For Increasing Comprehension and Expanding Vocabulary

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What are effective comprehension and vocabulary tools in the KCLM?

How do these tools relate to the reading strategies outlined in the model?

How can these tools help struggling students?

How can I use these tools in my daily teaching practice?

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I can explain the comprehension and vocabulary tools of the KCLM.

I can explain the reading strategy that each tool supports.

I am able to embed the tools in unit and lesson planning to aid student learning.

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Understanding is one of the most cherished

goals of education. Teaching for understanding can bring knowledge to life by requiring students to manipulate knowledge in various ways. For instance, understanding a historical event means going beyond the facts to explain them, explore the remote causes, discuss the incident as different people might see it from their own perspectives, and skeptically critique what various sources say.

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1. Connect to Prior Knowledge and Develop Schema

2. Draw Inferences and Predict3. Ask Questions Before, During and After

Reading4. Determine Importance and Summarize Text5. Visualize and Create Sensory Images6. Synthesize and Retell7. Monitor/Clarify Understanding of Text

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Proficient Thinkers and Readers Connect to Prior Knowledge and Develop Schema

They use their unique background knowledge to understand the text as they read..

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Comprehension Tools

Anticipation/Reaction guide Question/Answer/Relationship Skimming Pictograph Comparison Matrix Chart Comparison Guide Map Note-taking Using Both Sides of the Brain

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Vocabulary Tools Wordstorm Word Sorts Three Way Tie Connect the Word LitFig Four Square

Vocabulary Map/Frayer Model

Word Questioning

Text Impressions Cinquain Rate Your knowledge Vocabulary Tree Password Memory Most Important Word

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Effective pre-teaching activity

Students predict how words will be used in context

Enhances students’ connections with technical or specialized vocabulary

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What is the word? CombustionWrite the sentence from the text in which the word is used. Combustion includes many chemical reactions.What are some words that you think of when you see this

word? explosion fire heatDo you know any other forms of this word? combustible combustibility combustiveName three people who would use this word. firemen chemist rocket builderCan you think of any other words that mean the same thing? flaming burning visible oxidationWrite a sentence using this word appropriately. Make sure

yoursentence tells us what the word means. Combustion is a chemical reaction that gives off heat and

light.

Klemp, R.M The Reading Teacher(1994)11

Find the article “7 Traits for a Winning Life”

Choose a word from the article

With a partner, complete the Wordstorm template

Be ready to share out12

Proficient Thinkers/Readers Draw Inferences and Predict

Inferring is the process of creating meaning by connecting what is in the reader’s head with what is in the text.

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Questions/Answer/Relationships (QAR) Skimming Graphic Organizers for Analogies and

Metaphors Classification Graphic Organizer

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Vocabulary Tools

Wordstorm Three Way Tie Connect the Words LitFig Word Questioning Text Impressions Rate Your Knowledge Password Most Important Word

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QAR is a framework that offers an approach to reading comprehension instruction. It clarifies for students where to find information needed to answer questions.

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In the Book(or video, photo, text…)The answer is there.

In My HeadBackground knowledge comes into play.

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Question

It Says I Say And So

1. Read the question.

2. Find information from the text to help you.

3. What do you know about it?

4. Combine what you know with what the text says.

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Proficient Thinkers/Readers Ask Questions

They generatequestions

BEFORE,DURING, and

AFTERreading.

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Anticipation/Reaction Guide QAR Mind Mapping Cornell Notes Rule-based Strategy

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Vocabulary Tools Word Sort Three Way Tie Connect the Words LitFig Word Questioning Text Impressions Rate Your Knowledge Most Important Word

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The class trip they took to the cave dwellings made the students feel like archaeologists.

burying or hiding things.

finding things to show what the past was like.

people who dig up things to show how people lived in the past

-ology appears in biology-the study of life

So when I hear the word-because someone found rare stuff like jewels; I’ll know what it is.

Caves, deserts ruins. In magazines, Indiana Jones, titanic, Disc. Channel

An archaeologist is like a human shovel.

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With a partner, choose one word or concept from the article

Complete the word questioning graphic organizer

Be prepared to share with the group

Discuss implementation uses

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Proficient Thinkers/Readers

Determine Importance and Summarize Text

And can support

their ideas withevidence from

thetext..

I found it!

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QAR Pattern Organizers Comparison Matrix Chart Comparison Guide Map Graphic Organizer for Analogies &

Metaphors Cornell Notes Note-taking Using Both Sides of the Brain Summary Frame Rule-based Strategy

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Vocabulary Tools Word Sort Word Questioning Cinquain Most Important Word

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#1: Narrative Frame, p. 35#2: Topic/Restriction-Illustration Frame, p.

37Definition Frame, p. 38#3: Argumentation Frame, p. 39#4: Problem-Solution Frame, p. 40#5: Conversation Frame, p. 41

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1. What is being defined?2. To which general category does the item

belong?3. What characteristics separate the item

from other things in the general category?

4. What are some different types or classes of the item being defined?

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Proficient Thinkers/Readers…..

Visualize andcreate sensory

images as they

read. 33

1. Create graphic representations2. Draw pictures or pictographs3. Generate mental images4. Make physical models5. Engage in kinesthetic activities

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Skimming Pattern Organizers Mind Mapping Pictograph Comparison Guide Map Graphic Organizer for Analogy and Metaphors Note-taking Using Both Sides of the Brain

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Vocabulary Activities

Word Sort Three Way Tie Connect the Words LitFig Four Square Vocabulary Map/Frayer Model Word Questioning Cinquain Password

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Draw pictures or pictographs to represent knowledge

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The Principle of Sowing and Reaping

Sow a thought, and you reap an act;Sow an act, and you reap a habit;

Sow a habit, and you reap a character; Sow a character, and you reap a destiny.

--Samuel Smiles

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Visualizing: Use Pattern Graphic Organizers to Represent

Knowledge

Type Purpose

Compare/Contrast Identifying similarities and differences

Descriptive Vocabulary terms or facts

Time-Sequence Organize events in chronological order

Process/Cause-Effect Organize information into a causal network leading to a specific outcome or into a sequence of steps leading to a specific product

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Type Purpose

Episode Organize a large quantity of information about a specific event

Generalization/Principle Organize information into general statements with supporting examples and details

Problem/Solution Organize ideas by identifying a problem and offering/evaluating solutions to the problem

Concept Organize information about a word or phrase that represents an entire class or category

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Hurricanes

Eyewall

Spin counterclockwise

In NorthernHemisphere

Seasonal Move heat from equatorial region

to higher latitudes

Spin clockwise

In Southern Hemisphere

Categorized by wind speed

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Space Shuttle Program

Visio

n o

f a re

usa

ble

space

cra

ft to se

rvice

In

tern

atio

nal S

pace

Sta

tion

Pre

sident R

ichard

M. N

ixon

announce

d N

ASA

would

pro

ceed w

ith

develo

pm

ent o

f reusa

ble

lo

w co

st space

shuttle

sy

stem

.

First fully

functio

nal

orb

iter, C

olu

mbia

la

unch

ed.

Challe

nger w

as lo

st durin

g

launch

. The S

huttle

pro

gra

m w

as g

rounded

until.

NA

SA

retu

rned to

flig

ht o

n w

ith

succe

ssful la

unch

and re

-entry

of D

iscovery

. Shuttle

D

iscovery

was a

lso th

e fi

rst orb

iter to

fly a

fter th

e

Challe

nger a

ccident.

Colu

mbia

was lo

st durin

g

re-e

ntry

, once

again

gro

undin

g th

e sh

uttle

pro

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m

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1960s January 2, 1972

April 12, 1981

January 28,

1986

February 1,2003

July 26,2005

Vietnam split into North (Communist) and South (Non-Communist)

U.S. Destroyer Maddox attacked in Gulf of Tonkin

U.S Support of South Vietnam

US Troops moved in to fight Vietnam Conflict

Gulf of Tonkin ResolutionCivil War

in Vietna

m

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Example:Episode Pattern Organizer

Christopher ColumbusQueen Isabella

Of Spain

Discovery of New World

Aug. 3, 1492 – Oct. 12, 1492

Atlantic Ocean

Aug. 1492

Seek a shorter, Western

Route to India

Colonization of the New World

King Ferdinand of Spain

Ni

na

Pin

ta

San

ta

Maria

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PROBLEM = AIR POLLUTIONSolution Positive Negative

A: Anti-pollution laws

•Makes it illegal•Public votes

•Court costs•Lose jobs

B: Boycott products

•Conform to rules to survive

•Some may not boycott

C:

Have hair

Warm-blooded

Nourish young with milk

Characteristics of Mammals

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HurricanesCategory One –

Winds 74-95 mph

Weather Terms

Hurricane WatchHurricane Force Winds

expected within 36 hours

Hurricane WarningHurricane Force Winds

expected within 24 hours

Seasonal

June 1 – Nov. 30Wind Speed Classification

Category Two –

Winds 96-110 mph

Category Three–

111-130 Winds mph

Category Four–

131-155 Winds mph

Category Five –

greater than 155 Winds mph

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Proficient Thinkers/Readers Also…

Synthesizeand Retell

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Skimming Mind Mapping Comparison Guide Map

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Vocabulary Activities

Word Sort Connect the Words Word Questioning Cinquain Password

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Find the articles: “7 Traits for a Winning Life” & “The Seven Habits of Highly Effective Teens.”

Complete the Comparison Guide Map organizer individually or with a partner.

Be prepared to share with the group.

Discuss implementation uses.

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Proficient Thinkers/Readers…..

Monitor/Clarifyunderstanding of

text

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Anticipation/Reaction guide QAR Mind Mapping Comparison Guide Map Cornell Notes Note-taking Using Both Sides of the Brain Rule-based Strategy Summary Frame

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Vocabulary Tools

Three Way Tie Connect the Words LitFig Four Square Vocabulary/Frayer Model Word Questioning Cinquain Rate Your Knowledge Vocabulary Tree Memory

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"Life Is A Highway"

Life's like a road that you travel onWhen there's one day here and the next day gone

Sometimes you bend, sometimes you standSometimes you turn your back to the wind

There's a world outside ev'ry darkened doorWhere blues won't haunt you anymoreWhere brave are free and lovers soar

Come ride with me to the distant shoreWe won't hesitate

To break down the garden gateThere's not much time left today

[Chorus:]Life is a highway

I wanna ride it all night longIf you're going my way

I wanna drive it all night long

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Use your LitFig graphic organizer and the article called “The 7 Habits of Highly Effective Teens” by Sean Covey.

With a partner, read the first paragraph and identify any example of figurative language.

Use the LitFig strategy to interpret your chosen example.

Be ready to share out with the whole group and

discuss implementation uses 61

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“If we want our students to become literate, we must analyze our own literacy. We must be aware of our own processing, make that processing explicit, recognize the unique developmental needs of our students, use learning activities that meet those needs, and create an environment that nurtures learning. In this way, we stack the deck in favor of literacy learning for secondary students.” (Rozzelle & Scearce, p. 178)

LEARNING TARGETS•I can explain the comprehension and vocabulary tools of the KCLM.•I can explain the strategies that each tool supports.•I am able to embed the tools in unit and lesson planning to aid student learning.

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7 Traits for a Winning Life – Mark Hansenhttp://www.success101forteens.com/

7 Habits of Highly Effective Teens – Sean Coveywww.7habits4teens.com

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Allen, Janet. Words, Words, Words. Stenhouse Publishers: 1999. Beers, Kylene. When Kids Can’t Read, What Teachers Can Do. Heinemann:

2002.Klemp, R. M. (1994). “Word storm: Connecting vocabulary to the student’s

database.” The Reading Teacher, 48, 282.Marzano, Robert. Classroom Instruction That Works. Association for

Supervision and Curriculum Development: January 2002.Marzano, Robert, Barbara B. Gaddy & Ceri Dean. What Works in Classroom

Instruction. McRel: August 2000. McLaughlin, M., & Allen, M.B. (2002).

Guided Comprehension: A teaching model for grades 3–8. Newark, DE: International Reading Association.

MCEwan, Elaine. 7 Strategies of Highly Effective Readers. Corwin Press: 2004.

Perkins, David. Teaching For Meaning. ASCD Educational Leadership: September 2004. Volume 62.

Smiles, Samuel. “The Principles of Sowing and Reaping.” 1887.Zwiers, Jeff. Building Reading Comprehension Habits in Grades 6-

12: A Toolkit of Classroom Activities. International Reading Association: 2010.