyright © Allyn & Bacon 2011

5 Instructional Strategies for Reading Engagement
KWL Intra-Act Guided Reading Procedure (GRP) Discussion Webs Copyright © Allyn & Bacon 2011

6 Copyright © Allyn & Bacon 2011
Using Think-Alouds Select passage that contains points of difficulty, ambiguities, contradictions, or unknown words Have students listen as you model thinking aloud Have students practice with partners Have students practice independently Encourage students to transfer the process to other reading Copyright © Allyn & Bacon 2011

7 Copyright © Allyn & Bacon 2011
Think-Alouds Develop hypotheses by making predictions Develop images Share analogies Monitor comprehension Regulate comprehension Copyright © Allyn & Bacon 2011

8 Copyright © Allyn & Bacon 2011
Question–Answer Relationships (QARs): Where are answers to questions found? In the Text: Right There Think and Search In Your Head: Author and You On Your Own Copyright © Allyn & Bacon 2011

9 Questioning the Author (QtA)
Identify major understandings and potential problems with a text prior to its use. Segment the text into logical stopping points for discussion. Develop questions, or queries, that model and demonstrate how to “question the author.” Copyright © Allyn & Bacon 2011

10 Guiding the QtA Discussion
Marking Turning back Revoicing Modeling Annotating Recapping Copyright © Allyn & Bacon 2011

11 Copyright © Allyn & Bacon 2011
Procedures for KWL Introduce the KWL strategy in conjunction with a new topic or text selection. Identify what students think they know about the topic. Generate a list of student questions. Copyright © Allyn & Bacon 2011

12 Copyright © Allyn & Bacon 2011
Procedures for KWL Anticipate the organization and structure of ideas that the author is likely to use in the text selection. Read the text selection to answer the questions. Engage students in follow-up activities to clarify and extend learning. Copyright © Allyn & Bacon 2011

13 Procedures for the Discussion Web
Prepare your students for reading by activating prior knowledge, raising questions, and making predictions about the text. Assign students to read the selection and then introduce the discussion web by having them work in pairs to generate pro and con responses to the question. Copyright © Allyn & Bacon 2011

14 Procedures for the Discussion Web
Combine partners into groups of four to compare responses, work toward consensus, and reach a conclusion as a group. Give each group three minutes to decide which of all the reasons given best supports the group’s conclusion. Copyright © Allyn & Bacon 2011

15 Procedures for the Discussion Web
Have your students follow up the whole-class discussion by individually writing their responses to the discussion web question. Copyright © Allyn & Bacon 2011

16 Guided Reading Procedure (GRP)
Prepare students for reading. Assign a reading selection. As students finish reading, have them turn books face down. Help students recognize that there is much that they have not remembered or have represented incorrectly. Copyright © Allyn & Bacon 2011

17 Guided Reading Procedure (GRP)
Redirect students to their books and review the selection to correct inconsistencies and add further information. Organize recorded remembrances into some kind of an outline. Extend questioning to stimulate an analysis of the material and a synthesis of the ideas with previous learnings. Copyright © Allyn & Bacon 2011

18 Guided Reading Procedure (GRP)
Provide immediate feedback, such as a short quiz, as a reinforcement of short-term memory. Copyright © Allyn & Bacon 2011

19 Procedures for Intra-Act
Comprehension Relating Valuation Reflection Copyright © Allyn & Bacon 2011

20 Directed Reading–Thinking Activity (DR–TA)
Begin with the title or a quick survey of the material. Ask, “What do you think this will be about?” and “Why do you think so?” Ask students to read silently to a predetermined logical stopping point. Repeat questions as suggested in step 1. Copyright © Allyn & Bacon 2011

21 Directed Reading–Thinking Activity (DR–TA)
Continue silent reading to another suitable point. Continue in this way to the end of the material. Copyright © Allyn & Bacon 2011

22 Copyright © Allyn & Bacon 2011
Reading Guides Three levels of comprehension Literal level Interpretive level Applied level Three-level comprehension guides Copyright © Allyn & Bacon 2011

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