reading comprehension strategies for success

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Developed by: Teri Crain-Pearce. Reading Comprehension Strategies for Success. Outcomes. Learn the seven research based strategies readers use to comprehend and analyze text - PowerPoint PPT Presentation

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Reading Comprehension Strategies for Success

Reading ComprehensionStrategies for SuccessDeveloped by: Teri Crain-Pearce

1One minuteOutcomesLearn the seven research based strategies readers use to comprehend and analyze text Enhance the strategies taught in Houghton Mifflin and Open Court with hands on ideas for implementation and linking what you are already doing.230 sec.A Framework for Literacy Decoding/Encoding Word Recognition Fluency44 phonemes 1st 50-60 2nd 90-100 3rd 115+ Comprehension Academic Language Comprehension Skills & StrategiesBackground Knowledge SyntaxVocabulary Monitoring Reorganizing Text 3Purpose of Reading

The purpose of reading is to connect ideas on to the page to what you already know. If you dont know anything about a subject, then pouring words of text into your mind is like pouring water into your hand. You dont retain much. For example, try reading these numbers:

7516324 This is hard to read and understand

751-6324 This easier because of chunking.

123-4567 This is easy to read because of prior knowledge and structure.

4Hmmmmm.A single conversation across the table with a wise person is worth a months study of books.5Table Talk

Discuss the following with your colleagues. What do you do in your classrooms to INTENTIONALLY teach comprehension in: Small groups A large group One-on-one Special Topics

6Metacognitive Thinking Everything we felt was worth doing in the classroom, we first tested on ourselves through our own reading.

7Salvador, Late or EarlyRead the excerpt and jot down a word/phrase to jar your memoryList your thinking you used to gain meaning or understanding.

8Thinking about readingWhat do readers do to understand their reading?What do readers do on tricky words?Record your thoughts

9Thinking About ReadingList reading behaviors students do to understand text.Name what readers do on tricky words?10Comprehension The important thing about reading comprehension is you think about it. Its like a puzzle, you take it apart, put the corners together and then fill in the middle. The pieces are characters we love and problems to solve. Sometimes its like a jigsaw brain-stretcher that fills your mind with facts. But the important thing about reading comprehension is you think about it.

11Reflection: Classroom Conversations with Kids Are our conversations a safe and challenging place for kids to risk their thinking and observe our modeling?12Research Based Strategies13Research Based Strategies in Houghton-Mifflin14Comprehension Strategy InstructionPredict/ InferQuestionMonitor/ ClarifyEvaluateSummarizePhonics/DecodingWHAT?15Comprehension StrategiesFor students to construct meaning from text, they must independently apply numerous strategies to synthesize the content information and to understand the authors intent.WHY?Goal in Kindergarten and first grade is to co-participate in reading comprehension discussions.16Comprehension SkillsSequencingNoting detailsCause and EffectCompare and ContrastStory StructureMaking JudgmentsPredictionsDrawing ConclusionsFantasy or RealismMaking GeneralizationsAuthors Viewpoint Strategy InstructionExplicit instruction on strategies.NAME IT! Teacher models and explains a strategy.DEFINE IT!Teacher structures guided practice, giving students more responsibility for the task.MODEL IT!Teacher provides independent practice with feedback.PRACTICE IT! Students apply the strategy in real reading situations.USE IT!

18Modeling Think AloudsApplicationDirect ExplanationTeacher Modeling (thinking aloud)Guided PracticeEffective Comprehension strategy instruction is explicit, or direct. Research shows that explicit teaching techniques are particularly effective for comprehension strategy instruction. In explicit instruction, teachers tell readers why and when they should use strategies, what strategies to use, and how to apply them. The steps of explicit instruction typically include:HOW?19Sample Text of a Think Aloud When I am reading youll see me looking at the text ( words) and showing you pictures like I always do. But you will see me stop and think out loud. I will probably look at the ceiling or put the book down so youll know when I am thinking out loud and when I am reading the story. Today when I put the book down I am going to be sharing____________________. Name it define it model it practice it use itTips for Think Alouds

Always remember to name the strategy, define the strategy, and use the strategy.Use and model the strategy in a natural, authentic way.Prompt and motivate students to use other strategies.Gradually turn the responsibility over to students.

21Gradual Release of ResponsibilityLook at the handout in your appendix and go through the progression of stages of comprehension strategy instruction outline.22Comprehension CharacteristicsConfidenceRisk-takingSelf-correctionsVocabulary breadth and depthAbility to respond to questionsAbility to elaborate answersUse of prior knowledgeSelf-monitoringEnjoyment of reading and expression

23Connecting All the Pieces to Improve Comprehension

Fix-it Up24Fix-it Up Strategies/ Clarify and MonitorCueing System ProblemSolutionsGraph-o-phonicLexicalSyntacticSemanticSchematicPragmatic

Does this look right?Does it sound right?

25Fix-it Up Strategies: The Dance Between Decoding and MeaningCueing System ProblemSolutionsGraph-o-phonic

Student continues to miscue on text.

Do the letters/sounds match?Lexical

Difficulty reading a word in variety of text other than original text.Find and frame ___ Word analysis: root word?SyntacticSubstitutes visually similar word House/horseDoes this sound like__? Prompt: Try that again.SemanticMeaning can vary Reread/ synonymSchematicInadequate schemaVisualizePragmaticLack of purpose What do I need to know?

Does this look right?Does it sound right?

26Connecting All the Pieces to Improve Comprehension

Fix-it UpSchema27 SURPRISING FACT What you do BEFORE you read a text is more important if you want to foster students using comprehension strategies independently.28Strategy Focus: Schema * Activate their knowledge before, during and after reading. * Use schema to make connections between the text and their lives, between the text and one another the text and the world.

29Connections To TextText-to-Self Connections Text-to-Text Connections

Text-to-World ConnectionsHoughton-Mifflin uses Preparing to Read as a prompt for this kind of language in your reading .30Connections To TextAuthors Style Connections Text Structure

Inadequate personal schemaHoughton-Mifflin uses Preparing to Read as a prompt for this kind of language in your reading .31

Text-to-Self

This part of the story reminds me of when____________ and it helps me understand the story better because________________.32Text-to-Text ConnectionsText-to-Text This part of the story reminds me another story _______and it helps me understand the story better because________________.

33Text-to-World

This part of the story reminds me of ( other media sources)_____ and it helps me understand the story better because_____________.

34 Schema is what youknow; its your thinking in your head.

Schema35Readers use their schema to enhanceunderstanding.

Schema36 Readers distinguish between meaningful and relevant connections and those that arent.

Schema37 Schema Readers build, change and revise their schema when they encounter new information in the text, engage in conversations with others and gain personal experience.

38Its impossible to have the sameschema as someone else. Peopledo different things, go differentplaces and read different books , so how could their schema be the same?

Schema39Soccer: Schema Examples

40A minute for yourselfSchema is :________________________________________________________________________________________________________________________________________________________Text-to-Self Connections

41Chrysanthemum

This story is also on united streaming as another way to hear it.Connecting All the Pieces to Improve Comprehension

Fix-it UpSchema/Prior Knowledge Predicting/Inferring

43Strategy Focus: Predictions Good readers make predictions about what they are going to read based on what they already know ( SCHEMA) and text clues such as titles and pictures. As they read get new information, they confirm or revise the old predictions and make new ones. 44Good Readers: Using Predictions Determine meanings from unknown words by using their schema, paying attention to textual and picture clues while rereading and engaging in conversations with others. Use their prior knowledge and textual clues to draw conclusions and form unique interpretations of the text.45Prediction Prompts

What does the title tell me?Is this fiction or non-fiction?How will this genre change how I read?What do I know aboutformat? Text structure? Authors writing style? Because of what has happened so far, I can predict_______.Should I revise my prediction? Is the author going the direction I predicted?

46Prediction Frames In yo

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