©Joan Sedita, www.keystoliteracy.net
The Key Comprehension Routine
Overview PowerPoint
By Joan Sedita, M.Ed.
www.keystoliteracy.com
TM
©Joan Sedita, www.keystoliteracy.net
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
©Joan Sedita, www.keystoliteracy.com p. 3
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
©Joan Sedita, www.keystoliteracy.net
Gradual Release of Responsibility
I
You
We
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
©Joan Sedita, www.keystoliteracy.net
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
©Joan Sedita, www.keystoliteracy.net
Big Idea #2Main idea skillsText structure
©Joan Sedita, www.keystoliteracy.net
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
Detail
Detail
Detail
Main Idea
p. 26-30
©Joan Sedita, www.keystoliteracy.net
Scope and Sequence
Chapters/Books
Multi-paragraphs
Paragraph Main Ideas: Inferred
Paragraph Main Ideas: Stated
Categorizing (categorize content vocabulary)
Easies
t
M
ore C
ompl
ex
p. 30
Thinking Out Loud
• teaching comprehension: teaching students how to think
• What is meta-cognition?
• using a “think-aloud” to model meta-cognition
©Joan Sedita, www.keystoliteracy.com p. 45
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.
©Joan Sedita, www.keystoliteracy.com p. 46
©Joan Sedita, www.keystoliteracy.net
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
©Joan Sedita, www.keystoliteracy.net
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)
©Joan Sedita, www.keystoliteracy.com p. 59-61
©Joan Sedita, www.keystoliteracy.net
Sub-Webs
When a topic web becomes too detailed,
take a section of the web and develop a sub-web.
p. 61
©Joan Sedita, www.keystoliteracy.com
Web
Sub-Web
©Joan Sedita, www.keystoliteracy.net
Big Idea #4Two-column notes
The Format• Simple format
• Promotes active reading
• Easy to study
• Good for lectures
• Versatile
©Joan Sedita, www.keystoliteracy.net
Major Topic
Main Idea
Main Idea
• Detail
• Detail
• Detail
• Detail
• Detail
p. 69-70
Outline vs. Two-Column
©Joan Sedita, www.keystoliteracy.net
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
Main Idea
• Detail
• Detail
• Detail
• Detail
• Detail
p. 69
©Joan Sedita, www.keystoliteracy.net
From Webs to Notes
Big
Topic
A
Subtopic
B
Subtopic
C
Subtopic
Big
Topic
A
Subtopic
B
Subtopic
C
Subtopic
Detail
Detail
Detail
Detail
Detail
Detail
Detail
Detail
Detail
Detail
Detail
Detail
More About Note Taking
• Sub-skills– Abbreviating– Paraphrasing into concise wording– Using visual cues
• Note taking vs. note making– Editing checklist
©Joan Sedita, www.keystoliteracy.com p. 77-78
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
©Joan Sedita, www.keystoliteracy.com p. 78-83
©Joan Sedita, www.keystoliteracy.net
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.
©Joan Sedita, www.keystoliteracy.net p. 89
“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
©Joan Sedita, www.keystoliteracy.com p. 89-96
Essential Writing Skills
• Word choice and word order• Sentence writing and combining• Paragraph structure• Proofreading and editing
• Transition words
©Joan Sedita, www.keystoliteracy.com p. 97
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
©Joan Sedita, www.keystoliteracy.net p. 98
©Joan Sedita, www.keystoliteracy.net
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
©Joan Sedita, www.keystoliteracy.com p. 101
©Joan Sedita, www.keystoliteracy.net
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.
©Joan Sedita, www.keystoliteracy.com p. 103-105
©Joan Sedita, www.keystoliteracy.net
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
©Joan Sedita, www.keystoliteracy.net
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