45 Reading

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• 4/5 Reading
• Teacher Academy

Sessions 13-14 Implementing EffectiveLiteracy
InstructionComprehension
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(No Transcript)
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Think about it

• What strategic actions do your students utilize
  to expand meaning?
• How do you guide students in expanding their
  thinking?

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Goals of Session

• Understand strategic actions for supporting the
  reading process.
• Understand how explicit instruction facilitates
  the utilization of strategic actions.
• Understand how to engage students in thinking
  about the text through literature circles.
• Understand how to guide students in order to
  maximize their independent reading.

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Book Club

• Read Strategic Actions to Expand Meaning, pp.
  52-60.
• While you read, list 3 new understandings you
  have for each of the 6 strategic actions
  discussed in the chapter.
• After you read, discuss with your group your new
  understandings.

Irene C. Fountas Gay Su Pinnell, 2006 Teaching
for Comprehending and FluencyThinking, Talking,
and Writing about Reading, K-8
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Before instruction

• strategic actions must be considered in all forms
  of reading instruction.
• teachers must use data collected to determine
  what strategies students use and which ones they
  need to use in order to expand meaning.
• teachers must consider the demands of the text
  they will use in their instruction.

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Strategic Actions to Expand Meaning

• Predicting
• Making Connections
• Inferring
• Synthesizing
• Analyzing
• Critiquing

Irene C. Fountas Gay Su Pinnell, 2006, p.
53 Teaching for Comprehending and
FluencyThinking, Talking, and Writing about
Reading, K-8
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Strategic Actions ? Skills

• How can the use of strategic actions facilitate
  the acquisition of skills?
• Use a semantic feature analysis using FCAT tested
  skills and strategic actions.
• Look for ways the strategic actions support the
  use of the skills.

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Consider

• What does it mean to
• Teach/Instruct?
• Explain?
• Give examples?
• Assign?
• What instructional model do you use when teaching
  comprehension?

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Explicit Instruction

• Teacher Models and Explains
• Teacher provides Guided Practice
• Students practice what the teacher modeled and
  the teacher provides prompts and feedback
• Teacher provides Supported Application
• Students apply the skill as the teacher scaffolds
  instruction
• Independent Practice
• Reflection

adapted from Bonnie B. Armbruster, Fran Lehr,
Jean Osborn, 2003 Put Reading First The Research
Building Blocks for Teaching Children to Read
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ComprehensionExplicit Instruction

• Instructional Routine for Inferring
• Introduce the concept tell what, why and how they
  will use inference
• Model using think aloud
• Provide time for practice in groups through
  discussion as the teacher circulates to assist
• Provide time for independent practice
• Ask for a reflection on inference

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Activity Demonstration Lesson

• Observe the lesson
• Look for the components of the instructional
  routine or instructional model
• How does this instructional routine support new
  learning?

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Comprehension Monitoring for Meaning Example

• Students use Prior Knowledge to comprehend text
• Agree to Disagree
• 4-5 Student Center Activities c.034

Florida Center for Reading Research (FCRR),
2007 Fourth and Fifth Grade Student Center
Activities Advanced Phonics And Fluency
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Using Multiple Strategies to Monitor Meaning

• Students will use multiple strategies to
  comprehend text
• Read and Respond
• 4-5 Center activities C.042

Florida Center for Reading Research (FCRR),
2007 Fourth and Fifth Grade Student Center
Activities Advanced Phonics And Fluency
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Monitoring for Understanding Predictions

• Students use predictions to comprehend text
• Plenty of Predictions
• 4-5 Center activities C.035

Florida Center for Reading Research (FCRR),
2007 Fourth and Fifth Grade Student Center
Activities Advanced Phonics And Fluency
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Read and Discuss

• Read the FLaRE Professional Paper Comprehension.
• Why is comprehension important to a reader?
• In what way can you support your readers in
  becoming better at understanding text?

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Student Application of Skills

• In order for students to call to action the
  strategic skills we have taught they need to be
  actively engaged in multiple practice
  opportunities.
• The strategic actions and skills we are teaching
  can become an important part of their daily
  reading lives when the practice is meaningful.

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Student ApplicationReciprocal Teaching

• involves instruction and practice of the four
  comprehension strategiespredicting, questioning,
  clarifying, and summarizing  to help students
  construct meaning from text.

Annemarie S. Palincsar Ann M. Brown,
1984 Reciprocal Teaching of Comprehension-Fosteri
ng and Comprehension-Monitoring Activities.
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Goals of Reciprocal Teaching

• Improve comprehension using strategic actions
• Support the utilization of strategies through
  modeling, guiding and applying
• Promote metacognition while implementing
  strategies
• Facilitate social interactions in order to
  scaffold reading comprehension

Lori D. Oczkus, 2003, p. 2 Reciprocal Teaching at
Work Strategies for Improving Reading
Comprehension
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Predicting is a strategic action that

• engages students in their reading by setting a
  purpose for reading.
• allows students to interact with the text.
• involves previewing the text prior to the reading
  experience.
• leads to a discussion on text structures.

Lori D. Oczkus, 2003, p. 14 Reciprocal Teaching
at Work Strategies for Improving Reading
Comprehension
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Questioning is a strategic action that

• can be difficult and complex.
• can help students see the difference in literal
  versus inferential thinking.
• fosters enthusiasm among students as it places
  them in the role of the teacher.

Lori D. Oczkus, 2003, p. 14 Reciprocal Teaching
at Work Strategies for Improving Reading
Comprehension
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Clarifying is a strategic action that

• supports students in recognizing unclear
  sentences, passages, or chapters.
• scaffolds students as they monitor their
  comprehension.
• provides students with fix-up strategies in
  order to construct meaning.
• guides students to become active participants and
  problem solvers in the reading process.

Lori D. Oczkus, 2003, p. 16-17 Reciprocal
Teaching at Work Strategies for Improving
Reading Comprehension
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Summarizing is a strategic action that

• is complex.
• requires students to recall and sequence events
  in a story or passage.
• assists students constructing an overall
  understanding of the story.

Lori D. Oczkus, 2003, p. 18 Reciprocal Teaching
at Work Strategies for Improving Reading
Comprehension
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Observe it in Action

• As you watch the video, list how the reciprocal
  teaching goals could benefit your classroom.
• What do you see the students doing that would
  indicate the use of reading as a process?

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Literature Study/Book Clubs

• provide opportunities for students to apply all
  of their developing listening, speaking, reading
  and writing skills.
• In their discussions, students share
  interpretations of well-chosen texts, are asking
  and answering questions and receiving reading
  support and encouragement from their classmates.

FLaRE, 2002 Launching and Guiding Book Clubs,
Reading Discussion Groups, and Literature Circles
in Intermediate and Middle School Settings
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Book Club

• Getting Started with Book Clubs Thinking and
  Talking About Texts, pp. 294 308
• Record what the teacher can be seen doing and
  what the students can be seen doing

Irene C. Fountas Gay Su Pinnell, 2006 Teaching
for Comprehending and FluencyThinking, Talking,
and Writing about Reading, K-8
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During Literature Study/Book Clubs, the teacher
can be seen

• modeling effective reading processes
• conducting brief skills lessons
• moving from group to group listening, observing,
  and making notes
• leading discussions to
• Introduce or bring closure to a text
• Clarify processes or understanding
• Celebrate new learning

FLaRE, 2002 Launching and Guiding Book Clubs,
Reading Discussion Groups, and Literature Circles
in Intermediate and Middle School Settings
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During Literature Study/Book Clubs, the student
can be seen

• Selecting texts and setting goals
• Identifying strategies to use for reading and
  discussing
• Silently reading
• Responding in writing (journals, response logs,
  post-its)
• Participating in discussions
• Self-evaluating their understanding of material
  and participation in discussions

FLaRE, 2002 Launching and Guiding Book Clubs,
Reading Discussion Groups, and Literature Circles
in Intermediate and Middle School Settings
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Observe a Literature Study/Book Club

• Make a T-chart to record student and teacher
  behaviors.
• Watch the video Private Captain by Marty Crisp
  and observe and record student and teacher
  behaviors.
• Discuss your observations.

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Assessment

• Student self-assessment
• Self-evaluation
• Teacher assessment
• Student written responses
• Conferring

Irene C. Fountas Gay Su Pinnell, 2006 Teaching
for Comprehending and FluencyThinking, Talking,
and Writing about Reading, K-8
31
Bringing it back home

• How does explicit instruction facilitate the
  utilization of strategic actions?
• How will what you have learned impact your
  instruction?

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Questions and Discussion
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References

• Alvermann, D., Phelps, S. (1998). Content
  reading and literacy (2nd ed.). Needham Heights,
  MA Allyn Bacon
• Armbruster, B. B., Lehr, F., Osborn, J. (2003).
  Put reading first The research building blocks
  for teaching children to read (2nd ed.). Jessup,
  MD National Institute for Literacy.
• Florida Center for Reading Research (FCRR).
  (2007). Fourth and fifth grade student center
  activities Advanced phonics and fluency.
  Tallahassee, FL Author.
• Florida Literacy and Reading Excellence (FLaRE).
  (2002). Launching and guiding book clubs, reading
  discussion groups, and literature circles in
  intermediate and middle school settings. Orlando,
  FL Author.
• Fountas, I. C., Pinnell, G. S. (2006). Teaching
  for comprehending and fluency Thinking, talking
  and writing about reading K-8. Portsmouth
  Heinemann.
• Literacy Essentials in Reading Network (LEaRN) -
  http//www.justreadflorida.com/learn
• Oczkus, L. D. (2003). Reciprocal teaching at
  work Strategies for improving reading
  comprehension. Newark, DE International Reading
  Association.
• Palincsar, A. S. Brown, A. L. (1984).
  Reciprocal Teaching of Comprehension-Fostering
  and Comprehension-Monitoring Activities.
  Cognition and Instruction, 1(2), pp. 117-175.