comprehension strategy instruction
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Comprehension Strategy InstructionCarla MeyerNora VinesRE 4030
Today’s AgendaShare Vocabulary ActivitiesBlue Read AloudComprehension Strategy
InstructionReciprocal TeachingTo do
Blue Read AloudModelVocabulary
What Do We Teach to Improve Comprehension?*
Accurate decoding
Reading Fluency
Self monitoring of decoding (metacognition)
*Pressley, M. (2000). What should comprehension instruction be the instruction of? In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of Reading Research: Volume III (pp. 545-561). Mahwah, NJ: Erlbaum.
BUT….Teaching decoding, fluency,
vocabulary, etc. is not enough.
Balanced Comprehension Instruction…Comprehension instruction
should be balanced:◦Explicit instruction in specific
comprehension strategiesAND◦A great deal of time and opportunity
for actual reading, writing, and discussion of text
Duke, N.K. & Pearson, P.D. (2002)
What to Teach?
Before
Preparing to Read
Preview the materialIdentify the purposeSelect a reading rateActivate prior knowledgeAsk a questionMake predictions
To make meaning
During
Reading Strategically
Determine importanceMonitor understandingMake connectionsMake inferencesAsk questionsVisualize Re-read
To make meaning
After
Making Sense of the Material
Summarize the textEvaluate the textCheck answers to questionsWritten ResponseGraphically Organize
To make meaing
When? What? Why?
How do we teach comprehension strategies?1. Explicit instruction2. Modeling3. Scaffolded practice4. Independent opportunities to
practice
Explicit instruction (of strategies)Before reading, provide Declarative Knowledge: What
strategy is to be learned and used
Procedural Knowledge: How is that strategy actually employed
Conditional Knowledge: When and why that strategy should be used
Modeling: Making Comprehension VisibleWhen we teach decoding or
fluency, it’s easy to model good techniques and to assess students’ progress. It’s visible.
Teaching students to be expert comprehenders of text isn’t as easy to see.
Modeling: Use a Think-AloudDuring a think-aloud, the reader
verbalizes the thought process.
The goal is to make the invisible thinking that goes on while reading public.
When to use a Think-Aloud? When you’re modeling
reading comprehension strategies.
◦ That way, students can hear how you apply them.
◦ You might only use them for a part of a lesson—the part that you want students to notice.
Reciprocal TeachingImportant Concepts
◦Graphic organizers◦Basal series◦Gradual release of responsibility◦Zone of proximal development◦Constructivism
Strategies, strategies and more strategies So the goal is to help our
students develop a full ‘toolbox.’ But, they can’t just learn about the tools, they have to learn
how to use them, when they need to use them and which tools are most appropriate at a given time dependent on text structure, purpose and the level of difficulty.
How does this relate to the different types of knowledge?◦ Quick Write
Comprehension Under Construction Roles of participants:
Foreman: Teacher, in charge of background knowledge and introducing roles
Architect: Draws up blueprints of the building through prediction
Job-inspector: “Get-it goggles” help the inspector clarify by attending to words and ideas
Electrician: Questions to keep the group “wired”
Bricklayer: cements understanding by summarizing and connecting main ideas
Reciprocal Teaching (RT)Introduction of the Four Comprehension
Strategies↓
Teacher-Led Stage↓
Collaborative Stage↓
Reciprocal Stage↓
Metacognition Stage
Stages1. Teacher-Led Stage: During this stage the
teacher models the strategies2. Collaborative Stage: Guided practice. 3. Reciprocal Stage: Independent within
groups. Roles are rotated on a lesson-to-lesson basis with attention to which strategies were implemented during reading group and/or self-selected reading.
4. Metacognition: Moving toward independent use of strategies and attention paid to which strategies were most effective.
Practical ApplicationEach group will be assigned a role:1. Architect (Predict)2. Job-inspector (Clarify)3. Electrician (Question)4. Bricklayer (Summarize) As I read ch. 1 of Blue aloud, make notes of
predictions, vocabulary or ideas which may need clarification, questions you may have that would spark discussion, and main ideas to help you summarize the chapter.
Share with the group and feedback.
Practical ApplicationChoose a role in your small group
(there can be multiple role players)
As you read pages 19-27 in your small groups, play your part to construct meaning. Make notes as you work together and evaluate which strategies you think are most effective for comprehending Blue.
To Do…2/7 Read:
◦Blue pages 27-85◦Kucan Discussion article
2/7 Activities: ◦Double Entry Journal for Blue reading◦Make notes of Tier 2 words as you read◦Free write from an image in your notebook◦Complete Polio Internet Workshop on your
own
To Do…2/12 Read:
◦Blue pages 86-131◦Zumbrunn & Kraus◦NKH Ch. 5
2/12 Activities: ◦Blue—Double Entry Journal
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