Collaborative Strategic ReadingYour Subtitle Goes Here

Collaborative Strategic Reading Overview• Target Audience:

–Elementary and middle school students–Average to below average readers

• Goals:– Teach comprehension strategies that can be used

with a variety of expository and narrative texts– Allow students reading below grade level to learn

content with grade-appropriate texts– Provide opportunities for ELL students to interact

with peers and comprehend grade-level texts

What is Collaborative Strategic Reading?

• Designed by Janette Killinger and Sharron Vaughn• Four- strategy reading framework to increase student

comprehension across different types of texts.– Preview– Click & Clunk– Get the Gist– Wrap it up

• Framework drawn from existing practices such as collaborative group work, interactive dialogue and procedural strategies

• Typically utilized with groups of four students of mixed reading ability.

• Teacher models each of the four strategies and then gradually releases responsibility of the method as the semester progresses

Phase 1: Preview

• Underlying Principal: Activating Prior Knowledge

• 2-3 minutes of student’s skimming the text

• First brainstorm what they already know about the topic

• Then predict what they will read about or learn

Phase 2: Click and Clunk• Underlying principal: Active reading

• Clicks: Ideas from the text that make sense to the student or it is information that the student connects to on a personal / knowledge level

• Clunks: When a student doesn’t understand a word or sentence in a text.

• Students are responsible for recording “clunks” AND using fix-it strategies to understand text:• (a) reread the sentence with the clunk and look for key ideas to help you figure out the

word — think about what makes sense, • (b) reread the sentences before and after the clunk looking for clues, • (c) look for a prefix or suffix in the word that might help, and

• (d) break the word apart and look for smaller words that you know.

Phase 3: Get the gist

• Underlying principal: Find the main idea

• Generally done at the end of each paragraph• Start by having students identifying the most

important who or what in the paragraph• Once “who” or “what” is Ided, students then stat the

important fact or idea connected to the who or what

Phase 4: Wrap it up!

• Underlying principal: Summarizing and questioning

• Completed after the entire text has been read• Students start by generating questions about what

they have just read.• Questions should be a combination of “recall”

questions and big picture inference / higher level questions.

• Questions can also be about areas for further exploriation

• Students also summarize what they have learned from the text and would want to share with a peer

Evidence of effectiveness:1998: Florida 4th grade class using CSR for a 11-day history unit had better gains in reading comprehension control classes using traditional school practice. Content retention was equal (Klingner, Vaughn & Schumm,)

2004: 4th grade teachers were given CSR training and demonstrations while the control group again used traditional practices. “On a norm-referenced measure of reading comprehension, students in the CSR group outperformed students in the typical practice comparison group.”(Klingner, Vaughn, Arguelles, Hughes, & Ahwee, 2004)

2006: 6th – 8th grade students with LD given computerized CRS or typical school intervention Kim found “Students in the CSR group outperformed students in the comparison group on the Gates MacGinitie.” (Kim et al., 2006).

2011: Teachers of 7th and 8th grade low-to moderate SES students from 6 middle schools in Texas and Colorado showed statistically significant gains on Gates-MacGinitie as compared to peers that were taught using typical reading comp. methods

Evidence of effectiveness:1) Kim, A., Vaughn, S., Klingner, J. K., Woodruff, A. L., Klein, C., & Kouzekanani, K. (2006). Improving the reading comprehension of middle school students with disabilities through computer-Assisted Collaborative Strategic Reading (CACSR). Remedial and SpecialEducation, 27, 235-248.

2) Klingner, J. K., & Vaughn, S. (2000). The helping behaviors of fifth-graders while using collaborative strategic reading (CSR) during ESL content classes. TESOL Quarterly, 34,69-98.

3) Klingner, J. K., Vaughn, S., Arguelles, M. E., Hughes, M. T., & Ahwee, S. (2004). Collaborative Strategic Reading: “Real world” lessons from classroom teachers. Remedial and SpecialEducation, 25, 291-302.

4) Swanson, E., Mohammed, S. S., Boardman, A., Vaughn, S., et al. Society for Research on Educational Effectiveness, (. (2011). The Effects of Collaborative Strategic Reading Instruction on the Reading Comprehension of Middle School Students: Year 2 Replication. Society For Research On Educational Effectiveness

Evidence of effectiveness:1) Kim, A., Vaughn, S., Klingner, J. K., Woodruff, A. L., Klein, C., & Kouzekanani, K. (2006). Improving the reading comprehension of middle school students with disabilities through computer-Assisted Collaborative Strategic Reading (CACSR). Remedial and SpecialEducation, 27, 235-248.

2) Klingner, J. K., & Vaughn, S. (2000). The helping behaviors of fifth-graders while using collaborative strategic reading (CSR) during ESL content classes. TESOL Quarterly, 34,69-98.

3) Klingner, J. K., Vaughn, S., Arguelles, M. E., Hughes, M. T., & Ahwee, S. (2004). Collaborative Strategic Reading: “Real world” lessons from classroom teachers. Remedial and SpecialEducation, 25, 291-302.

4) Swanson, E., Mohammed, S. S., Boardman, A., Vaughn, S., et al. Society for Research on Educational Effectiveness, (. (2011). The Effects of Collaborative Strategic Reading Instruction on the Reading Comprehension of Middle School Students: Year 2 Replication. Society For Research On Educational Effectiveness

Practicality:• Strengths:

• Gives a clear structure and process for students to follow

• Allows for students of all ability levels to engage in the same text with necessary support and challenge (higher level thinking questions)

• Collaborative and social in its nature which could increase motivation.

• Concerns:• Perhaps too rigid and formulaic for some students

• Literature was not specific on how to mix students

• Very teacher-centric initially• Researchers state it takes a long time to implement

Learning Goals• Grade 8 – History, Ancient Civilizations

• SWBAT:• Cite specific textual evidence to support analysis of primary and secondary sources to determine the origins writing (CCSS.ELA-Literacy.RH.6-8.1 )

• Compare the economy of ancient Mesopotamia to modern times. (MA History Frameworks 7.6.B

• Discuss the role of reading and writing in governing and power. (MA History Frameworks 7.10.A)

Roles• Leader (Alex)

• This student leads the group in the implementation of CSR by saying what to read next and what strategy to apply next. The leader asks the teacher for assistance, if necessary.

• Clunk expert (Mark)• This student uses clunk cards to remind the group of the steps to follow

when trying to figure out a difficult word or concept. • Announcer (Carla)

• This student calls on different group members to read or share an idea. He or she makes sure everyone participates and only one person talks at a time.

• Encourager (Caighla)• This student watches the group and gives feedback. He or she looks for

behaviors to praise. The student encourages all group members to participate in the discussion and assist one another. He or she evaluates how well the group has worked together and gives suggestions for improvement.

• Reporter (Sait)• During the whole-class wrap-up, this student reports to the class the main

ideas the group learned and shares a favorite question the group has generated.

• Time keeper• This student sets the timer for each portion of CSR and lets the group know

when it is time to move on (the teacher might do this instead of students).

TRANSITIONAL PAGE

Template Provided By

www.animationfactory.com

500,000 Downloadable PowerPoint Templates, Animated Clip Art, Backgrounds and Videos