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INTERVENTION CONVENTION: COMPREHENSION Facilitated by Jennifer Gondek Instructional Specialist for Inclusive Education TST BOCES [email protected] http://inclusiveed.wikispaces.com/intervention+convention

Intervention Convention: Comprehension the importance of reading comprehension in literacy development. ... behaviour by the fleas, ... Intervention Convention: Comprehension

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INTERVENTION

CONVENTION:

COMPREHENSION Facilitated by Jennifer Gondek

Instructional Specialist for Inclusive Education

TST BOCES

[email protected]

http://inclusiveed.wikispaces.com/intervention+convention

Participants will:

Understand the importance of reading

comprehension in literacy development.

Be able to describe and implement three

research-based interventions to increase reading

comprehension.

Share teacher-created interventions that have

successfully improved reading comprehension.

Locate additional resources for further support.

SESSION OBJECTIVES

J. Gondek 2012

WHAT IS READING COMPREHENSION?

Comprehension is defined as “intentional

thinking during which meaning is

constructed through interactions between

text and reader”

(Harris & Hodges, 1995).

explicit or formal instruction in the

application of comprehension strategies

has been shown to be highly effective in

enhancing understanding.

teaching a combination of reading

comprehension techniques is the most

effective

suggests that teaching comprehension in

the context of specific academic areas—for

example, social studies—can be effective

THE RESEARCH

National Reading Panel, 2000, pp 4-27 J. Gondek 2012

7 INDIVIDUAL STRATEGIES

Mental Imagery and Mnemonic (Keyword) Strategies

Curriculum-Plus Strategies, Psycholinguistic, and

Listening Actively

Cooperative Learning

Graphic Organizers

Question Answering

Question Generation

Story Structure

Multiple Strategy Instruction

National Reading Panel, 2000, pp 4-27

QUESTION-GENERATION

STEP 1- MODEL:

Locate the Explicit Main Idea

Find Key Facts

Write a "Gist" Sentence

Generate Questions

STEP 2-APPLY

Give students a passage and have them

apply this strategy

RECIPROCAL TEACHING

Teachers model, then help students learn to guide group

discussions using four strategies: summarizing, question

generating, clarifying, and predicting.

Students become the “teacher” in small group reading

sessions.

Encourages students to think about their own thought

process during reading.

Helps students learn to be actively involved and

monitor their comprehension as they read.

TRY IT OUT!

Predict Clarify

Summarize Question &

Connect

CLICK OR CLUNK?

“Did I understand this sentence?”

Keep Reading? Refer to the

Strategy Chart!

CLICK OR CLUNK?

“What did the paragraph say?”

State the main idea

and Keep Reading?

Refer to the

Strategy Chart!

CLICK OR CLUNK?

“What do I remember?” (end of page)

Sufficient information!

Keep Reading?

Refer to the

Strategy Chart!

The dominant explanation for the Black Death is the plague theory, which attributes the outbreak to Yersinia pestis, also responsible for an epidemic that began in southern China in 1865, eventually spreading to India. The investigation of the pathogen that caused the 19th-century plague was begun by teams of scientists who visited Hong Kong in 1894, among whom was the French-Swiss bacteriologist Alexandre Yersin, after whom the pathogen was named Yersinia pestis.[40] The mechanism by which Y. pestis was usually transmitted was established in 1898 by Paul-Louis Simond and was found to involve the bites of fleas whose midguts had become obstructed by replicating Y. pestis several days after feeding on an infected host. This blockage results in starvation and aggressive feeding behaviour by the fleas, which repeatedly attempt to clear their blockage by regurgitation, resulting in thousands of plague bacteria being flushed into the feeding site, infecting the host. The bubonic plague mechanism was also dependent on two populations of rodents: one resistant to the disease, which act as hosts, keeping the disease endemic; and a second that lack resistance. When the second population dies, the fleas move on to other hosts, including people, thus creating a human epidemic.[40]

READING ACTIVELY

Read passage/paragraph attending to topic and key

details.

Cover up passage and state key details.

Reread passage to check for understanding.

Check off each detail remembered.

MAIN IDEA MAPS

Main Idea of the

Article

Main Idea

of each

Section

Main Idea

of each

Section

Main Idea

of each

Section

Main Idea

of each

Section

MAIN IDEA VIDEO

ANNOTATE THE TEXT:

ANNOTATION VIDEO:

CLOSE READING:

www.engageny.org

CLOSE READING VIDEO: