RADReadingAnswers thatDon’t Make Sense

How to target instruction for reading comprehension

Allow yourself to be a learner and participant.

We will begin and end on time.Everyone deserves a right to be heard, and everyone deserves the right to hear.

Technology use is important, please use it when required to.

Norms

1 What will I be able to do when I've finished the lesson?

I can identify and implement instructional strategies that will help students comprehend and thereby increase student learning outcomes. 

2. What is important for me to learn and understand? To be able to do this?

I must learn and understand that I need to model and provide multiple opportunities for students to practice comprehending text in a variety of ways. I need to be able to use formative assessment along the wy to see if they are ‘getting it’.

3. What will I do to show that I understand the target and how well will I have to do it?  

I can show this by implementing effective instructional strategies that meet and assist student learning outcomes and use formative assessment to monitor progress.

Learning Targets

Setting a Learning

Target

RAD and SK

Outcomes

RAD and SK Outcomes

RAD wiki

The assessment requires students to retrieve information, recognize meaning, interpret text, and analyze text.

Question 1 assesses students’ ability to set a purpose for reading by making predictions and anticipating content using text features.

Question 2 assesses students’ ability to retrieve information and recognize meaning by locating main ideas and details that are explicitly stated in the text and then reformulating these in their own words.

Question 3 assesses students’ ability to interpret text by making inferences or drawing logical conclusions based on their understanding of the information in the text.

Question 4 assesses students’ ability to analyze text by making connections between new information and prior knowledge.

Question 5 assesses students’ metacognitive awareness of their comprehension strategies.

Question 6 assesses students’ metacognitive awareness of their word-solving strategies.

Questions

Commit and Toss

Why is predicting important to teach, prompt, and reinforce?

A prediction is what you think will happen based upon the text, the author, and background knowledge.

Prediction is an educated guess as to what will happen.

As a reader, you can make predictions a text BEFORE reading.

As a reader, you can make predictions a text DURING reading.

Anticipation Guide

Prediction

Text Features

Building Reading Comprehension Habits in Grade 6 – 12: A Toolkit of Classroom Activities (Ch. 5, Making Inferences and Predictions)

Give One, Get One, Move On

Inference

Connecting

Group Summarizing Template

Group SummarizingPages 104-106- What Does It Mean to Make Connections?-Importance of Connecting-Problems with Teaching Connecting-How We Connect and the Connecting Components-Making Connections and the Metacognitive Teaching Framework

Pages 107 – 110- Explicit Instruction of Making Connections- Explaining and Defining Components of Making Connections-Noticing and Applying Components of Making Connections With a Text-Refining Strategy Use: Activities for Teaching Connecting-Connections Continuum

Pages 110 – 113-I connect to the characters.-I connect to the plot.-I connect to the settings or place.-I connect to visualize, taste, smell, feel, or hear the text.-I connect to predict or infer what will happen in the text

Pages 113 – 117-I connect to what I know about a topic or word-I connect to help me feel emotions related to the text-I connect to text organization and text structure-Self-Assessment and Goal Setting

Summarizing and Notetaking

* Requires that students distill information into a concise, synthesized form and focus on important points.

* Research emphasizes the importance of breaking down the process of summarizing into a structure that can be easily understood by students.

* Verbatim note taking is the least effective note-taking technique

* Students should be encouraged to revisit and revise their notes after initial recording them.

* They should use different formats and make notes as complete as possible.

Main Idea and Supporting Details

* Both require students to distill information into a concise, synthesized form.

* Effective learners are able to sift through a great deal of information, identify what is important and then synthesize and restate the information.

Effect Size

* Effect size is a unit of measure used with meta-analysis that expresses increase or decrease in student achievement.

* Small - 0.02 - 0. 49* Medium - 0.59 – 0.79* Large – 0.80 and above

* Summarizing and Note-taking has 1.0 ES

Main Ideas and Supporting Details

Marzano’s Instructional Strategies Summarizing

Turn and Talk:What did you find interesting?

Main Ideas Organizer

Cornell Notes

Quick Write

Two Column Note Taking

Interactive Notes

Reporter’s Notes

Sum It Up

Main Ideas and Supporting Details

Graffiti

Pros? Cons?Use?Other

?

Word Skills

Modified Jigsaw

Comprehension Strategies

Strategies ModelledCommit and Toss

Give one, Get One, and Move OnGroup SummarizingTurn and TalkGraffitiModified JigsawQuick Write3-2-1

Quick WriteTopic:

Reflect on what was covered. Write your thoughts, ideas, reactions

Ask Yourself:How am I going to record this?

List?Pictorally?Graphic organizer?Sentences?Paragraph?

3-2-1

3 Things you found interesting

2 Strategies you are going to try

1 Question you still have

QuickWrite

You will have 3 minutes to create a Quick Write:Topic: What did you find interesting and what will you try? Thoughts? Ideas? Actions?

OR

RADResponsesAnsweredDeliberately

How you can help your students target reading comprehension