Read These……….

Comprehension

Can You Read The Following Words?

when contains factor form not

this other inverse inequality have

sides of with be adding do as

negative terms variable both side

additive equivalent

When the inequality contains terms that have the variable as a factor and terms that do not have the variable as a factor on both sides,

form an equivalent in equality that has all the terms with the variable as a factor on one side and the terms not having the variable on the

other side. This can be accomplished by adding the additive inverse (negatives) of the

terms to both sides of the inequality.

Now Read This Passage and Solve the Problem

Were you able to solve the problem?

Why or why not?

What Prevented You From Fully Comprehending The

Passage?

Egregio Michaelangelo,

Mi scuso d’aver tardato cosi tanto a scriverti.Ti ringrazio tanto per la tua ospitalita. Mi sono divertita moltissimo in Italia. Spero di ritornare in molto presto.Grazie,

Anna

Why did Anna write the letter?

What did Anna say in the letter?

How did Anna feel about her trip?

What Prevented You From Fully Comprehending The

Passage?

The woggly thenk squonked zurrily mire the herp.

What Squonked?

How did it squonk?

Where did it squonk?

What kind of thenk is it?

Where You Able to Fully Comprehending The

Passage?

What Does This Tell Us About Comprehension?

It is affected by:

Understanding of genre or contentFamiliarity with language & structureBackground knowledgeVocabulary knowledge

How Do We Get Kids To Comprehend

When they lack vocabulary, background knowledge, genre experience?

• We give them strategies• We model the strategies• We give them time to practice the

strategies while reading

COMPREHENSION

Explicit Instruction for Developing Strategic, Active, Critical Readers

The “BIG FIVE”

Phonemic Awareness

Phonics/Word Study

Vocabulary Fluency

Comprehension

Comprehension

Comprehension is the reason for reading. If readers can read the

words but do not understand what they

read, they are not really reading. As they read, good readers are both purposeful and active.

THINK…PAIR…SHARE…

What is challenging about helping your students learn to read with comprehension?

What Does Research Say About the PROFICIENT READER?

Text comprehension can be improved by instruction that helps readers use specific comprehension strategies.

• By using conscious plans- sets of steps to make sense of text

• By helping students become purposeful, active readers

Students can be taught to use comprehension strategies.

• Through explicit or direct instruction

• Through cooperative learning

• Through learning how to use multiple strategies flexibly and as they are needed

Reading is Thinking!

Strategic Thinking!

“True comprehension goes beyond literal understanding

and involves the reader’s interaction with text. If students are to become

thoughtful, insightful readers, they must extend

their thinking beyond a superficial understanding of

the text.”Stephanie Harvey and Anne Goudvis

What Strategies Should be Taught?

Researchers identified strategies that proficient readers use to construct

meaning from text.

Pearson, Keene, Harvey, Goudvis, Robb and others

summarized these strategies.

The Comprehension Strategies Identified through Research

 

      

Use your schema to make connections

Make mental images

Ask questions

Make Inferences

Pick out Important Ideas

Synthesize Information

Use your schema to make connections

Text to SelfText to Text Text to World

Making connections between the new and the known,

building and activating

background knowledge.

Make mental images

“Visualizing is a comprehension strategy that enables readers to

make the words on a page real and concrete.”

Keene and Zimmerman

Ask questions

“Questioning is the strategy that keeps readers

engaged. When readers ask

questions, they clarify

understanding and forge ahead to

make meaning. Asking questions is

at the heart of thoughtful reading.”

Harvey and Goudvis

Make Inferences

“Inferring is at the intersection of taking what is

known, garnering clues from the text, and thinking ahead

to make a judgment, discern a theme, or

speculate about what is to come.”

Harvey and Goudvis

Pick out Important Ideas

“Thoughtful readers grasp essential

ideas and important information when reading. Readers must differentiate

between less important ideas and key ideas that are

central to the meaning of the

text.”Harvey and Goudvis

Synthesize Information

The Evolution of Thought

Synthesizing is putting together

separate parts into a new whole….a process akin to

working a jigsaw puzzle.

Harvey and Goudvis

Metacognition

“If confusion disrupts

meaning, readers need to stop and

clarify their understanding.

Readers may use a variety of

strategies to “fix up”

comprehension when meaning

goes awry.”Harvey and Goudvis

Four Kinds of Readers/Learners

Tacit Readers/Learners

Aware Readers/Learners

Strategic Readers/Learners

Reflective Readers/Learners

Four Kinds of Readers/Learners

Tacit Readers/Learners

Aware Readers/Learners

Strategic Readers/Learners

Reflective Readers/Learners

Gradual Release of Responsibility

Dependence Independence

T E A C H E R S U P P O R T

S T U D E N T R E S P O N S I B I L I T Y

SHARE

Modelling (To)

Modelling (To/With)

Work time (With/By)

Work time (By)

Begin cycle again

Irene C. Fountas and Gay Su Pinnell

Teaching for Comprehending and FluencyThinking, Talking, and Writing About Reading

Instruction in Action…

The Steps to Teaching Reading Comprehension

Scaffold to Success

•MODEL “THINK ALOUD”

• PROVIDE GUIDED PRACTICE

• ALLOW FOR INDEPENDENT PRACTICE

• GIVE MULTIPLE OPPORTUNITIES TO EXPERIMENT USING THE STRATEGIES

MODEL “THINK

ALOUD”

The teacher explains the strategy.

The teacher demonstrates how to apply the strategy successfully.

The teacher thinks aloud to model the mental processes she uses when she reads.

“I DO.”

Instructional Approach

• Reading Aloud

• Thinking Aloud and Coding Text

• Lifting Text (overhead projector)

• Reasoning Through Text (engaging in conversation)

Instructional Approach

• Providing Anchor Experiences (mini lessons on strategies)

• Rereading for Deeper Meaning (multiple readings of text)

• Sharing Our Own Literacy by Modeling With Adult Literature (using more difficult text to teach)

Anchor Charts

Magazines

Poetry

Newspapers

Short Stories

Essay

Picture Books

Using SHORT TEXT

PROVIDE GUIDED PRACTICE

The teacher scaffolds the students’ attempts and supports student thinking, giving feedback during conferring and classroom discussions.

Students share their thinking processes with each other during paired reading and small - and large – group discussions.

“WE DO.”

ALLOW FOR INDEPENDENT

PRACTICE

After working with the teacher and with other students, the students try to apply the strategy on their own.

The students receive regular feedback from the teacher and other students.

“YOU DO.”

GIVE MULTIPLE OPPORTUNITIES

TO EXPERIMENT USING THE

STRATEGIES• Whole class

discussions

• Pair shares

• Small informal discussion groups

• “Compass” group – four way share

• Book Clubs or Literature Circles

• Informational Study Groups

“I DO. WE DO. YOU DO.”

AUTHENTIC, DIVERSE, OPEN ENDED

Responses to Reading

• Coding text with sticky notes

• Making notes in the margins

• Circling, highlighting, framing, bracketing, and underlining the text

• Using two-and three-column note forms to explore thinking

Ways To Share Thinking

• Writing and responding in notebooks – Steno notebooks, literature response journals, Think Books

• Writing letters to teachers, classmates, others in the school community, authors, illustrators

More Ways to Respond to

Reading

Read me again for deeper understanding!

•Entertainment•To read instructions•To find out information

Purpose

•Promotes engagement•Central reason for choice

Interest

•Easy•Challenging•Just Right Book

Readability

CHILDREN’S CHOICES: Helping Children Choose Text

STOP!

And use the 5 finger rule when you choose a book!

Read a page in the middle of the book.

Put up one finger for every “clunk” you have.

0 fingers – too easy

1-3 fingers – just right

4-5 – quite hard – go slow!

5+ - too hard for now

Helping our English Language Learners

Signal with a visual

Pair up for sharing in trios

Preview/preread the text and vocabulary

REFERENCES:Strategies that Work Harvey & Goudvis

Mosaic of Thought Keene & Zimmerman

Elkhart Community School District Wisconsin Literary Education Comprehension and Fluency Fountas & Pinnell

Reading with Meaning Debbie Miller

www.readinglady.com What Really Matters for Struggling Readers Richard Allington

QUESTIONS?

COMMENTS?