Comprehension Strategies

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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

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The Montillation Of Traxoline
It is very important that you learn about
traxoline. Traxoline is a new form of zionter.
It is montilled in Ceristanna. The Ceristannians
gristeriate large amounts of fevon and then
bracter it to quasel traxoline. Traxoline may
well be one of our must lukized snezlaus in the
future because of our zionter lescelidge.
1. 1. What is a traxoline?  2. Where is traxoline
montilled? 3. How is traxoline quaselled?  4.
Why is it important to know about traxoline?
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Agenda

• Why teach comprehension strategies
• Overview of the strategies
• In-depth study of strategies
• Lunch
• In-depth study contd
• Closure

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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 readers
  ability to activate prior knowledge, use reading
  strategies and adapt to the reading situation.

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Components of Reading Instruction

• The Big 5 Reading Ideas
• Phonological/Phonemic Awareness
• Alphabetic Principle
• Vocabulary/Background Knowledge
• Text Comprehension
• Fluency

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Dales Cone of Experience?
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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

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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.

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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

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Six Language Systems

• Pragmatic
• Schematic
• Semantic
• Syntactic
• Lexical
• Grapho-phonic

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Findings contd

• 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

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Findings contd

• 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.

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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.

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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.

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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.

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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.

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Gradual Release of Responsibility
Modeled Shared Guided Independent
Teacher Ownership Student Ownership
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Gradual Release of Responsibility Model

• Step 1 Showing the kids how.
• Step 2 Think aloud

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Gradual Release of Responsibility Model

• Step 3 Have at it.
• Step 4 Letting go.

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What is a Crafting Session

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

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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.

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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

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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

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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.

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Think about whats important
Ask Questions
Make Connections
STRATEGIES USED BY GOOD READERS
Make Predictions
Create Mental Images
Be a Problem Solver
Summarize
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Comparison Chart
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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)

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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

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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 Dont Get It (Tovani)

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Fix-Up Strategies
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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 todays strategies count as fix-ups
• Good readers make mistakes, but better readers
  figure out ways to self-correct

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Fix-Up Strategies Anchor Chart
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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.

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Metacognition
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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

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Metacognition Anchor Chart
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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.

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Connections Anchor Chart
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Schema

• Author Schema
• Text Type Schema
• Activity Determine Authors style and text
  features.

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Schema Anchor Charts
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Schema
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Activating Prior Knowledge

• Anticipation Guide
• Prereading Plan (PreP)
• ABC Brainstorm
• KWL/KWS

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

• Activity Gary Paulsen piece make whole group
  anchor chart
• Handouts
• Activity Photograph biographies

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Sensory Anchor Chart
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Questioning
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Questioning

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

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Questioning Anchor Chart
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Questioning Anchor Chart 2
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Inferring
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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

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Inferring/Predicting contd

• Guess the Covered Word
• Predict-o-Gram
• Prediction Guides
• P.L.A.N.

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Inference Anchor Chart
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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

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Determining Importance contd

• Search and Find
• Nonfiction Conventions Notebook

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Determining Importance Anchor Chart
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Synthesis
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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

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Synthesis/Summary Activities

• Coding
• Im thinking Now Im thinking
• GIST
• Someone Wanted But So
• Think Writing
• Written Conversation
• Say Something

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Activities contd

• Group Summarizing
• Pairs Read
• Partner Retelling Activity
• Climatic Events
• Event/Story Pyramid
• Story Mapping through Circular Pictures
• Reflective Sharing

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Synthesis Anchor Chart
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Possible Classroom Sequence
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Possible School-wide Scope and Sequence
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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.

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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_at_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.

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Text-to-World Connection
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Text-to-Self Connection
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Author Schema
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Text Type Schema
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Text-to-Text Connection
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A Dogs Story
t
ime
d
og

• Once upon a ________, there was a _______ named
  Alphie. Alphie was big and _______.
• He was such a _________ and always did funny
  things. He once fell off the _______. Alphie
  also _________ for his toys when they were stuck.
  He even got himself stuck in the ____________.
  Alphie was loved by his _______ and got fed lots
  of _______. The End

f
at
c
lown
b
ed
b
arked
b
athroom
t
reats
o
wner