Mario CampanaroNCLB 2/6/09

Comprehension Strategy Instruction: The Differences That Make A Difference

Visit the website for… Power Point Additional copies of the handout Lesson plans from all the tools we

talk about today

www.edbridge.org

If your Students have difficulty with… Making inferences Summarizing Identifying the main idea Read words fairly well, but do not

comprehend what they readThen… you won’t have buyer’s

remorse… THIS SESSION IS FOR YOU!

Reading ComprehensionA short time to discuss a complex topicFocus for this session will be on three factors

that make a difference: researched-based solutions for teaching

reading comprehension(don’t be frightened-the research discussion will be painless)

THE TOOLS TEACHERS AND STUDENTS NEED

how to develop self-regulated readers who love to read and can blow away high stakes tests

Based on recent Research 2003-2008… 5 large and informative studies I have conducted How teachers teach comprehension What professional development model is

useful What “tools” teachers need to support

teaching comprehension Comprehension strategies students bring to

class How students use and apply strategies

Students have difficulties comprehending text because…

They have not been taught to be a strategic/ metacognitive readers

Many will never figure out how to be strategic on their own-particularly the struggling reader

How do I know

Because:I taught struggling readersI have studied the rich research available

concerning reading comprehension and metacognition

I have conducted research in reading comprehension and metacognition

How do I know… Most teachers have not been trained to teach

comprehension Most materials available do not teach comprehension-

test comprehension Studies by Durkin(1978/79), Pressley(1995,2006),

Campanaro 2006-2008. Today’s presentation is based on the findings from

recent EB studies

Comprehension-what have I learned? Some students will get it if we

don’t teach it All students will if we do! Teachers must receive professional

development training to effectively teach students to comprehend and become self-regulated independent readers

I have learned that research-based practices don’t always work for teachers…why?

The studies The researcher The teacher reality principle

TimeFitLack of Expertise

Let’s get going and observe a group of expert readers

Let’s explore what they do when they read

Let’s discover how they learned to be proficient self-regulated readers…expert readers

Oh…Who are the expert readers

Practice Activity: 2 minutes

What are the 3 grootste aantallen that can wordt gemaakt using the cijfers 3, 4, 6, and 7? Elk cijfer must be used only een en elk aantallen. Merk uw antwoord.

A. 7643

B. 3467, 3476, 3647

C. 7643, 7634, 7463

D. 34, 36, 73

grootste aantallen = largest numbers wordt gemaakt = be created cijfer = digit Merk uw antwoord = mark your answer

How did you learn to be a strategic reader? Discuss Share EB’s vision…

Bridge needed between research and practice

Identify the research that works Conduct research that is needed Operationalize the research for

teachers

Research Validated Strategies based on 30

years of research

1. Making predictions2. Asking questions3. Inferring4. Activating prior knowledge- connections5. Visualizing6. Summarize7. Monitor comprehension-fix up8. Identifying Important Information9. Set purpose for reading

Address the Teacher Reality Principle Time Fit to curriculum Lack of training

1. Link strategy instruction to state/local curriculum.

2. Provide tools that do not require additional time to teach

3. Provide professional development training-not product orientation sessions.

4. Link standards to strategies

State Standards: 25 key standards recast as strategies

Vocabulary: Author’s CraftContext Clues Author’s purpose Synonyms/antonyms Author’s point of viewFigurative language Genre

Story StructureMain ideaSummaryCharacter traitsSettingOrder of important events

ComprehensionCause/EffectInferenceFact/OpinionComparing story variants

Instructional Model for Teaching Comprehension Strategies

Gradual Release of Responsibility Approach

Teacher Demonstration Concrete to Abstract (Modeling)

Teacher Directed Practice (Guided Practice)

Monitored Student Application (Independent Practice)

Independent Student Application (Use in Everyday Reading)

Reading Comprehension: What Works Educational Leadership, Fielding and Pearson

All Teacher All Student

Joint

Responsibility

Modeling Independent

Guided PracticeGradual Release of Responsibility

Educational Bridge:Research-based tools to accelerate comprehension

For teachers Tools to diagnose Tools to teach

For students Tools to support strategy

development Tools to support independence and

self-regulation

EB Research Findings GRR Think-Alouds Conditional Knowledge Fast Mapping Multiple Strategies Provisions for Independent Practice and Student Application of

Strategies All teachers in experimental groups demonstrated improved

capacity to teach reading comprehension strategies Students of experimental group teachers out performed

control in reading achievement and gains in metacomprehension

Comprehension is Taught, Not Caught

A comprehensive plan/approach is required across grade levels and content areas

Tools for teaching comprehension are needed based on the gradual release of responsibility instructional model and determining students’ levels of comprehension and metacognition

Third Grade Science Test

Metacomprehension Strategy Index (Schmidt, 1990)

What it is? 25 items to explore how: How a student thinks about text Before, During, and after reading

Validated Strategies-

Questioning, etc.

G RR for State

curriculum&assessment

Summary Foundations for teaching summary Not a one time event Start at the beginning of the school

year-mentor texts The one minute read-alouds The Bio Pyramid

Probable Passages Before Reading After Reading

Probable Passages-Hot Stuff1. Class Clown2. School3. No funny ideas

4. Ben

5. Disruptive6. Humorous7. Lunch room8. Pizza9. Hot peppers10. Laughing students11. Nurse’s office

Bio Pyramid1. Mario 2. Educational Publisher_______(2 words describing person)3. English Language Learner(3 words/childhood)4. Learning to Read Text(4 word/problem)5. Earned A Doctorate in Reading (5 word/accomplishment)6. Authored several professional books in reading(6 word second

accomplishment)7. Founded Celebration Press publisher of the DRA (7 word third

accomplishment)8. Students become strategic and metacomprhensive readers of text

(8 word benefits of accomplishments)

You try Construct a bio pyramid about

yourself Stop at line 5 Discuss

Summary Pyramid: Narrative Text: Hot Stuff

1. Character’s name-Ben2. Two words describing Ben-Class Clown3. Three-word phrase describing the setting-

Walking to school4. Four words indicating problem- needed funny

idea quickly

From: FastMapping for Comprehension

You try with a partner Complete steps 5-8 for Hot Stuff Identify the words your students

may not know while completing the narrative pyramid for Hot Stuff

What’s so Hot about Hot Stuff From: FastMapping for

Comprehension

Fast Mapping…What is it? Recent comprehension research by

Dr Cathy Collins Block(2007) Learner requires 6 intensive in-

depth experiences with a new strategy to form a neural pathway that enables application

Bridge to Reading Comprehension Chapter Books FastMapping applied to connected

text Focus strategies-7 opportunities Maximize flexible use of texts-read-

alouds, guided reading, independent reading.

My Almost Perfect Life- T/G Chapter 3

Informational Pyramid Line 1-Topic Line 2-Two words describing the topic Line 3- Three words describing action of the topic Line 4- Four-word phrase telling about the environment

of habitat Line 5 -Five-word phrase telling one important fact

about the topic Line 6- Six-word phrase telling another important fact

about the topic Line 7- Seven-word phrase stating a third important fact

about the topic Line 8-Eight word question-what else you want to learn

about the topic

You Try It in small group Perspectives anthologies Nonfiction section only

What’s Perspectives Teaches critical thinking and deep

comprehension K-6 Opposing points view explored

through various genres-fables, fairy tales, nonfiction, fiction, etc.

Apply all the comprehension(cognitive) strategies when exploring differing points-of-view

Sustaining the use of Strategies Developing Readers

Lesson plans for the 25 key strategies found on state curriculums and high stakes assessments

Strategies applied to all classroom texts

Hot Stuff words-Context Clues Developing Readers lesson plan for

context clues-use your own materials

Inference

He put down $10 at the window.

The woman behind the window gave $ 4.00. The person next to him gave him $ 3.00, but he gave it back to her. So, when they went inside, she bought him a large bag of popcorn.

Skillful readers…1. Recognize the antecedents for pronouns2. Figure out the meaning of unknown words

from context clues3. Figure out the grammatical function of an

unknown word4. Understand intonation of characters’ words5. Identify characters’ beliefs, personalities,

and motivations6. Understand characters’ relationships to one

another

Skillful readers…1. Provide explanations for events or ideas that are

presented in the text2. Offer details for events or their own

explanations of the events presented in the text3. Understand the author’s view of the world4. Recognize the author’s biases5. Related what is happening in the text to their

own knowledge of the world6. Offer conclusions from facts presented in the

text

Skillful Teachers… Follow a Gradual Release Model Think-Aloud Build Background Knowledge Teach the 3 types of strategy

Knowledge(Declarative, Procedural, Conditional)

Teach Multiple Strategies Make Provisions for Independent Practice

Student Recording Sheet

George Miller (1957) Magical Number Seven

Distributed practice Working Memory Long term memory

Vocabulary Development Common prefixes and suffixes Flip Dictionary (Developing

Thinkers)

Flip Dictionary

F lip D ictionary