Connecting to Connecting to Classroom Classroom

Comprehension Comprehension StrategiesStrategies

Connecting to Connecting to Classroom Classroom

Comprehension Comprehension StrategiesStrategies

Presented By:Presented By:Carolyn McNulty, Colleen Manni & Kim Carolyn McNulty, Colleen Manni & Kim

SeymourSeymour

Retelling and the Four Question Types

Agenda9:00 Relating to DRA-2’s and L-Z9:10 Retelling Strategies with

application9:45 4 Question Types with

application10:45 Wrap-Up and Feedback Form

Today’s Objectives1. To learn to relate comprehension strategies to

general education assessments (DRA-2 or L-Z)2. To improve comprehension through RETELLING

strategies3. To build question answering strategies so that

students can demonstrate their understanding of text

4. To recognize that FAST, Reading Apprenticeship and Readers Workshop Model all incorporate nearly the same evidence-based practices for comprehension instruction.

Strategy 1

Retelling

Characteristics of Good Retelling

• Uses characters’ names (Characters)• Tells where the story is taking place (Setting)• Follow the events of a story in order

(Problem/Solution/Details)• Use time words (first, then, finally, etc.)• Use expression• Use strategies to improve the retelling

Kathy Collins Growing Readers

What impedes Retelling?

• Poor auditory memory skills • Poor visual memory skills• Poor attention• Poor oral language skills• Poor vocabulary

Improving Retelling

• More details elicited (not a summary)

• Make into a tactile experience

• Visuals to represent story elements

• K-2

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Reteller ____________________ Story _____________________ By _______________________

Have I talked about:

o Setting

o Time and Place o Main Character

o Supporting Character(s)

o Problem

o Solution / Fix

o Details

Total Points expected f rom this story:_____ Student Score:

K.T.

Modeling of Retelling

1. Listen to Ira Sleeps Over2. Fill out graphic organizer3. Story Telling Voice

Active Engagement• Break into partners• Partner 1 retells using retelling

pieces• Partner 2 uses retelling checklist

and marks on it• Switch

Comprehension Rubric For DRA

Story Retelling

Very Little Comprehension

Some Comprehension

Adequate Comprehension

Very Good Comprehension

Total: 6 7 8 9

10 11 12 13 14 15

16 17 18 19 20 21

22 23 24

1 Tells 1 or 2 events or key f acts

2 Tells some of the events or key f acts

3 Tells many events, in sequence f or the most part, or tells many key f acts.

4 Tells most events in sequence or tells most key f acts

1 I ncludes f ew or no I mportant details f rom text

2 I ncludes some important details f rom text

3 I ncludes many important details f rom text

4 I ncludes most important details and key language or vocabulary f rom text

1 Refers to 1 or 2 characters or topics using pronouns (he, she, it, they)

2 Refers to 1 or 2 characters or topics by generic name or label (boy, girl, dog)

3 Refers to many characters or topics by name in text (Ben, Giant, Monkey, Otter)

4 Refers to all chars. or topics by specific name (Old Ben Bailey, green turtle, Sammy Sosa)

1 Responds with incorrect inf ormation

2 Responds with some misinterpretation

3 Responds with literal interpretation

4 Responds with interpretation that shows higher level thinking

1 Provides limited or no response to teacher questions and prompts

2 Provides some response to teacher questions and prompts

3 Provides adequate response to teacher questions and prompts

4 Provides insightful response to teacher questions or prompts

1 Requires many questions or prompts

2 Requires 4-5 questions or prompts

3 Requires 2-3 questions or prompts

4 Requires 1 or no questions or prompts

Student _____________________________ Date _______________

Story ___________________________________________________

Retelling Notes: ______________________________________________ ______________________________________________

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Reteller ____________________ Story _____________________ By _______________________

Have I talked about:

o Setting

o Time and Place o Main Character

o Supporting Character(s)

o Problem

o Solution / Fix

o Details

Total Points expected f rom this story:_____ Student Score:

Strategies to Improve Retellings

• Utilize graphic organizers/ retelling rubrics• Practice Oral Language required• Supply required vocabulary words, often

never used in text by author but required for demonstration of deeper comprehension of text

• Look Back in the Text• Paraphrase small chunks of text while reading

to improve verbal memory• Picture/Visualize while reading to improve

visual memory

Strategy 2

Summarizing, Paraphrasing, The Gist

A Second Type of Retelling:Summary Retelling/Summarizing/Gist

• More challenging than basic retelling

• Limits details to most important parts (synthesizing)

solution

Shape Go! Map

theme

setting characters

problem

Event 1 Event 2

Event 3 Event 4

Scaffolding Summarizing/Paraphrasing

How often does your student need to use this strategy?

Strategy 3

The Four Question Types

Check for Understanding Reading

Do I understand what I read?

No?

1. Look at pictures 2. Reread the words

3. Think on your own

(infer, use schema, make connections)

4. Ask Questions to

yourself: What will happen next? Who did What?

How do teacher’s check for

comprehension?Retelling AND

Answering Questions

This is another whole workshop!

Asking Questions While Reading

4 Types of Questions

Developed by Jodi Renicker

Active EngagementL-Z Assessment: Level N Excerpt from

Silver

• Break into group of 4• Read excerpt from Silver• Label the 4 Questions into the 4

Question Types• Share Out

Example Anchor Charts from Mini-Lessons

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