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September 20, 2011

Dr. Julie Coiro Chafee 615

EDC 423: Teaching

Comprehension and Response in

Elementary School

+Objectives from Last ClassTo understand how the five components of

reading fit together to stress “Comprehension First” (at all grade levels)

Examine & Discuss Emma’s Instruction (Classroom Snapshot): To identify a series of instructional routines

for teaching reading comprehension as inquiry and problem-solving

To practice inferring (and how to teach students how to make inferences) > class & homework

+ Quick Check: A broader interpretation of core components of comprehension is needed to address the problem

PHONEMIC

AWARE

PHONICS

VOCABULARY

FLUENCY

WRITING

MOTIVATION

COMPREHENSION

+ Quick Check: Big Ideas about Best Practices… (in Chapter 2)

Think-aloud and modeling thinking strategies (define, show, give examples, when/why use)

Gradual Release of Responsibility (I do > We do > You do)

The Teacher

The Students

I do You watch

I do You help

I help Youdo

I watch You do

+Today’s ObjectivesTo explore aspects of key reading

comprehension/thinking strategies and see how they are logically applied to diverse texts Before/During/After reading A box of Cheerios! (Classroom Snapshot) A narrative text selection (My Father’s Dragon) An expository text selection (Gorilla Rescue)

To assess your own use of reading comprehension strategies with a challenging text (your homework)

+Big Ideas about Best Practices… (in Chapter 2)

CPS and Before/During/After frameworkBEFORE: Set a purpose, activate

background knowledge DURING: Big ideas, infer, connect,

visualize, question/wonder, analyze, synthesize

AFTER: Organize, shape, reflect, revise, publish

+BEFORE Reading Strategies

Set a purpose Create motivation > Focus on the goal What’s the problem? Why am I using this text?

Predict and Connect: Overview to activate prior knowledge What’s the title? Do a picture walk. What do I already know about this? What do I predict will happen/I will learn?

+DURING Reading Strategies (or listening or viewing)

MONITOR: Be aware of mistakes and apply strategies to repair/revise understandings (CLARIFY)

Make Connections: Text-to-self, text-to-text, and text-to-world Determine important ideas: Use text clues as evidence Ask Questions: Readers asks ?’s and reads to clarify before, during,

and after reading Analyze/Critique: Use text features and structures to reflect on what

stands out (overall gist) and how it stands out Visualize (Image): Use imagination and senses to picture, smell, taste,

or feel something in the text Infer: Use clues from text & background knowledge Summarize: Identify the main idea and supporting details from the text Synthesize: Tell the big ideas and add original reflection/interpretation

+

MS

A

Key Reading StrategiesM+MDAAVISS

MONITOR AND

CLARIFY

MD

AASK QUESTIONS

V

I

S

INFER/PREDICT

MAKE CONNECTIONS

VISUALIZE

SYNTHESIZE DETERMINE IMPORTANT

IDEAS

ANALYZE/CRITIQUE

SUMMARIZE

+AFTER Reading Strategies

Organize and Shape How can I best show my understanding of the

most important big ideas? Reflect and Revise

What works and what doesn’t workPublish: Make comprehension public

How can I share? With whom? When? Where? (How can we, as teachers, make this experience

authentic – to address a real purpose)

+The Princess and The Bowling Ball(Think-Aloud: Tell what you are thinking as you read) Predicting…from the title

Making Connections…after I read a few sentences – to link to something familiar

Questioning…What does a pea have to do with a bowling ball?

Visualizing…”I felt like I was sleeping on a lump as big as a bowling ball”

Summarizing…address and resolve my confusion - Somebody/Wanted/But/So

+Using CPS with Alternative Texts: (Think-Aloud: Tell what you are thinking as you read) Cheerios Box

+ Seeing the Strategies in Action: My Father’s Dragon OR The Gorilla Rescue Before: Set a purpose -- Read the story

silently and actively stop to apply comprehension strategies that help you take and make meaning from the text.

During: 1. Re-read to identify stopping points; 2. Pose a logical question that builds

understanding; 3. Label type of thinking required to answer

After: Share/Compare across texts

+Big Ideas Chapter 3: (p. 52-65)Best Practice Implementation Response options congruent with 21st century life

(multimodal, visual, digital, and diverse) Involve in genuine conversations & discussions with

long-term projects that exhibit comprehension while fostering motivation

5 Factors & Planning questions: page 60 As teachers: style & substance; enthusiastic &

optimistic personality; desire to learn; reflective strategic thinkers

As readers: reflect on personal use of CPS strategies to inform personal knowledge, beliefs, and practice

+Homework: Book Activity 2Comprehension Self-Assessment Part 1: Read challenging text and rate Part 2: Reflect on use of comprehension

strategies Part 3: Reread challenging excerpt and

apply comprehension strategies Part 4: Reflect on rating & assignmentAlso Read Chapter 3: Pages 65-77

(Supportive Learning Contexts)

+Essential Questions

+ Essential Questions (Reframe topics to provide purpose and connections; to motivate and engage)

Habitats: What makes a good home? For us? For bears? For lobsters?

Community: How can we improve our school?

Science: How does flight influence and change behavior (for birds, for humans)?

Geometry: How can we use what we know about math to build a new playground? A doghouse?

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+Essential Questions: You Try…Lesson/Big Idea: Questions?

+Essential Questions:You Try…Lesson/Big Idea?Questions?