Mario Campanaro

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Comprehension Strategy Instruction The
Differences That Make A Difference

• Mario Campanaro
• NCLB 2/6/09

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Visit the website for

• Power Point
• Additional copies of the handout
• Lesson plans from all the tools we talk about
  today
• www.edbridge.org

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If your Students have difficulty with

• Making inferences
• Summarizing
• Identifying the main idea
• Read words fairly well, but do not comprehend
  what they read
• Then you wont have buyers remorse
• THIS SESSION IS FOR YOU!

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Reading Comprehension

• A short time to discuss a complex topic
• Focus for this session will be on three factors
  that make a difference
• researched-based solutions for teaching reading
  comprehension(dont be frightened-the research
  discussion will be painless)
• THE TOOLS TEACHERS AND STUDENTS NEED
• how to develop self-regulated readers who love to
  read and can blow away high stakes tests

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Based on recent Research 2003-2008

• 5 large and informative studies I have
• conducted
• How teachers teach comprehension
• What professional development model is useful
• What tools teachers need to support teaching
  comprehension
• Comprehension strategies students bring to class
• How students use and apply strategies

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Students have difficulties comprehending text
because

• They have not been taught to be a strategic/
  metacognitive readers
• Many will never figure out how to be strategic on
  their own-particularly the struggling reader

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How do I know

• Because
• I taught struggling readers
• I have studied the rich research available
  concerning reading comprehension and
  metacognition
• I have conducted research in reading
  comprehension and metacognition

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How do I know

• Most teachers have not been trained to teach
  comprehension
• Most materials available do not teach
  comprehension- test comprehension
• Studies by Durkin(1978/79), Pressley(1995,2006),
  Campanaro 2006-2008.
• Todays presentation is based on the findings
  from recent EB studies

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Comprehension-what have I learned?

• Some students will get it if we dont teach it
• All students will if we do!
• Teachers must receive professional development
  training to effectively teach students to
  comprehend and become self-regulated independent
  readers

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I have learned that research-based practices
dont always work for teacherswhy?

• The studies
• The researcher
• The teacher reality principle
• Time
• Fit
• Lack of Expertise

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Lets get going and observe a group of expert
readers

• Lets explore what they do when they read
• Lets discover how they learned to be proficient
  self-regulated readersexpert readers
• OhWho are the expert readers

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Practice Activity 2 minutes

• What are the 3 grootste aantallen that can wordt
  gemaakt using the cijfers 3, 4, 6, and 7? Elk
  cijfer must be used only een en elk aantallen.
  Merk uw antwoord.

• 7643
• 3467, 3476, 3647
• 7643, 7634, 7463
• 34, 36, 73

• grootste aantallen largest numbers
• wordt gemaakt be created
• cijfer digit
• Merk uw antwoord mark your answer

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How did you learn to be a strategic reader?

• Discuss
• Share
• EBs vision

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The Bridge Between Research and the Classroom
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Bridge needed between research and practice

• Identify the research that works
• Conduct research that is needed
• Operationalize the research for teachers

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Research Validated Strategies based on 30 years
of research

• Making predictions
• Asking questions
• Inferring
• Activating prior knowledge- connections
• Visualizing
• Summarize
• Monitor comprehension-fix up
• Identifying Important Information
• Set purpose for reading

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Address the Teacher Reality Principle

• Time
• Fit to curriculum
• Lack of training
• Link strategy instruction to state/local
  curriculum.
• Provide tools that do not require additional time
  to teach
• Provide professional development training-not
  product orientation sessions.
• Link standards to strategies

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State Standards 25 key standards recast as
strategies

• Vocabulary Authors Craft
• Context Clues Authors purpose
• Synonyms/antonyms Authors point of view
• Figurative language Genre
• Story Structure
• Main idea
• Summary
• Character traits
• Setting
• Order of important events
• Comprehension
• Cause/Effect
• Inference
• Fact/Opinion
• Comparing story variants

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Instructional Model for Teaching Comprehension
Strategies

• Gradual Release of Responsibility Approach
• Teacher Demonstration Concrete to Abstract
  (Modeling)
• Teacher Directed Practice
  (Guided Practice)
• Monitored Student Application
  (Independent Practice)
• Independent Student Application (Use in
  Everyday Reading)
• 
  
  

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Reading Comprehension What Works
Educational
Leadership, Fielding and Pearson
Joint
All Student
All Teacher
Responsibility

Guided Practice
Gradual Release of Responsibility
Independent
Modeling
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Educational BridgeResearch-based tools to
accelerate comprehension

• For teachers
• Tools to diagnose
• Tools to teach
• For students
• Tools to support strategy development
• Tools to support independence and self-regulation

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EB Research Findings

• GRR
• Think-Alouds
• Conditional Knowledge
• Fast Mapping
• Multiple Strategies
• Provisions for Independent Practice and Student
  Application of Strategies
• All teachers in experimental groups demonstrated
  improved capacity to teach reading comprehension
  strategies
• Students of experimental group teachers out
  performed control in reading achievement and
  gains in metacomprehension

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Comprehension is Taught, Not Caught

• A comprehensive plan/approach is required across
  grade levels and content areas
• Tools for teaching comprehension are needed based
  on the gradual release of responsibility
  instructional model and determining students
  levels of comprehension and metacognition

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Third Grade Science Test
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Metacomprehension Strategy Index (Schmidt, 1990)

• What it is?
• 25 items to explore how
• How a student thinks about text
• Before, During, and after reading

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(No Transcript)
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Validated Strategies- Questioning, etc.
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G RR for State curriculum assessment
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Summary

• Foundations for teaching summary
• Not a one time event
• Start at the beginning of the school year-mentor
  texts
• The one minute read-alouds
• The Bio Pyramid

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Probable Passages

• Before Reading
• After Reading

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Probable Passages-Hot Stuff

• Class Clown
• School
• No funny ideas
• Ben
• Disruptive
• Humorous
• Lunch room
• Pizza
• Hot peppers
• Laughing students
• Nurses office

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Bio Pyramid

• Mario
• Educational Publisher_______(2 words describing
  person)
• English Language Learner(3 words/childhood)
• Learning to Read Text(4 word/problem)
• Earned A Doctorate in Reading (5
  word/accomplishment)
• Authored several professional books in reading(6
  word second accomplishment)
• Founded Celebration Press publisher of the DRA (7
  word third accomplishment)
• Students become strategic and metacomprhensive
  readers of text (8 word benefits of
  accomplishments)

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You try

• Construct a bio pyramid about yourself
• Stop at line 5
• Discuss

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Summary Pyramid Narrative Text Hot Stuff

• Characters name-Ben
• Two words describing Ben-Class Clown
• Three-word phrase describing the setting-Walking
  to school
• Four words indicating problem- needed funny idea
  quickly
• From FastMapping for Comprehension

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You try with a partner

• Complete steps 5-8 for Hot Stuff
• Identify the words your students may not know
  while completing the narrative pyramid for Hot
  Stuff

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Whats so Hot about Hot Stuff

• From FastMapping for Comprehension

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Fast MappingWhat is it?

• Recent comprehension research by Dr Cathy Collins
  Block(2007)
• Learner requires 6 intensive in-depth experiences
  with a new strategy to form a neural pathway that
  enables application

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Bridge to Reading Comprehension Chapter Books

• FastMapping applied to connected text
• Focus strategies-7 opportunities
• Maximize flexible use of texts-read-alouds,
  guided reading, independent reading.
• My Almost Perfect Life- T/G Chapter 3

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Informational Pyramid

• Line 1-Topic
• Line 2-Two words describing the topic
• Line 3- Three words describing action of the
  topic
• Line 4- Four-word phrase telling about the
  environment of habitat
• Line 5 -Five-word phrase telling one important
  fact about the topic
• Line 6- Six-word phrase telling another important
  fact about the topic
• Line 7- Seven-word phrase stating a third
  important fact about the topic
• Line 8-Eight word question-what else you want to
  learn about the topic

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You Try It in small group

• Perspectives anthologies
• Nonfiction section only

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Whats Perspectives

• Teaches critical thinking and deep comprehension
  K-6
• Opposing points view explored through various
  genres-fables, fairy tales, nonfiction, fiction,
  etc.
• Apply all the comprehension(cognitive) strategies
  when exploring differing points-of-view

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Sustaining the use of Strategies

• Developing Readers
• Lesson plans for the 25 key strategies found on
  state curriculums and high stakes assessments
• Strategies applied to all classroom texts
• Hot Stuff words-Context Clues
• Developing Readers lesson plan for context
  clues-use your own materials

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Inference

• He put down 10 at the window. The woman
  behind the window gave 4.00. The person next to
  him gave him 3.00, but he gave it back to her.
  So, when they went inside, she bought him a large
  bag of popcorn.

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Skillful readers

• Recognize the antecedents for pronouns
• Figure out the meaning of unknown words from
  context clues
• Figure out the grammatical function of an unknown
  word
• Understand intonation of characters words
• Identify characters beliefs, personalities, and
  motivations
• Understand characters relationships to one
  another

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Skillful readers

• Provide explanations for events or ideas that are
  presented in the text
• Offer details for events or their own
  explanations of the events presented in the text
• Understand the authors view of the world
• Recognize the authors biases
• Related what is happening in the text to their
  own knowledge of the world
• Offer conclusions from facts presented in the
  text

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Skillful Teachers

• Follow a Gradual Release Model
• Think-Aloud
• Build Background Knowledge
• Teach the 3 types of strategy Knowledge(Declarativ
  e, Procedural, Conditional)
• Teach Multiple Strategies
• Make Provisions for Independent Practice

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Student Recording Sheet

• George Miller (1957) Magical Number Seven
• Distributed practice
• Working Memory
• Long term memory

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Vocabulary Development

• Common prefixes and suffixes
• Flip Dictionary (Developing Thinkers)

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Flip Dictionary