comprehension : early language and literacy certificate, course 1

DPS Early Language & Literacy Certificate Program - Course 1

1

Comprehension:Early Language and Literacy

Certificate, Course 1 Class 18

Guided Reading Plus


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HousekeepingO Revisit Norms

O Now that we all know each other –‘side conversations’ are more prevalent – need to stop!

O Bring HW – it’s expected, part of your participation grade, and your responsibility to the class and your professional growth

O Make sure cell phones are on vibrate - if you must answer due to an emergency, wait until you’re out of the room and out of earshot

O Please do not get up to leave during ‘presentation’ time unless there is an emergency


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HousekeepingO Case Study Analysis & Presentation

O Will happen during final class on 5/9O For details, see ‘Assignment Guidelines’ handout from

1st classO Re-administer the same 4 assessments you gave for the

initial ‘Summary of Assessments’ – to case study child O Analyze the data & write a 3-5 page Analysis/Reflection

to discuss your teaching strengths & next stepsO Prepare a 10 min presentation on the same topic (will

include some artifacts)

O To prepare – ‘teach the stuffing’ out of your kids and reflect on your teaching and their learning as you go!


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Homework ReviewO Review

O What’s Wrong With This Running Record?


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Essential Questions

O How do the components of Guided Reading Plus support teaching for comprehension across the lesson?


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Foundational IdeasO With struggling readers, we need

to teach hard for understanding.

O In general, we tend to think that if a reader can ‘but get the words right’, the rest will come and he will understand.

O This is NOT true!


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Foundational IdeasO Struggling readers usually have

trouble O decoding wordsO reading fluentlyO understanding what they read

O Limited comprehension is the most serious of the three.


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Foundational IdeasO Comprehension is MUCH MORE

than a retell!O For example students must

understand:O theme (friendship, etc.) O concept (moral, learning about a topic,

etc.),O organization (compare/contrast,

problem/solution, etc.)O literary language (once upon a time)


9

Foundational IdeasO “Most young children enter school

believing that learning to read will be as easy as everything else they have done -eating, walking, talking…

O They expect reading to be meaningful, and we want to be sure those expectations are met as they begin to read easy texts.” (F & P)


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For ExampleO Handout

O Comprehension Discussion After Reading: Oh, No!

O How did the teacher enhance the children’s deep comprehension of this easy book?

O One of the CCSS shifts is that children “read, write & speak grounded in evidence from texts.” How did the teacher support this?


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Foundational IdeasO Our goal is to help children think

actively while reading (7 systems of strategic actions):O making predictionsO connectingO synthesizing new informationO inferringO analyzing textsO critiquing textsO summarizing


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Prompting for Successful Comprehending

O Handout O Prompting for Successful

Comprehending (WRS pg. 428-429 + summarizing on 426)

O Skim through 7 systems of strategic actions

O Circle 2-3 comprehension prompts in each section that resonate with you


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Table Talk

O So, when is comprehension taught during the Guided Reading Plus lesson?


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Foundational IdeasO Because getting the message

(meaning) is the goal of reading, comprehension is taught across the lesson in GRP.


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Foundational IdeasO Reading Day – When is comprehension

taught? O Word Work:

O No (Why not?)O Book Orientation:

O YES!O Interaction/Listening-in During Reading:

O YES!O Meaning and Strategy Discussion after

Reading: O YES!


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Foundational IdeasO Writing Day – When is

comprehension taught? O Assessment (rr):

O yes, individually (and minimally)O Discussion Before Writing:

O YES!O Writing about Reading:

O YES!O Strategy Discussion

O No (why?)

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Foundational Ideas – Book Orientation

O What we do before reading has everything to do with a reader’s fluent processing and comprehension of text.O Instructional = with assistance (ex. plumbing)

O We want to help children understand how the whole text works. O children need this framework to organize

their thinkingO it is a more powerful tool in supporting

comprehension than pre-teaching words. DPS Early Language & Literacy Certificate Program - Course 1

18

Foundational Ideas – Comprehension Across the Lesson

O Book orientation O goal is give an overview of the whole book &

to set the children up to successfully read the text

O Discussion after reading: O goal is to be sure children understood the

main ideas of the text

O Discussion before writing & the writing itself:O goal is to deeply explore meaning (7 systems of

strategic actions / CCSS)DPS Early Language & Literacy Certificate Program - Course 1


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Let’s PracticeO Read aloud: Good Friends (handout)O Jigsaw: With your group, be prepared to

share a few examples as to how you would support comprehension in your lesson component.

O Reading DayO Book OrientationO Interaction During ReadingO Discussion After Reading

Writing Dayo Discussion Before Writingo Writing About Reading


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Foundational Ideas – CCSSO Build knowledge through content-rich

nonfiction and informational texts. O this DOES NOT mean that we read mostly

nonfiction during guided reading (Benchmark )

O this DOES mean that students read content-rich nonfiction & informational texts within the content areas (social studies, science)

O the 50/50 split between F & NF called for in 4th grade refers to what students read throughout the day


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Foundational Ideas – CCSSO Read, write, and speak grounded in evidence

from texts. O To prompt: “How do you know? Show me in

the text.”

O These phrases are not in the common core:O make text-to-self connectionsO explore personal responseO relate to your own life

O In short, the common core de-emphasizes personal connections & emphasizes textual analysis. (L. Caulkins)

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Foundational Ideas – CCSSO Practice regularly with increasingly complex

texts and academic vocabulary.

O Two of the standards (1 & 10) are referred to as the “running records standards” O Read closely to understand the precise meaning of the text,

cite evidence & support conclusions (#1)O Read & comprehend complex texts (#10)

O Why? We track students’ ability to move up the ‘ladder’ of text levels using running records.

O The goal of GRP is to quickly ratchet up the text levels while reading with fluency, accuracy & comprehension.DPS Early Language & Literacy Certificate Program -

Course 1


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Essential Questions

O How do the components of Guided Reading Plus support teaching for comprehension across the lesson?


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Essential ConnectionsO LEAP

O MCD: methods & pacing, academic languageO HIIM: check for understanding, feedback

O English Language LearnersO Oral Language DevelopmentO Academic Language

O Common Core ShiftsO NonfictionO EvidenceO Increasing text complexity


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HomeworkO READ

O Article: IRA CCSS Guidelines

O DOO Reflect on classO Reflect on reading

O BRING to next classO Next class powerpoint (for notes)O ALL handouts received thus far

comprehension : early language and literacy certificate, course 1

Documents

literary language

components of guided

foundational ideaswith

limited comprehension

deep comprehension

support teaching

easy texts

foundational ideasour