Comprehension StrategiesComprehension Strategies

Kimberly NobleKimberly Noble

Staff Development SpecialistStaff Development Specialist

DCIUDCIU

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ObjectivesObjectives

To get “what” comprehension isTo get “what” comprehension is To get “who” teaches comprehensionTo get “who” teaches comprehension To get the “why” of teaching To get the “why” of teaching

comprehensioncomprehension To get the “how” of teaching To get the “how” of teaching

comprehensioncomprehension To get “when” you should teach To get “when” you should teach

comprehensioncomprehension

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The Montillation Of TraxolineThe Montillation Of Traxoline It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in

Ceristanna. The Ceristannians gristeriate large amounts of fevon and then bracter it to quasel

traxoline. Traxoline may well be one of our must lukized snezlaus in the future because of our zionter

lescelidge.

1. 1. What is a traxoline? 2. Where is traxoline montilled? 3. How is traxoline quaselled? 4. Why is it important to know about traxoline?

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AgendaAgenda

Why teach comprehension strategiesWhy teach comprehension strategies Overview of the strategiesOverview of the strategies In-depth study of strategiesIn-depth study of strategies LunchLunch In-depth study cont’dIn-depth study cont’d ClosureClosure

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What is comprehension?What is comprehension?

Reading is a dynamic process in Reading is a dynamic process in which the reader interacts with the which the reader interacts with the text to construct meaning. Inherent text to construct meaning. Inherent in constructing meaning is the in constructing meaning is the reader’s ability to activate prior reader’s ability to activate prior knowledge, use reading strategies knowledge, use reading strategies and adapt to the reading situation.and adapt to the reading situation.

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Components of Reading Components of Reading InstructionInstruction

The Big 5 Reading IdeasThe Big 5 Reading Ideas– Phonological/Phonemic AwarenessPhonological/Phonemic Awareness– Alphabetic PrincipleAlphabetic Principle– Vocabulary/Background KnowledgeVocabulary/Background Knowledge– Text ComprehensionText Comprehension– FluencyFluency

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Dale’s Cone of Experience?Dale’s Cone of Experience?

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Confounding Problems in Confounding Problems in Reading ComprehensionReading Comprehension

Matthew Effects Matthew Effects – The rich get richer, the poor get poorerThe rich get richer, the poor get poorer

MotivationMotivation– Frustration aboundsFrustration abounds

Accessing content in textsAccessing content in texts– Everyone should be taught comprehension, Everyone should be taught comprehension,

even those with low decoding skillseven those with low decoding skills– Teacher-guided manipulation of textTeacher-guided manipulation of text

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Reading MythsReading Myths

Myth #1: As long as students can decode text Myth #1: As long as students can decode text fluently, they will naturally come to understand fluently, they will naturally come to understand what they read.what they read.

Myth #2: Having students read a lot will improve Myth #2: Having students read a lot will improve comprehension.comprehension.

Myth #3: Answering questions at the end of the Myth #3: Answering questions at the end of the chapter is teaching reading comprehension.chapter is teaching reading comprehension.

Myth #4: Reading comprehension is the domain of Myth #4: Reading comprehension is the domain of language arts and English teachers. language arts and English teachers.

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National Reading Panel FindingsNational Reading Panel Findings

7 Research based comprehension strategies7 Research based comprehension strategies– Comprehension monitoringComprehension monitoring– Cooperative LearningCooperative Learning– Use of graphic and semantic organizers Use of graphic and semantic organizers

(including story maps)(including story maps)– Question answeringQuestion answering– Question generatingQuestion generating– Story structureStory structure– SummarizationSummarization

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Six Language SystemsSix Language Systems

PragmaticPragmatic SchematicSchematic SemanticSemantic SyntacticSyntactic LexicalLexical Grapho-phonicGrapho-phonic

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Findings cont’dFindings cont’d

Two additional strategies that have received Two additional strategies that have received some support from researchsome support from research– Making use of prior knowledgeMaking use of prior knowledge– Using mental imageryUsing mental imagery

Multiple-strategy use is most effective.Multiple-strategy use is most effective. Put Reading First synthesized information Put Reading First synthesized information

gleamedgleamed

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Findings cont’dFindings cont’d

Comprehension strategies are specific procedures Comprehension strategies are specific procedures that guide students to become aware of how well that guide students to become aware of how well they are comprehending as they attempt to read they are comprehending as they attempt to read and write. and write.

The teaching of a variety of strategies leads to The teaching of a variety of strategies leads to increased learning of the strategies, to specific increased learning of the strategies, to specific transfer of learning, to increased retention and transfer of learning, to increased retention and understanding of new passages, and in some cases, understanding of new passages, and in some cases, to general improvement in comprehension.to general improvement in comprehension.

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Strategic TeachingStrategic Teaching

Must be explicit, or directMust be explicit, or direct

– Teachers tell readers why and when they Teachers tell readers why and when they should use strategies, what strategies to should use strategies, what strategies to use, and how to apply them.use, and how to apply them.

The strategic teacher is one who:The strategic teacher is one who:– is a thinker and decision maker;is a thinker and decision maker;– possesses a rich knowledge base;possesses a rich knowledge base;– is a modeler and a mediator of instruction.is a modeler and a mediator of instruction.

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Definition of Strategic Definition of Strategic Instruction and StrategyInstruction and Strategy

Strategic InstructionStrategic Instruction– A strategy-oriented approach to teaching, one A strategy-oriented approach to teaching, one

in which strategies are taught to students.in which strategies are taught to students. StrategyStrategy

– An individual approach to a task. Helps you An individual approach to a task. Helps you determine how to do something effectively and determine how to do something effectively and efficiently on your own.efficiently on your own.

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Differentiating Strategies from Differentiating Strategies from Knowledge and SkillsKnowledge and Skills

KnowledgeKnowledge– Information you have.Information you have.

SkillsSkills– Something you can do.Something you can do.

StrategyStrategy– A deliberate attempt to use knowledge and A deliberate attempt to use knowledge and

skills.skills.

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Kinds of Reading Kinds of Reading Comprehension StrategiesComprehension Strategies

Goal-specific strategiesGoal-specific strategies– The techniques readers use to process specific The techniques readers use to process specific

material. material. Monitoring strategiesMonitoring strategies

– Techniques to know how the reader is doing Techniques to know how the reader is doing with comprehensionwith comprehension

Higher-order sequencing strategiesHigher-order sequencing strategies– Super organizers which help the user put the Super organizers which help the user put the

strategic package together; a combination. strategic package together; a combination.

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Modeled Shared Guided Independent

DeeperShallowShallow End With Flotation Dev ice

Deepest End

Teacher Ownership Student Ownership

Gradual Release of Gradual Release of Responsibility Responsibility

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Gradual Release of Gradual Release of Responsibility ModelResponsibility Model

Step 1: Showing the kids how.Step 1: Showing the kids how.

Step 2: Think aloudStep 2: Think aloud

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Gradual Release of Gradual Release of Responsibility ModelResponsibility Model

Step 3: Have at it.Step 3: Have at it.

Step 4: Letting go.Step 4: Letting go.

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What is a Crafting SessionWhat is a Crafting Session

AKA The Mini-lessonAKA The Mini-lesson What is a Crafting Session?What is a Crafting Session? Deep Structure vs. Surface StructureDeep Structure vs. Surface Structure

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Anchor ChartsAnchor Charts Highlighting an inquiry or a process so the Highlighting an inquiry or a process so the

readers in your classroom can see the readers in your classroom can see the construction of meaning making lies in their construction of meaning making lies in their hands.hands.

Need chart paper, easel, marker, space to store: Need chart paper, easel, marker, space to store: – flip chartflip chart– clotheslineclothesline

Examples are provided for each strategy in this Examples are provided for each strategy in this presentation.presentation.

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Think AloudsThink Alouds

Teachers verbalize own thoughts while Teachers verbalize own thoughts while reading aloudreading aloud

Demonstrate strategies that good readers Demonstrate strategies that good readers useuse

Model how to think aloudModel how to think aloud Train students to be able to think aloud Train students to be able to think aloud

independentlyindependently

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What is Strategic ReadingWhat is Strategic Reading

Use Before, During. And After (BDA)Use Before, During. And After (BDA)– Reading Strategy InventoryReading Strategy Inventory– Questions to help children become strategic Questions to help children become strategic

readersreaders– Questions I can ask as I readQuestions I can ask as I read– Modeling and Question Frames for Developing Modeling and Question Frames for Developing

Strategic Listening and Reading AbilitiesStrategic Listening and Reading Abilities What makes a good readerWhat makes a good reader

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Strategic ReadingStrategic Reading

Good readers are purposefulGood readers are purposeful Good readers are activeGood readers are active Good readers use metacognition (think Good readers use metacognition (think

about their thinking)about their thinking) Good readers are aware of what they do Good readers are aware of what they do

understand, what they do not understand, understand, what they do not understand, and use appropriate strategies to resolve and use appropriate strategies to resolve problems when reading.problems when reading.

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STRATEGIES USED BY GOOD READERS

Ask Questions

Create

Mental

Images

SummarizeBe a

Problem Solver

Think about what’s

important

Mak

e P

redi

ction

s

Mak

e

Conne

ction

s

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MOT STW RWM Tovani PRF

Activate Prior Knowledge

Making Connections

Schema Connecting the new to the known

Making use of prior knowledge

Determine most important idea

Determining I mportance

Determining I mportance in NF

Recognizing Story Structure *Graphic Organizers

Create sensory images

Visualizing Creating mental images

Visualization

Ask questions Questioning Asking questions What do you wonder? *Asking questions *Generating questions

Draw I nferences I nf erring I nf erring Outlandish I deas: Taking I nf erences too f ar

*Asking questions *Generating questions

Retell or synthesize

Synthesizing Retelling

Synthesizing *Summariz ing *Graphic Organizers

Use fi x-up strategies Metacognition

Fix I t! *Monitoring Comprehension

Comparison ChartComparison Chart

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Mosaic of ThoughtMosaic of Thought

The Mother of Comprehension Instruction The Mother of Comprehension Instruction resourcesresources

Written by Ellin Oliver Keene and Susan Written by Ellin Oliver Keene and Susan ZimmermanZimmerman

Takes research from PEBC out of Denver Takes research from PEBC out of Denver and Pearson, Roehler, Dole, and Duffy and Pearson, Roehler, Dole, and Duffy (1992) (1992)

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Strategies in Mosaic of ThoughtStrategies in Mosaic of Thought

Determining Importance in TextDetermining Importance in Text Evoking ImagesEvoking Images InferringInferring Monitoring MeaningMonitoring Meaning QuestioningQuestioning Using Relevant Prior Knowledge or Using Relevant Prior Knowledge or

SchemaSchema SynthesisSynthesis

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Other Resources to Teach the Other Resources to Teach the StrategiesStrategies

Mrs. Fix-UpMrs. Fix-Up– Good Readers Under ConstructionGood Readers Under Construction

7 Strategy Graphic Organizers7 Strategy Graphic Organizers Literature CirclesLiterature Circles Strategies that Work (Harvey and Goudvis)Strategies that Work (Harvey and Goudvis) Reading with Meaning (Miller)Reading with Meaning (Miller) I Read It, But I Don’t Get It (Tovani)I Read It, But I Don’t Get It (Tovani)

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Fix-Up StrategiesFix-Up Strategies

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Fix-up StrategiesFix-up Strategies

Make a list of strategies with the class of Make a list of strategies with the class of things to do if you get stuckthings to do if you get stuck

All of today’s strategies count as fix-upsAll of today’s strategies count as fix-ups Good readers make mistakes, but better Good readers make mistakes, but better

readers figure out ways to self-correctreaders figure out ways to self-correct

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Fix-Up Strategies Anchor ChartFix-Up Strategies Anchor Chart

Problem How I Knew What I Did

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Robert the ReaderRobert the Reader

Activity: Read the description of Robert the Activity: Read the description of Robert the Reader and create a visual with your group.Reader and create a visual with your group.

Hint: You are Hint: You are synthesizingsynthesizing all of the all of the strategies previously overviewed.strategies previously overviewed.

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MetacognitionMetacognition

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MetacognitionMetacognition

Thinking about thinkingThinking about thinking Is imperative for all strategiesIs imperative for all strategies ““Invisible little me”Invisible little me” Think Along ProcessThink Along Process Learning LogsLearning Logs Read, Cover, Remember, RetellRead, Cover, Remember, Retell

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Metacognition Anchor ChartMetacognition Anchor Chart

Thinking Process Text Example

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Schema/Making ConnectionsSchema/Making Connections

Text to Self

Text to Text

Text to World Coding the textCoding the text Activity: Read Graves’ excerpt; make all Activity: Read Graves’ excerpt; make all

three connections.three connections.

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Connections Anchor Chart Connections Anchor Chart

T-S T-T T-W

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SchemaSchema

Author Schema

Text Type Schema

Activity: Determine Author’s style and text Activity: Determine Author’s style and text features.features.

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Schema Anchor ChartsSchema Anchor ChartsTomie dePaola Eve Bunting Chris VanAllsburg

Mysteries Historical Fiction Biographies

Creating New Schema

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SchemaSchema

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Activating Prior KnowledgeActivating Prior Knowledge

Anticipation GuideAnticipation Guide Prereading Plan (PreP)Prereading Plan (PreP) ABC BrainstormABC Brainstorm KWL/KWSKWL/KWS

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KWSKWSWhat do

you Know?What can

you use as a Source?

What do you Wonder?

Dinosaurs are not around anymore.

Some are meat-eaters and some are plant-eaters.

How big were their teeth?

What kind of meat did they eat?

Internet

Encyclopedia CD-ROM

Library Books

Matthew, our dinosaur expert

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Sensory Imagery/VisualizationSensory Imagery/Visualization

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Sensory Imagery/VisualizationSensory Imagery/Visualization

Activity: Gary Paulsen piece; make whole Activity: Gary Paulsen piece; make whole group anchor chartgroup anchor chart

HandoutsHandouts Activity: Photograph biographiesActivity: Photograph biographies

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Sensory Anchor ChartSensory Anchor Chart

I can see I can smell I can hear I can touch I f eel

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QuestioningQuestioning

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QuestioningQuestioning

Asking questions BDAAsking questions BDA QARQAR Reciprocal TeachingReciprocal Teaching OWLOWL Question StartersQuestion Starters Thick and Thin questionsThick and Thin questions Coding the textCoding the text

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Questioning Anchor ChartQuestioning Anchor Chart

Bef ore During Af ter

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Questioning Anchor Chart 2Questioning Anchor Chart 2Answered questions Unanswered questions

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InferringInferring

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Inferring/PredictingInferring/Predicting

Difference between inferring and predicting Difference between inferring and predicting Clues from the text + background knowledge Clues from the text + background knowledge = inference (looking back) = inference (looking back) prediction (looking ahead) prediction (looking ahead)

Coding the textCoding the text Activity: Strange ObjectActivity: Strange Object Activity:Activity: Poetry Poetry RiddlesRiddles

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Inferring/Predicting cont’dInferring/Predicting cont’d

Guess the Covered Word Predict-o-GramPredict-o-Gram Prediction GuidesPrediction Guides P.L.A.N.P.L.A.N.

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Inference Anchor ChartInference Anchor ChartQuote or Picture f rom

text I nference

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Determining ImportanceDetermining Importance

Fiction vs. NonfictionFiction vs. Nonfiction Coding the textCoding the text V.I.P.V.I.P. What is Important?What is Important? Focusing on Important IdeasFocusing on Important Ideas Text FramesText Frames Open-ended questionsOpen-ended questions Reading for answers to specific questionsReading for answers to specific questions

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Determining Importance cont’dDetermining Importance cont’d

Search and FindSearch and Find Nonfiction Conventions NotebookNonfiction Conventions Notebook

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Determining Importance Anchor Determining Importance Anchor ChartChart

Tips f or reading Nonfi ction text

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SynthesisSynthesis

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Synthesis/SummarizationSynthesis/Summarization

Summary + Prior Knowledge = SynthesisSummary + Prior Knowledge = Synthesis A combination of all strategiesA combination of all strategies Story elementsStory elements Evolving thinking- constant, not just at the Evolving thinking- constant, not just at the

endend

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Synthesis/Summary ActivitiesSynthesis/Summary Activities

CodingCoding I’m thinking… Now I’m thinking…I’m thinking… Now I’m thinking… GISTGIST Someone Wanted But SoSomeone Wanted But So Think WritingThink Writing Written ConversationWritten Conversation Say SomethingSay Something

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Activities cont’dActivities cont’d

Group SummarizingGroup Summarizing Pairs ReadPairs Read Partner Retelling ActivityPartner Retelling Activity Climatic EventsClimatic Events Event/Story PyramidEvent/Story Pyramid Story Mapping through Circular PicturesStory Mapping through Circular Pictures Reflective SharingReflective Sharing

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Synthesis Anchor ChartSynthesis Anchor Chart

Opinion Before Reading

New I deas

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Possible Classroom Sequence Possible Classroom Sequence September Metacognition/ Fix-ups October Connections November Connections December Schema J anuary Sensory I magery February Questioning March I nference April Determining I mportance May Synthesis J une Metacognition/ Fix-ups

A

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Possible School-wide Possible School-wide Scope and SequenceScope and Sequence

Strategy K 1 2 3 4 5 Schema E Review Review Review Review Review Visualization E E E Review Review Review Questioning I ntro E E E Review Review Determining I mportance

I ntro E E Review

I nference I ntro E E Synthesis I ntro E

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How to Choose Good Text for How to Choose Good Text for Crafting LessonsCrafting Lessons

Use book databases (see handouts)Use book databases (see handouts) The story should have rich language and The story should have rich language and

illustrationsillustrations The story should be meaningful to you as The story should be meaningful to you as

the model and to the studentsthe model and to the students The story should be previewed ahead of The story should be previewed ahead of

time and put post-its where thoughts arise.time and put post-its where thoughts arise.

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Letting GoLetting Go Give it a try in your classroom. Give it a try in your classroom. Remember, we learn by doing and teaching others.Remember, we learn by doing and teaching others. If you have any questions, you can call me at 610-If you have any questions, you can call me at 610-

938-9000 x2141 or email me at knoble@dciu.org938-9000 x2141 or email me at knoble@dciu.org Through the IU, I am available to do school in-Through the IU, I am available to do school in-

services on a variety of topics, as well as an services on a variety of topics, as well as an extension of this one. Have your school contact extension of this one. Have your school contact person call me.person call me.

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Text-to-World ConnectionText-to-World Connection

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Text-to-Self ConnectionText-to-Self Connection

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Author SchemaAuthor Schema

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Text Type SchemaText Type Schema

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Text-to-Text ConnectionText-to-Text Connection

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A Dog’s StoryA Dog’s Story

Once upon a ________, there was a _______ Once upon a ________, there was a _______ named Alphie. Alphie was big and _______.named Alphie. Alphie was big and _______.

He was such a _________ and always did He was such a _________ and always did funny things. He once fell off the _______. funny things. He once fell off the _______.

Alphie also _________ for his toys when Alphie also _________ for his toys when they were stuck. He even got himself stuck they were stuck. He even got himself stuck in the ____________. Alphie was loved by in the ____________. Alphie was loved by his _______ and got fed lots of _______. his _______ and got fed lots of _______.

The EndThe End

time dogfat

clownbed

barked

b athroomowner treats