Reading Comprehension Reading Comprehension Strategies and Explicit Strategies and Explicit

TeachingTeaching

As a teacher, do you want…As a teacher, do you want… to make optimal use of your instructional to make optimal use of your instructional

time?time? keep students engaged?keep students engaged? and promote high rates of success using and promote high rates of success using

research-based principles?research-based principles?

Explicit TeachingExplicit Teaching Brainstorm words/phrases to describe explicit Brainstorm words/phrases to describe explicit

teaching; add to chartteaching; add to chart Resource-pages 2-3Resource-pages 2-3

Explicit TeachingExplicit Teaching

Direct, clear/concise language, sequential; breakdown Direct, clear/concise language, sequential; breakdown complex skills into smaller bites; modeling and complex skills into smaller bites; modeling and practice with frequent responses; provide practice with frequent responses; provide cueing/scaffoldingcueing/scaffolding

Tell students why and when to use strategies, what Tell students why and when to use strategies, what strategies to use, and how to apply themstrategies to use, and how to apply them

Think….Think…. ““I do, We do, You do, Re do”I do, We do, You do, Re do” sequence sequence

Explicit teaching works…Explicit teaching works…

Thinking and the ‘how to’ are made visibleThinking and the ‘how to’ are made visible

No guessing in the ‘what’ and ‘how to’No guessing in the ‘what’ and ‘how to’

Especially important for struggling studentsEspecially important for struggling students

Steps of Explicit TeachingSteps of Explicit Teaching 1. Gain Attention/Anticipatory Set (I do) 2. Objective/Goal/Relevance (I do)

(Review critical prerequisite skills) 3. Instructional Input/ Direct Explanation/Modeling (I

do; but involve students) 4. Guided Practice (prompted) and Check for

Understanding (We do) 6. Independent Practice (unprompted) (You do) 7. Closing of the lesson; review what was learned [8. Application (You do; Redo)]

Make your own cue card to remember the Make your own cue card to remember the steps of explicit teachingsteps of explicit teaching

Script of a Model LessonScript of a Model Lesson Fifth grade; determining the main idea and use of Fifth grade; determining the main idea and use of

paraphrasing (see handout)paraphrasing (see handout)

Research and Effective Teaching of Research and Effective Teaching of ComprehensionComprehension

Research on Comprehension Strategy InstructionResearch on Comprehension Strategy InstructionNational Reading Panel (NRP; NICHD, 2000)National Reading Panel (NRP; NICHD, 2000)

1. Recognizing text structure1. Recognizing text structure 2. Using graphic/semantic organizers 2. Using graphic/semantic organizers 3. Monitoring comprehension 3. Monitoring comprehension 3. Generating/answering questions3. Generating/answering questions 4. Summarizing4. Summarizing 6. Using mental imagery 6. Using mental imagery

High Priority Strategies (text pg. 129)High Priority Strategies (text pg. 129)

Use MTH booksUse MTH books Formulate examples of when a student could use the Formulate examples of when a student could use the

following (note page numbers):following (note page numbers): PredictingPredicting ConnectingConnecting InferingInfering QuestioningQuestioning Monitoring with use of fix-up strategies (p. 131)Monitoring with use of fix-up strategies (p. 131) ImagingImaging SummarizingSummarizing

Coordination of StrategiesCoordination of Strategies

Examples from Dr. Anita ArcherExamples from Dr. Anita Archer Read Aloud-Wolf (2Read Aloud-Wolf (2ndnd grade) grade) http://explicitinstruction.org/video-elementary/elementary-video-3/http://explicitinstruction.org/video-elementary/elementary-video-3/

What practices were used to support students’ understanding of novel What practices were used to support students’ understanding of novel vocabulary words?vocabulary words?

What procedures were used to support students’ comprehension of the What procedures were used to support students’ comprehension of the book?book?

Cause-Effect (3Cause-Effect (3rdrd grade) grade) http://explicitinstruction.org/video-elementary/elementary-video-9/http://explicitinstruction.org/video-elementary/elementary-video-9/

What did you see in terms of explicit instruction?What did you see in terms of explicit instruction?

Social Studies background knowledge (before reading)Social Studies background knowledge (before reading) http://explicitinstruction.org/video-secondary-main/secondary-video-5/http://explicitinstruction.org/video-secondary-main/secondary-video-5/

What strategies did she use to build background knowledge?What strategies did she use to build background knowledge? Did she use explicit instruction? Did she use explicit instruction?