Reading-Passmskamart-3.6-Comprehension.pptx

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1. Collaboration for Effective Educator Development, Accountability, and Reform H325A120003 Overview of the Essential Components of Reading Instruction K–5 Part 3.6: Comprehension

2. A special thanks to the Meadows Center for Preventing Education Risk at the University of Texas at Austin for permission to use and adapt material from a module created by the Higher Education Collaborative: Foundations of Reading Instruction . ©2009 University of Texas System/Texas Education Agency www.meadowscenter.org H325A120003 Overview of the Essential Components of Reading Instruction K–5 Part 3.6: Comprehension

3. Big Ideas & Questions What is the idea? Why is it important? What does the research say? What should students know and be able to do at each grade level? How do we assess what students know and the progress they are making?

4. Big Ideas & Questions How do we teach the big idea effectively and efficiently? How do we develop instructional plans that incorporate state standards, assessment data, and evidence-based instructional strategies? What do we do if students aren’t learning the big idea?

5. Module Outcomes Design instruction for all students. Differentiate instruction. Use assessment data to inform instruction; form groups; and monitor progress. Incorporate standards and evidence-based practices (EBPs).

6. Major Reports

7. National Reading Panel Elements of Reading Instruction Phonemic Awareness. Phonics. Fluency. Vocabulary. Text Comprehension.

8. The Reading Rope

9. Essential Components of Reading Instruction K–5 Part 3.6: Reading Comprehension for Primary Students, Grades K-3

10. A special thanks to the Meadows Center for Preventing Education Risk at the University of Texas at Austin for permission to use and adapt material from a module created by the Higher Education Collaborative: Foundations of Reading Instruction . ©2009 University of Texas System/Texas Education Agency www.meadowscenter.org H325A120003 Overview of the Essential Components of Reading Instruction K-5 Part 3.6: Comprehension

11. Bang Pham, 2008

12. Objectives Define comprehension instruction. Discuss what the research says. Observe and practice evidence-based activities. Study an instructional plan.

13. Comprehension Strategies What are evidence-based comprehension strategies? When are they taught? How are they taught?

14. Common Core Standards Read and comprehend complex literacy and informational texts independently and proficiently. Common Core State Standards, 2008

15. Common Core Standards In your small group: Highlight verbs that require comprehension of text. Note the alignment across grade levels. Highlight verbs across grade levels.

16. Teach Comprehension . . . Directly. Explicitly. Systematically. Before, during, and a fter reading. Archer & Hughes, 2011; Connor et al., 2014; Coyne et al., 2007; Gersten et al., 2001; Moats, 2005; RAND, 2002 ; Vaughn & Linan -Thompson, 2004

17. #1: Use of Strategies Deliberate efforts to understand what is being read (p. 11). Evidence-based strategies include: Activating prior knowledge. Making predictions. Questioning. Visualizing. Self-monitoring. Making inferences. Summarizing. Fisher & Frey, 2008; Mason, 2004; McKeown et al., 2009; Shanahan et al., 2010; Vaughn et al., 2000

18. #2: Text’s Organizational Structure Teach students a variety of text structures: Narrative Fiction Historical fiction Biographies Fables Informational Expository Descriptive Argumentative Persuasive procedural Shanahan et al., 2010

19. #3: High-Quality Discussions Students should: Argue for or against points. Draw conclusions and inferences. Think deeply about text. Ask questions. Learn to lead their own discussions. Shanahan et al., 2010

20. #4: Select Texts P urposefully Wide range of text structures. Rich in depth of ideas and information. Appropriate level of difficulty. Support goals of the lesson. Hiebert, 2012; Shanahan et al., 2010

21. #5: Engaging & Motivating Context Choose texts that are motivating. Model the importance, purpose, and benefits of reading. Convey how strategies will help students learn. Provide choices. Provide opportunities to work with peers. Shanahan et al., 2010; Wigfield & Guthrie, 2000

22. Before Reading Strategies Set a purpose for reading. Provide questions and connections to the text to increase student engagement. Make predictions. Pre-teach key vocabulary and concepts. Link to students’ background knowledge. Teach text features and structures. Adams, 1990; Graves et al., 2001; Vaughn & Linan -Thompson, 2004

23. During Reading Model thinking aloud, making your thinking visible. Provide guiding questions. Summarize main ideas of paragraphs. Revisit predictions. Sequence the events. Go back to text to locate evidence. Vaughn & Linan -Thompson, 2004;

24. After Reading, Students . . . Ask different types of questions. G enerate questions from the text. Reflect on predictions. Summarize the text. Find evidence in the text for their answers. Shanahan et al., 2010; Vaughn & Linan -Thompson, 2004;

25. Support Strategy Instruction Provide concrete examples. Use think-alouds. Provide explicit and systematic instruction. Actively engage students. Birsh , 2011; Carnine , 2006 ; Coyne et al., 2007; Duke & Pearson, 2002; Dycha , 2012; Shanahan et al., 2010

26. Examples of Strategies Make connections. Create mental images. Determine importance and summarize. Make inferences and predictions. Children’s Learning Center, 2009; Dycha , 2012

27. Notable Quote Although we may highlight or focus on one strategy at a time to help clarify and make the strategy explicit, we need to ensure that our students know that strategies don’t happen in isolation. We use them automatically, interchangeably and usually, we use more than one at a time. Children’s Learning Institute, 2009, p. 27

28. Making Connections Student-friendly definition: When we are reading, sometimes the book reminds us of something in our background. When something in a book reminds us of our lives, we call that making connections . Connections help us to better understand what we read. Dycha , 2012

29. Concrete Example

30. Think-Aloud: Making Connections Embed your think-aloud. Make it short but relevant. Do NOT make your statement the focus of a discussion! Stick to the text. Collins-Block et al.,,2004; Collins-Block & Mangieri , 2003; The University of Texas Health Science Center, 2008

31. Your Turn Preview a text. Good to model making connections? Helpful background knowledge? Choose a place to model; tag it. Practice with your partner.

32. Creating Mental Images Student-friendly definition: a picture that you make in your mind of something you are reading about to help you understand the story better. Hibbing & Rankin-Erickson, 2003; Keene & Zimmerman, 2007; Taylor et al., 1999; Tovani , 2000

33. Concrete Example Close your eyes. Listen to a description. Create an image in your mind. Share your image. Children’s Learning Institute, 2009

34. Your Turn Discuss ways to introduce creating mental images using concrete examples. Be prepared to model.

35. Think-Aloud: Creating Mental Images LISTEN! Chrysanthemum K. Henkes (1991), pg. 20

36. Your Turn Choose an appropriate text. Tag a think-aloud stopping point. Practice modeling. Be prepared to share.

37. Determine Importance & Summarize Student-friendly definitions: Determine importance: after reading, decide what in the text matters. Summarize: make a short statement providing the important information and not too many details. Harvey & Goudvis , 2007 ; McGregor, 2007

38. Concrete Example Camping Checklist s leeping bag h air dryer f lashlight m en’s suit t ent w ater c urling iron

39. Your Turn Discuss: Concrete ways to explain determining importance and summarizing. Be prepared to model.

40. Think-Aloud Determine importance & Summarize LISTEN! Chrysanthemum K. Henkes (1991), pg. 11-13, 22

41. Your Turn Choose an appropriate text. Tag a think-aloud stopping point. Practice modeling. Be prepared to share.

42. Making Inferences & Predictions Student friendly definitions; Making inferences: using clues in the story and what we already know to figure out things the author does not tell us directly. Making predictions: using what you already know to make statements about what you think will happen.

43. Concrete Example My friend came to see me, smiling and holding a picture. I knew she was happy about the birth of her first grandchild. How did I know?

44. Facts Supporting My Inference She told me her son and daughter-in-law went to the hospital last night. I knew their baby was due soon. She was smiling. She had a picture of a baby boy. Inference: My friend was happy about the birth of her grandson.

45. Your Turn Create concrete examples. Be prepared to share.

46. Think-Aloud: Making Inferences and Predictions LISTEN! Chrysanthemum K. Henkes (1991), pg. 24

47. Your Turn Choose an appropriate text. Tag a think-aloud stopping point. Practice modeling. Be prepared to share.

48. 8-Step Comprehension Routine Anchor experience. Explicit explanation. Touchstones and anchors. Planned thoughtful t eacher questions before , during , and after reading. Children’s Learning Center, 2009; Dycha , 2012

49. 8-Step Comprehension Routine continued Teacher modeling with think-alouds. Whole-group guided practice. Small-group instruction and guided practice. Independent use of the strategy with accountability. Children’s Learning Center, 2009; Dycha , 2012

50. Planning Lessons Matching Text & Strategy Choose an appropriate text: Can be read in one to two lessons. Has three logical think-aloud points. Allows students to think, turn, talk. Is grade appropriate.

51. Planning, continued Read the book. Select stopping points (at least three). Use sticky notes to mark. Write your think-aloud. Complete a lesson plan. Plan differentiation activities.

52. Essential Components of Reading Instruction K-5 Part 3.6: Reading Comprehension for Primary Students, Grades 3-5

53. What Is Reading Comprehension? Comprehension is the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. RAND Reading Study Group, 2002

54. Instruction vs. Assessment What is the difference between questions that increase comprehension and those that assess student knowledge?

55. Quick Quiz Who or what is the subject of the paragraph on the next slide? What is the main idea?

56. Quick Quiz A newspaper is better than a magazine, and on the seashore is better than on the street. At first it is better to run than walk. Also, you may have to try several times. It takes some skill, but it’s easy to learn. Even young children can enjoy it. Once successful, complications are minimal. Birds seldom get too close. One needs lots of room. Rain soaks in very fast. Too many people doing it can cause problems. If there are not complications, it can be very peaceful. A rock will serve as an anchor. If things break loose from it, however, you will not get a second chance. Bransford & Johnson, 1972

57. Good Readers Use strategies before, during, and after reading. Are active readers. Have clear goals for reading. Preview the text and note text structure. Apply strategies selectively. Duke & Pearson, 2002

58. Good Readers, continued Ask themselves questions. Construct, revise, and question. Integrate prior knowledge Note the author, context, and bias. Monitor their understanding. Evaluate the text’s qualify and value. Duke & Pearson, 2002

59. Evidence-Based Practices Teach reading comprehension strategies early, even before students begin to read. Teach multiple reading strategies simultaneously. Reutzel et al., 2005

60. Students Need to . . . C omprehend complex text independently. S ummarize main ideas. H ave metacognitive awareness and monitor their comprehension. U se effective and efficient strategies to solve comprehension problems.

61. Disciplinary Literacy Current standards emphasize expository and informational text. Skills required for success in upper grades, college, and employment.

62. Evidence-Based, Efficacious Comprehension Strategies Monitor own comprehension. Use graphic and semantic organizers. Answer and generate questions. Recognize text structure. Summarize text. Use evidence from text to support conclusions. Paris & Stahl, 2005; Pressley, 200; Rand, 2002

63. Teaching Strategies Develop background knowledge. Discuss the strategy. Model and explain the strategy. Learn and remember the strategy. Engage in collaborative practice. Engage in independent practice.

64. Strategies for . . . Before reading. During reading. After reading.

65. Collaborative Strategic Reading (CSR) A cluster of strategies. Promotes content learning, language acquisition, and reading comprehension. Includes ELLs and students with disabilities. Effective with expository text. Klinger et al., 2012

66. CSR, continued Cooperative learning. All content areas. Active teacher monitoring. Actively engaged students. Klinger et al., 2012

67. Strategic Reading With CSR

68. Before Reading: Previewing Use background knowledge. Identify key words and concepts. Make predictions. Identify genre and text structure. Klinger et al., 2012

69. During Reading: Click & Clunk Recognize clunks—unfamiliar words or concepts. Apply fix-up strategies. Clunks Clicks Words or concepts When students t hat cause comprehension understand text Difficulties and do not make Sense. Klinger et al., 2012

70. Clunk Cards

71. During Reading: Get the Gist Who or what is the paragraph about? What is the most important thing about the “who” or “what”? State the main idea in 10 words or fewer. Klinger et al., 2012

72. After Reading: Wrap-Up Formulate questions. Identify the most important ideas. Summarize what was learned. Klinger et al., 2012

73. Cooperative Groups Teach students to work cooperatively. Model learning roles. Provide guided practice. Provide cue cards. Assign groups and roles. Klinger et al., 2012

74. CSR: Learning Logs Each student completes: Before During After Serves as a progress-monitoring record. Klinger et al., 2012

75. Teachers . . . Before implementing CSR: Teach each strategy. Model and provide practice. Have students practice roles and responsibilities of group. During CSR: Circulate and monitor. Provide scaffolding. Klinger et al., 2012

76. Let’s Try CSR! 1–Leader 2–Clunk expert 3 –Gist expert 4–Question expert 5–Encourager 6–Timekeeper

77. CSR Role Descriptions Leader: guides group about what to read or which strategy to use. Clunk expert: figures out difficult words or concepts (i.e., clunks) using the fix-up strategies. Gist expert : guides the development of a gist that includes most important ideas.

78. CSR Roles, continued Question expert: leads the development of meaningful questions and varying types. Encourager: provides positive feedback and encourages all students to participate. Timekeeper: keeps the pacing brisk and the group from becoming bogged down.

79. Preview & Predict Preview: Title, pictures, headings, charts, and graphs. Brainstorm prior knowledge. Record on your learning log your P rior knowledge. Prediction. Klinger et al., 2012

80. Click & Clunk Read a paragraph. Write clunks on your log with the group: Clunk expert: Use fix-up strategies to figure out the clunks. Write your clunk explanations on the log; include the number of the fix-up strategy you used.

81. Get the Gist Who or what is the paragraph about? What is the most important thing about the “who” or “what”? State the main idea in 10 words or fewer.

82. Repeat Again and Again and . . . For each paragraph, repeat the steps: 1. Preview. 2. Read and determine clunks. 3. Write a gist statement.

83. Wrap-Up Question expert: Lead the group to: Discuss and write questions and answers in your learning log. Include different levels of questions. Examine all the gist statements. List the important ideas. Create a summary of two to three sentences.

84. Reflections How do you think CSR improves reading comprehension skills? How would you adapt CSR for students who: Struggle with reading and writing. Are ELLs. Have limited background knowledge. Need acceleration.

85. A Final Note Comprehension is the reason for reading . . . Research over 30 years has shown that instruction in comprehension can help students understand what they read, remember what they read, and communicate with others about what they read. National Institute for Literacy, 2006, p. 48