What is The A.R.T. of Comprehension?

A - Active R - Reading

of T - Text

A.R.T.: Is a strategy based curriculum that incorporates essential elements of thegradual release of responsibility model, while motivating student with choice andhigh rate of successful reading practices.

Adapted from Just Read, Florida! Presentation - 2007

Robin Auls, Jennifer Hart, Tabatha Scharlach (UCF)

Think of a teaching technique that combines…

Independent reading timeand

Development of metacognitive thinking skills

and

Motivation to read

Why is it important that I incorporate A.R.T. daily?

• Goal: It provides students with a system for thinking

while reading independently!

• Pasco County ESY Initiative.

• Developed by UCF: Field-tested in various Orlando

schools and data collected, analyzed, summarized

concluded reading achievement growth.

They examined the research and found 4 elements

that improve students’ thinking skills while reading.

•Teacher explanation of comprehension strategies, when and how to use them, and teacher modeling during Teacher Oral Reading /Shared Reading

•Repeated opportunities for guided practice on subsequent days with TOR/Shared Reading

•Extended independent reading

-Guthrie, 2002

Effective Direct Instruction#1

Motivate Students to Read

•Provide interesting texts and book talks.

•Allow choices in reading.

•Seek out students’ interests.

•Help students learn and apply comprehension strategies while reading (active engagement, not just paper and pencil practice pages).

-Guthrie, 2002: Gambrell et al, 2002; Pardo, 2004

#2

8 Key Comprehension Strategies

•Before Reading:

-Predicting/Inferring

•During Reading:

-Visualizing

-Making Connections

-Questioning

•After Reading:

-Main Idea

-Summarizing

-Checking Predictions

-Making Judgments

Introduce and model during TOR/Shared Reading.

Use these terms with the students!

#3

Extended Time for Independent Reading

#4

How much time are your students really reading during literacy workstations?

•Students read self-selected books.

•Class was provided with large variety of interesting texts at various reading levels.

•Students completed ART of Comprehension pages.

•Teachers conference with students:-Tell me about this…

-Why did you write…?

-Was your question answered?

-Why do you think…?

How Did They Put It All Together?

Series of Teacher Read Aloud Lessons:

-Teacher introduces and models how to choose a good book. Next day, students practice in a group, followed by individual practice.

-Each day, the teacher introduces and models one new comprehension strategy during the Teacher read aloud.

• During Teacher Oral Reading (Read Aloud) on the following day, the teacher * reviews the previous day’s comprehension strategy;

* introduces and models the next strategy;

* has students practice with each known strategy during the read aloud; and

* has students use sentence starters to remind them of the comprehension

strategy (refer to sentence starters in your packet).

Scaffold for Success

Use of Sentence Starters

• Predicting/Inferring• Visualizing• Making Connections• Questioning

• Main Idea• Summarizing• Checking Predictions• Making Judgments

In this part I think . . .

In my mind I see . . .

This reminds me of . . .

I wonder . . .

I think the most important thing is. . .

In 10 words or less . . .

After reading my original prediction . . .

My favorite part was . . .

Teacher Read Aloud Plans

Session 1: Choosing a book you can read.

•Teacher modeling.

-Preview cover/title, back cover, table of contents.

-Model Five Finger Rule. *Choose a book/story you want to

read. *Turn to a middle page. Read to

yourself. *Put up 1 finger for each unknown

word. *More than 5 fingers? Try a different

book.

•Read Aloud of chosen book (model Five Finger Rule)

Session 2: Choosing a book you can read.

•Teacher has students review how to choose a “just right” book.

•Students practice choosing “just right” books in

groups.

•Read Aloud reading of teacher’s “just right” story or book.

Teacher Read Aloud Plans

Session 3: Predict/Infer •Introduce, define, and present Predict/Infer.

Suggestion: Use a picture book for read aloud at a primary levels for this lesson. Model predicting with a picture walk.

Introduce sentence starter: In this part I think…

•Read book/section 1 to class. Model making

predictions and inferring possibilities.

Teacher Read Aloud Plans

Session 4: Visualizing, Predict/Infer

• Review what Predict/Infer is.

• Introduce,define, and present Visualizing.

Introduce sentence starter: In my mind I see…

• During Read Aloud:

After brief introduction to this part of the story,

have students verbally complete the sentence

starter In this part I think…

Help class predict/infer while reading selection.

Model visualizing for class.

Teacher Read Aloud Plans

Session 5: Introduce: Making Connections, Practice: Visualizing, Predict/Infer

• Review what Visualizing is.

• Introduce, define, and present Making Connections.

Introduce sentence starter: This reminds me of… • During Read Aloud:

Have class predict/infer while reading selection. Have them complete the sentence starter In this part I think…

Help class visualize during the story. Have them complete the sentence starter In my mind I see…

Model making connections during the reading of the story

selection.

Read Aloud Reading Plans

Session 11: Record Keeping

•Introduce A.R.T. Response Sheet.

Students jot down sentence starter responses on 8 post-its.

Students keep sheets in response book.

•Teacher models during Read Aloud.

•Students practice during Independent Reading.

Read Aloud Plans

Name____________________________________________________Book Title________________________________________________Author______________________________

Chapter_____________

In this part (Ch. 3) I think . . . In my mind I see . . .

This reminds me of . . . I wonder . . .

After reading my original prediction I think the most important thing is. . .

In 10 words or less . . . My favorite part was . . .

Name____________________________________________________Book Title________________________________________________Author______________________________

Chapter_____________#1 #2

#3 #4

#5 #6

#7 #8

During Independent Reading

•Students are permitted to read self-selected books.

•Teacher provides a large variety of interesting

texts at various reading levels for independent reading.

•Students completed A.R.T. response sheets

with post-it notes after teacher has modeled the strategy.

•Teachers conference with each student --Tell me about the …-Why did you write…?-Was your question answered?-Why do you think…?

What did the data reveal when the A.R.T. of Comprehension was incorporated in a classroom

setting?

• Pre- and post-testing using Gates-MacGinitie Reading Test showed that lower level and higher level students grew 1 1/2 years in 3 months!

• Average students grew slightly more than those who did not use the A.R.T. response sheets.

• Teachers who required students to use the A.R.T. Recording Sheets daily found a stronger increase in metacognitive thinking than teachers who presented the lessons, but did not require the A.R.T. response sheets!

HOW DO I BEGIN PLANNING FOR ESY?

• Develop Camp Rules and Expectations.• Determine how you will incorporate A.R.T. lesson daily

during your teacher oral reading.• Use materials to develop Acquisition lessons.• Use materials to develop Shared reading lesson (Reading

and Math).• Create Guided Reading Groups.• Develop Literacy Workstations that support G benchmarks

and incorporate our non- negotiable (Graphic organizers, word work, responding to text, etc.).

• Determine how students will apply A.R.T.: Independent Reading Conferences

What Materials will I use for Shared Reading?

• Acquisition Lessons: – Main Dish & Appetizer

• Shared Reading:– Lessons In Literacy (Modeling lesson use

of graphic organizer)– Use of Literature by 4th day.

What Materials will I use during my Active Reading of Text lessons (Teacher Oral Read Aloud)?

• A.R.T Materials:– Sentence Starters– Sticky Notes– A.R.T. Student Response Sheets

• Picture Books

What Materials will I use for Guided Reading?

• 1st & 2nd Grade:– Scott Forseman– Summer Success

• 3rd Grade Reading:– Scholastic– Scott Foresman

• 4th Grade Math:– Harcourt (Preview next grade level)– Kathy Robinson

What Materials will I use for Workstations?

• Graphic Organizers• Doggie Bags.• Websites.• Responding to Text.• Working With Words: Word Work• Phonics A-Z Book

What should my day look like?

• Acquisition Lesson 15-20 minutes (Reading Benchmark).

• Shared Reading Lesson 30 Minutes.• Guided Reading 20 minute rotating groups. • Workstations will occur simultaneously.• Teacher Oral Reading must incorporate the A.R.T.

strategy and occur daily 15-20 minutes. – Independent reading and conferencing must take place daily

for approximately 40 for students to apply the A.R.T strategy.

What are my Goals for planning today?

• Develop:– Acquisition Lessons– Shared Reading– Guided Reading– Workstations– A.R.T. Read Aloud Lessons– Rules– Gather Materials– First Day (Fun…….)