Let’s Do Lunch: Using a menu of reading

comprehension strategies to plan effective lessons

Penn StateJune 2012

Objectives

• To deepen our understanding of the stages of the reading process: before, during, and after reading.

• To enhance our understanding of how to support all levels of readers at all three stages.

• Select appropriate strategy instruction for each stage of the reading process.

• Flexibly use a menu of options to plan an effective lesson through all three stages of the reading process.

Deeper Reading

Read the text, and then answer thefollowing questions:

1. What happened to Brown?2. What did Daniel do?3. How did the game end?4. Who won the game?

Time to correct your papers…

1. Brown was pulled viciously into the gully.

2. Daniel bowled a maiden over in his first spell.

3. The game ended when McArdle dived at silly leg and everyone cried, “How’s that!”4. ?????

Planning Lessons to Support Reading Comprehension

Sequence your lesson involving content-area reading according to processing strategies:

• Before• During• After

Time for an activity

• With a partner, create a Word Splash on chart paper with words and phrases that you would associate with your stage of the reading process.

• Add any activities you find successful for this stage of the reading process.

• Be ready to share.

Before Reading Appetizers

-Activate Prior Knowledge-

Admit slipAnticipation Guides KWLPrediction Word Scramble Preview the Text—THIEVES Preview/Preteach text structureVocabulary Pre-teaching Strategies

-List-Group-Label-Write-Possible Sentences-Word Sorts-Word Walls-Concept Definition Map

Web Quests

During Reading Entrees

- Support and Monitor Comprehension -

Connections, Points, & QuestionsDouble/Triple Entry JournalsGraphic Organizers Headings into Questions Highlighting/Coding the textQARQuestion the Author (QtA)Reciprocal TeachingScoring ComprehensionSupport with Text StructuresSketch to Stretch/VisualizingTalking to the TextText frames Think-aloud Bookmarks

After Reading Desserts-Summarize and

connect learning for long term

memory -25-word abstractCarousel BrainstormingGet the GistGraphic OrganizersJournal responsesNarrative Pyramid/Bio-PyramidQuick WritesRACE technique—open-ended responseRAFTSReciprocal TeachingSummarizingWrite Around/Silent DiscussionWord Splash

Literacy Lesson Planning Menu

Before Reading

THIEVES – Teach your students to “steal” information from the text before reading.

T – TitleH – HeadingsI – IntroductionE – Everything I know about the topicV – Visuals and vocabularyE – End of chapter/section questionsS – Summary (end of chapter)http://

www.readwritethink.org/classroom-resources/lesson-plans/using-thieves-preview-nonfiction-112.html

THIEVES

• Use the sample U.S. History Chapter on Jamestown.

• Use the THIEVES graphic organizer to help you to preview T-H-I-E-V-E-S.

• Reflect: How would this help your students before reading?

Possible SentencesBefore & After

• Activates background knowledge of content concepts

• Engages students with use of new or unfamiliar vocabulary

• Develops the reading skill of prediction

• Improves overall comprehension

www.adlit.org

Possible Sentences• Model, Model, Model – Show students

how to use two or more of vocabulary words you have pre-taught to create sentences.

• Possible sentences should predict what the article MIGHT tell us about our topic.

• During reading, highlight instances where the vocabulary words are used.

• Revisit their possible sentences after reading to decide if they were TRUE or FALSE.

• As an extension, have students rewrite the FALSE sentences so they are true.

Possible SentencesYOUR TURN…

• Try writing two or three possible sentences.

• What if your students need some extra scaffolding…

• Crisis Example• Reflect…How does this strategy

support comprehension?

Responding to a Text in Writing – The Open-ended Response

• Do you ever assign essays or give essay questions on a test?

• Are there other situations where students must be able to construct a written response?

• What do students need to know and be able to do to write a quality essay or open-ended response?

RACE Technique

• R – Read the question (and circle key words)

• A - Answer the question as written (Flip the question to answer)• C Cite evidence from the

text• E Explain your examples

RACE Technique

• Teach and Model R-A-C-E steps.

• Require the 6-8 sentence paragraph.

• Use the graphic organizer at first until the organization becomes ingrained.

After Reading

Benefits of the RACE Technique

• Synthesize and process information in the text for retention

• Practices valuable skills of responding to open-ended prompts

• Develops writing skills

Deeper Reading

“As their teacher, I am the determining factor when it comes to how deeply my students will comprehend.”

How can we move our students to the deepest levels of comprehension?

During Reading

Scoring the Text

0 = No understanding!10 = I am an expert!

During Reading

Color-coding the Text

Yellow = I understand

Pink = I don’t “get it”

BenefitsBenefits of Scoring and Color-coding

• Provides the reader with a focus during reading.

• Motivates the reader to concentrate.• Shows the reader visually where to

speed up or slow his pace.• Alerts the reader to the importance of

context in trying to make meaning.• Encourages the reader to “revise” his

comprehension while reading.

Kelly Gallagher – Deeper Reading

After Reading

Most of the …• Synthesizing and Summarizing,

• Connecting,

• Analyzing, and Evaluating

takes place in the After Reading stage!

After Reading

Teach students to use after reading strategies by involving them with…

• Discussion• Summarizing/Synthesizing• Writing to Learn activities

Benefits of Summarizing• Essential to reading

comprehension (fiction and nonfiction)

• Helps students learn to focus on the main ideas in the content.

• Helps with succinct note taking.

• Helps students to be responsible researchers of content material.

• Teaches students to be good readers, and efficient writers

of social studies, science, etc.

After Reading – Get the Gist

Can you get the GIST of it?

• Read the article.

• Highlight or circle and record three key words from each paragraph on your graphic organizer.

• Think about the 5 W’s + H (who, what, when, where, why, and how).

• Write a brief summary in your own words, using the key words you circled

plus your own words.

After Reading – 25 Word Abstract

PROCEDURE:

• Complete sentences.• Main ideas only.• “A, an, of, the” don’t count as part of

your word count.• 24-26 words. No more, no less.• You must do a practice first, revise it, and then complete the final copy.• Total your word count.

Your Turn

• Choose one of the summarizing strategies

• Try the Anticipation Guide for the article

• Read the Vitamin D article• Try out the strategy

• Meet with someone who chose the other strategy and compare your summaries.

• What are the benefits of these strategies?

Planning a lesson with text

Before Reading Appetizers

-Activate Prior Knowledge-

Admit slipAnticipation Guides KWLPrediction Word Scramble Preview the Text—THIEVES Preview/Preteach text structureVocabulary Pre-teaching Strategies

-List-Group-Label-Write-Possible Sentences-Word Sorts-Word Walls-Concept Definition Map

Web Quests

During Reading Entrees

- Support and Monitor Comprehension -

Connections, Points, & QuestionsDouble/Triple Entry JournalsGraphic Organizers Headings into Questions Highlighting/Coding the textQARQuestion the Author (QtA)Reciprocal TeachingScoring ComprehensionSupport with Text StructuresSketch to Stretch/VisualizingTalking to the TextText frames Think-aloud Bookmarks

After Reading Desserts-Summarize and

connect learning for long term

memory -25-word abstractCarousel BrainstormingGet the GistGraphic OrganizersJournal responsesNarrative Pyramid/Bio-PyramidQuick WritesRACE technique—open-ended responseRAFTSReciprocal TeachingSummarizingWrite Around/Silent DiscussionWord Splash

Literacy Lesson Planning Menu

Reading Comprehension Websites for Teachers

• www.readwritethink.org

• http://www.adlit.org/

• www.readingquest.org

• www.readinglady.com

• www.readingrockets.org

Thank you!

If you have any questions or need additional resources, feel free to contact me.

Shari.young@dallastown.net