©joan sedita, the key comprehension routine overview powerpoint by joan sedita, m.ed. tm

©Joan Sedita, www.keystoliteracy.net

The Key Comprehension Routine

Overview PowerPoint

By Joan Sedita, M.Ed.

www.keystoliteracy.com

Big Idea #1 What is the

Key Comprehension Routine?

What isThe Key Comprehension Routine?

• Combination of comprehension, writing and study strategies

• Grades 4 – 12; also a K-3 version

• Embedded in content classroom instruction using content reading material (Tier I)

• Can also be used as an intervention (Tier II)

©Joan Sedita, www.keystoliteracy.com p. 3

Steps inThe Key Comprehension

Routine• Main Idea Skills

• Activity 1: Top-Down Topic Webs

• Activity 2:Two-Column Notes

• Activity 3: Summary

• Activity 4: Question Generation

Research Findings• Comprehension monitoring• Graphic organizers/story structure• Question answering and generation• Main idea and summarizing• Cooperative learning

• Combining more than one strategy• Embedding instruction in content

classrooms

©Joan Sedita, www.keystoliteracy.net p. 14

©Joan Sedita, www.keystoliteracy.com

From: Education Reform Teacher Fellowship

MA Dept. of Ed

Gradual Release of Responsibility

Teacher-focused, modeling, direct/explicit instruction

Guided practice Whole group, small-group, collaborative

Independent use by student

Students move through the stages at

different rates, requiring

scaffolding and differentiated instruction. p. 7

Implementation on a school-wide level

• Strong leadership• Involvement by all faculty• Building facilitator• Common planning time • Formalize the routine• Professional development

– Initial training– Small-group follow up meetings

p. 131

Big Idea #2Main idea skillsText structure

Everyday Examples of Main Ideas

To find a main idea:1. Identify the details.

2. Compare the details to determine what they have in common.

3. Use your own words to paraphrase what they have in common.

Use with categorizing, paragraphs, multi-paragraphs, lengthy reading selections,

lectures©Joan Sedita, www.keystoliteracy.net p. 26

Techniques for Finding the Main Idea

• “Goldilocks”– too general, too specific, just right

• Labeling the bucket– details in bucket – main idea is label

• Self-cuing– identify topic– What is this paragraph saying about the

topic?©Joan Sedita, www.keystoliteracy.net

Detail

Main Idea

p. 26-30

Scope and Sequence

Chapters/Books

Multi-paragraphs

Paragraph Main Ideas: Inferred

Paragraph Main Ideas: Stated

Categorizing (categorize content vocabulary)

Easies

Thinking Out Loud

• teaching comprehension: teaching students how to think

• What is meta-cognition?

• using a “think-aloud” to model meta-cognition

Text Structure

• Text complexity strongly affects comprehension.

• Levels of structure:– Sentence– Paragraph– Narrative vs. Expository

• Students need explicit instruction on how to read complex text.

Big Idea #3Top-Down Topic Webs

Top-Down Topic Web

• Top-down

• Shows relationships among ideas in hierarchical way

• Purposeful use of color, shape, position

©Joan Sedita, www.keystoliteracy.com p. 57-58

Brainstorm Web vs. Key Three Web

Sample Top-Down Topic Webs

• Figure D (page 59): “stacking” shapes to save room

• See Figures E, F, G, H (pages 59-61)

• Classroom examples (pages 174-216)

Sub-Webs

When a topic web becomes too detailed,

take a section of the web and develop a sub-web.

©Joan Sedita, www.keystoliteracy.com

Sub-Web

Big Idea #4Two-column notes

The Format• Simple format

• Promotes active reading

• Easy to study

• Good for lectures

• Versatile

Major Topic

Main Idea

• Detail

p. 69-70

Outline vs. Two-Column

I. Major Topic

A. Main Idea

1. Detail

2. Detail

3. Detail

B. Main Idea

1. Detail

2. Detail

II. Major Topic

Major Topic

Main Idea

• Detail

From Webs to Notes

Subtopic

Detail

More About Note Taking

• Sub-skills– Abbreviating– Paraphrasing into concise wording– Using visual cues

• Note taking vs. note making– Editing checklist

More About Note Taking

• Other uses for two-column notes– Vocabulary– Answering questions– Gathering research– Warm-up activity to activate background

knowledge

• Notes from Lecture

Big Idea #5Summarizing

How to Write a Summary

1. Distinguish main ideas from details.

2. Write in phrase form.

3. Begin with an introductory statement.

4. Turn main ideas into sentences, and include a few details.

5. Combine the sentences.

6. Incorporate transition words.

7. Proofread.

“Blueprints” for Summarizing

• Complicated, 3-step task– Comprehension skills– Organizational skills– Writing skills

• Blueprints for scaffolding– Summary template– Top-down topic webs– Two-column notes

Essential Writing Skills

• Word choice and word order• Sentence writing and combining• Paragraph structure• Proofreading and editing

• Transition words

Transition Words

Also, in addition, further

First, second, next, finally

Before, after, since, later, eventually, at this time

In conclusion, in other words, to sum up

Therefore, because, as a result, consequently

Yet, however, on the other hand

Big Idea #6Generating questions

Question Generation

• Provide sample questions and guided practice for generating questions

• Teach meaning and use of question words

• Teach a continuum of questions

Bloom’s Taxonomy (revised)

Creating: what if? create

Evaluating: fair/unfair; right/wrong; ranking

Analyzing: compare/contrast

Applying: life and use

Understanding: in your own words

Remembering: facts

p. 102

Question Terminology

• Explicit instruction in the use of question terms

• See Figure C on page 104 for a list of question words.

• See Figure D on page 105 for a list of question prompts.

Professional Development for Successful Implementation

• Initial training (2 days or 1 day hybrid online)

• Building-based facilitator/coach training

• Options for Implementation Support– Guided practice sessions– Small-group sharing meetings– Classroom observation and modeling

Professional development topics and instructional materials available:

• The Key Comprehension Routine• The Key Vocabulary Routine• The ANSWER Key to Open Response• Literacy Planning K-12

www.keystoliteracy.com

978-948-8511

©joan sedita, the key comprehension routine overview powerpoint by joan sedita, m.ed. tm

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