Comprehension Strategies

Comprehension Strategies Kimberly Noble Staff Development Specialist DCIU

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Objectives To get what comprehension is To get who teaches comprehension To get the why of teaching comprehension To get the how of teaching comprehension To get when you should teach comprehension 2

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Agenda Why teach comprehension strategies Overview of the strategies In-depth study of strategies Lunch In-depth study cont d Closure 4

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What is comprehension? Reading is a dynamic process in which the reader interacts with the text to construct meaning. Inherent in constructing meaning is the reader s ability to activate prior knowledge, use reading strategies and adapt to the reading situation. 5

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Components of Reading Instruction The Big 5 Reading Ideas Phonological/Phonemic Awareness Alphabetic Principle Vocabulary/Background Knowledge Text Comprehension Fluency 6

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Dale s Cone of Experience? 8

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Confounding Problems in Reading Comprehension Matthew Effects The rich get richer, the poor get poorer Motivation Frustration abounds Accessing content in texts Everyone should be taught comprehension, even those with low decoding skills Teacher-guided manipulation of text 9

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Reading Myths Myth #1: As long as students can decode text fluently, they will naturally come to understand what they read. Myth #2: Having students read a lot will improve comprehension. Myth #3: Answering questions at the end of the chapter is teaching reading comprehension. Myth #4: Reading comprehension is the domain of language arts and English teachers. 10

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National Reading Panel Findings 7 Research based comprehension strategies Comprehension monitoring Cooperative Learning Use of graphic and semantic organizers (including story maps) Question answering Question generating Story structure Summarization 11

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Six Language Systems Pragmatic Schematic Semantic Syntactic Lexical Grapho-phonic 12

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Findings cont d Two additional strategies that have received some support from research Making use of prior knowledge Using mental imagery Multiple-strategy use is most effective. Put Reading First synthesized information gleamed 13

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Findings cont d Comprehension strategies are specific procedures that guide students to become aware of how well they are comprehending as they attempt to read and write. The teaching of a variety of strategies leads to increased learning of the strategies, to specific transfer of learning, to increased retention and understanding of new passages, and in some cases, to general improvement in comprehension. 14

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Strategic Teaching Must be explicit, or direct Teachers tell readers why and when they should use strategies, what strategies to use, and how to apply them. The strategic teacher is one who: is a thinker and decision maker; possesses a rich knowledge base; is a modeler and a mediator of instruction. 15

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Definition of Strategic Instruction and Strategy Strategic Instruction A strategy-oriented approach to teaching, one in which strategies are taught to students. Strategy An individual approach to a task. Helps you determine how to do something effectively and efficiently on your own. 16

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Differentiating Strategies from Knowledge and Skills Knowledge Information you have. Skills Something you can do. Strategy A deliberate attempt to use knowledge and skills. 17

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Kinds of Reading Comprehension Strategies Goal-specific strategies The techniques readers use to process specific material. Monitoring strategies Techniques to know how the reader is doing with comprehension Higher-order sequencing strategies Super organizers which help the user put the strategic package together; a combination. 18

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Gradual Release of Responsibility Modeled Shared Guided Independent Shallow End W ith Shal ow Deeper Deepest End Flotation Dev ice Teacher Ownership Student Ownership 19

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Gradual Release of Responsibility Model Step 1: Showing the kids how. Step 2: Think aloud 20

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Gradual Release of Responsibility Model Step 3: Have at it. Step 4: Letting go. 21

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What is a Crafting Session AKA The Mini-lesson What is a Crafting Session? Deep Structure vs. Surface Structure 22

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Anchor Charts Highlighting an inquiry or a process so the readers in your classroom can see the construction of meaning making lies in their hands. Need chart paper, easel, marker, space to store: flip chart clothesline Examples are provided for each strategy in this presentation. 23

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Think Alouds Teachers verbalize own thoughts while reading aloud Demonstrate strategies that good readers use Model how to think aloud Train students to be able to think aloud independently 24

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What is Strategic Reading Use Before, During. And After (BDA) Reading Strategy Inventory Questions to help children become strategic readers Questions I can ask as I read Modeling and Question Frames for Developing Strategic Listening and Reading Abilities What makes a good reader 25

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Strategic Reading Good readers are purposeful Good readers are active Good readers use metacognition (think about their thinking) Good readers are aware of what they do understand, what they do not understand, and use appropriate strategies to resolve problems when reading. 26

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Thin Ask Questions k w ab h o im a u ake t p t s o M rtant Connections STRATEGIES USED BY GOOD READERS Create ake M Mental Images Be a Predictions Summarize Problem Solver 27

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Comparison Chart M O T STW RW M Tovani PRF Activate Prior M aking Schem a Connecting the new to M aking use of prior Knowledge Connections the known knowledge Determ ine m ost Determ ining Determ ining Recognizing Story im portant idea Im portance Im portance in N F Structure *Graphic O rganizers Create sensory Visualizing Creating m ental Visualization im ages im ages Ask questions Q uestioning Asking questions W hat do you wonder? *Asking questions *Generating questions Draw Inferences Inferring Inferring O utlandish Ideas: *Asking questions Taking Inf erences *Generating questions too far Retell or Synthesizing Synthesizing *Sum m ariz ing synthesize Retelling *Graphic O rganizers Use fix up Fix It! *M onitoring strategies Com prehension M etacognition 28

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Mosaic of Thought The Mother of Comprehension Instruction resources Written by Ellin Oliver Keene and Susan Zimmerman Takes research from PEBC out of Denver and Pearson, Roehler, Dole, and Duffy (1992) 29

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Strategies in Mosaic of Thought Determining Importance in Text Evoking Images Inferring Monitoring Meaning Questioning Using Relevant Prior Knowledge or Schema Synthesis 30

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Other Resources to Teach the Strategies Mrs. Fix-Up Good Readers Under Construction 7 Strategy Graphic Organizers Literature Circles Strategies that Work (Harvey and Goudvis) Reading with Meaning (Miller) I Read It, But I Don t Get It (Tovani) 31

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Fix-Up Strategies 32

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Fix-up Strategies Make a list of strategies with the class of things to do if you get stuck All of today s strategies count as fix-ups Good readers make mistakes, but better readers figure out ways to self-correct 33

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Fix-Up Strategies Anchor Chart Problem H ow I Knew W hat I Did 34

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Robert the Reader Activity: Read the description of Robert the Reader and create a visual with your group. Hint: You are synthesizing all of the strategies previously overviewed. 35

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Metacognition 36

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Metacognition Thinking about thinking Is imperative for all strategies Invisible little me Think Along Process Learning Logs Read, Cover, Remember, Retell 37

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Metacognition Anchor Chart Thinking Process Text Exam ple 38

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Schema/Making Connections Text to Self Text to Text Text to World Coding the text Activity: Read Graves excerpt; make all three connections. 39

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Connections Anchor Chart T S T T T W 40

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Schema Author Schema Text Type Schema Activity: Determine Author s style and text features. 41

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Schema Anchor Charts Tom ie dePaola Eve Bunting Chris VanA llsburg Creating N ew Schem a M ysteries H istorical Fiction Biographies 42

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Schema 43

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Activating Prior Knowledge Anticipation Guide Prereading Plan (PreP) ABC Brainstorm KWL/KWS 44

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KWS What do What do you What can you Know? Wonder? you use as a Source? Dinosaurs are not How big were Internet around anymore. their teeth? Encyclopedia Some are meat- What kind of meat CD-ROM eaters and some did they eat? Library Books are plant-eaters. Matthew, our dinosaur expert 45

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Sensory Imagery/Visualization 46

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Sensory Imagery/Visualization Activity: Gary Paulsen piece; make whole group anchor chart Handouts Activity: Photograph biographies 47

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Sensory Anchor Chart I can see I can sm ell I can hear I can touch I feel 48

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Questioning 49

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Questioning Asking questions BDA QAR Reciprocal Teaching OWL Question Starters Thick and Thin questions Coding the text 50

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Questioning Anchor Chart Before D uring A fter 51

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Questioning Anchor Chart 2 A nswered questions U nanswered questions 52

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Inferring 53

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Inferring/Predicting Difference between inferring and predicting Clues from the text + background knowledge = inference (looking back) prediction (looking ahead) Coding the text Activity: Strange Object Activity: Poetry Riddles 54

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Inferring/Predicting cont d Guess the Covered Word Predict-o-Gram Prediction Guides P.L.A.N. 55

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Inference Anchor Chart Q uote or Picture from Inference text 56

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Determining Importance Fiction vs. Nonfiction Coding the text V.I.P. What is Important? Focusing on Important Ideas Text Frames Open-ended questions Reading for answers to specific questions 57

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Determining Importance cont d Search and Find Nonfiction Conventions Notebook 58

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Determining Importance Anchor Chart Tips for reading N onfiction text 59

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Synthesis 60

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Synthesis/Summarization Summary + Prior Knowledge = Synthesis A combination of all strategies Story elements Evolving thinking- constant, not just at the end 61

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Synthesis/Summary Activities Coding I m thinking Now I m thinking GIST Someone Wanted But So Think Writing Written Conversation Say Something 62

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Activities cont d Group Summarizing Pairs Read Partner Retelling Activity Climatic Events Event/Story Pyramid Story Mapping through Circular Pictures Reflective Sharing 63

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Synthesis Anchor Chart O pinion Before N ew Ideas Reading 64

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Possible Classroom Sequence Septem ber M etacognition/Fix ups O ctober Connections N ovem ber Connections Decem ber Schem a January Sensory Im agery February Q uestioning M arch Inference A pril Determ ining Im portance M ay Synthesis June M etacognition/Fix ups A 65

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Possible School-wide Scope and Sequence S trategy K 1 2 3 4 5 S chem a E R eview R eview R eview R eview R eview V isualizatio n E E E R eview R eview R eview Q uestionin gIntro E E E R eview R eview D eterm ining Intro E E R eview Im portanc eInference Intro E E S ynthesi s Intro E 66

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How to Choose Good Text for Crafting Lessons Use book databases (see handouts) The story should have rich language and illustrations The story should be meaningful to you as the model and to the students The story should be previewed ahead of time and put post-its where thoughts arise. 67

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Letting Go Give it a try in your classroom. Remember, we learn by doing and teaching others. If you have any questions, you can call me at 610- 938-9000 x2141 or email me at knoble@dciu.org Through the IU, I am available to do school in- services on a variety of topics, as well as an extension of this one. Have your school contact person call me. 68

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Text-to-World Connection 69

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Text-to-Self Connection 70

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Author Schema 71

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Text Type Schema 72

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Text-to-Text Connection 73

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