COMPREHENSION

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COMPREHENSION
NELIP Key Elements Training
Workshop created by NELIP Coordinators Mary
Dunton and Tamara Baren Power Point created by
Yvonne Dunn
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Goals for Today- Skim and scan page i
Reference Book--designed to give scientific base
of knowledge, current vocabulary, and resources
to help in planning instruction for
comprehension Scavenger Hunt- Preview and
browse the manual so you have an idea of what
resources there are for you to use
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The Big Picture

• Page 1 Teacher Performance Standards
• -Where do the Key Elements fit into evaluations?
• -Where does comprehension fit into planning?

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NAEP Findings

• National Assessment of Educational Progress
  identifies 4 levels of readers
• Below basic
• Basic
• Proficient
• Advanced
• Page 3

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Activity- Jigsaw

• 1. Pack and stack so you can move
• 2. Take a numbered card from your table
• 3. Find the group which has the same colored
  number as you, .i.e. red/blue/green
• 4. Turn to page 4
• 1 take overall reading results
• 2 take student age
• 3 performance of NAEP
• 4 average score gaps
• 5. Read and discuss the material you read with
  your group
• 6. Identify what this means for us as a school

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National Reading Panel

• Reading is defined as
• -A complex system of deriving meaning from print
  that requires all
• of the following
• The skills and knowledge to understand how
  phonemes, or speech
• sounds, are connected to print
• -The ability to decode unfamiliar words
• -The ability to read fluently
• Sufficient background information and vocabulary
  to foster reading
• comprehension
• -The development of appropriate active strategies
  to construct
• meaning from print
• -The development and maintenance of a motivation
  to read.

So where does comprehension fit? Page 9
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(No Transcript)
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Students in K-3 learn to read Students in 4-6
read to learn
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Nevada Performance Standards

• -pages 15 19
• -by grade level as they relate to comprehension
• -recording sheet to assess where your students are

• Students can recognize and use reading skills
  that they are not ready to apply in writing and
  spelling.
• literacy synchrony-reading is slightly in advance
  of writing and spelling

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Activity Comprehension Table Task and Prize
Drawing Form

• With a partner
• 1. Skim and scan pgs. 21-31
• 2. Find the definition and components of
  comprehension
• 3. Complete the comprehension table task and
  prize drawing form
• 4. Table share what you came up with
• 5 Come up with a table definition of
  comprehension put it on chart paper and share
  with the class.

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Reading is an event of thinking cued by text.
Vaughn
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How do we get our students to think?

• Think about the importance of getting children to
  think - Blooms Taxonomy
• Set up instruction to get beyond the levels of
  recall and literal understanding.
• Children need to know What does an effective
  reader do?
• Before we teach, we need to know where we are
  going, and plan on how to get there so that we
  support all children to become effective/proficien
  t readers/writers/thinkers

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Centerpiece Brainstorm

• 1. Each person needs a piece of paper
• 2. Put one extra piece in the middle of the
  table
• 3. Your topic to brainstorm is
• WHAT IS AN EFFECTIVE/PROFICIENT READER?
• 4. Generate answers by saying it, writing it on
  your paper, and then trading your paper with the
  one in the center of the table
• 5. Continue brainstorming, each time trading
  your paper with the one in the center.
• 6. Share ideas at the end of the activity.

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Skim and Scan

• 1. Page 32 2. Page 33 3. Page 34 4. Page 35
• When you are finished, discuss with your group
• 1. How many of these strategies,actions do we do
  as effective adult readers?
• 2. Are we modeling and teaching
  comprehension(thinking) strategies that help
  students understand what a proficient reader
  does?
• 3. What are at least 4 things that impact a
  childs ability to comprehend text?

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Silent Chalk Talk

• 1. Think about WHAT DO PROFICIENT -EFFECTIVE
  READERS DO?
• 2. Using only 1 pen , take turns listing your
  ideas on the chart
• 3. Remember there is no talking

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Activities

• One size fits all, adapt to your grade/student
  ability level
• K-1st grades can do group charts
• 5th-6th grades can do in pairs/use for content
  area study guides
• 2nd, 3rd, 4th grades can go either way, depending
  on goals or student abilities

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Reading is an event of thinking cued by text

• The events of thinking that proficient readers do
  while they read are
• Activate prior knowledge and set purpose
• Self monitor comprehension
• Visualize and use graphic organizers
• Determine importance
• Synthesize and organize
• Make inferences
• Questioning
• Page 32

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We can explicitly teach these critical
comprehension/thinking strategies by using
routines and activities such as

• Ones I teach
• Ones I have heard about
• Ones I would like to teach
• Ones I need to know more about
• --Think about the first and second ones, look for
  the 3rd and 4th ones as we go along

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We make teaching choices based on 4 influences

• 1. Standards and outcomes
• 2. Our developmental lens
• 3. Text structures
• 4. Mental structures of the reader

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Standards and Outcomes

• Pages 15 19 the Nevada Performance Standards
• Page 51 Primary Outcomes
• Page 52 Silver and Strong Research

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Our Developmental Lens

• Jigsaw pages 78 and 79
• 1s emergent
• 2s early
• 3s transitional
• 4s self-extending
• -You have 3 minutes to read/ 4 minutes to share
  at your table
• What are the characteristics of the reader at
  each developmental level ?

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Think about your class

• Turn to page 47 and tab it
• Using this chart to identify your student levels,
  take a few minutes to place a few of your
  students that come to mind
• Come back to this page at the end and think about
  how you can teach these students at their
  developmental level

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Text Structures

• Turn to page 40
• Would you approach reading these texts the same
  way (as a proficient reader?)
• How do you know which approach to use?

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TWO KINDS OF READINGWe need to teach All Readers

• Efferent Reading- is when the reader is concerned
  with the information he/she can bring away from
  the text. Kids are reading to find out stuff
  or to answer the questions at the end of the
  story.
• Aesthetic Reading is for the purposes of
  living through the experience provided while
  reading. Aesthetic reading is enjoyable,
  emotional, visual and engaging.
• Rosenblatt page 48

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Barry Lane calls these outside/inside questions

• Outside questions are facts- what is in the
  picture and words
• Inside questions are what I think/feel about the
  text

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Strategies Are the tools proficient readers use
to create meaning in text.
Comprehension Routines Are the tools we teach to
students to develop a variety of approaches to
the strategies they need
Comprehension Artifacts The experiences, tasks,
and products we design for students to deepen
and extend their understanding of and
relationship to text.
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Goals for comprehensionpg. 54 and 55

• When a child leaves the primary grades, she/he
  should leave having experienced several
  comprehension routines, and internalized at
  least one comprehension routine that he can
  habitually use to effectively unpack the meaning
  of text.

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As teachers we must make public those secret
things that expert readers do. Meek, 1983
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If we refer to the chart What good readers do

• How do we teach these secret things to make
  them public?
• We need to model and practice

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Think aloud/Think along

• Pages 56 and 57
• Roger Farr website rogerfarr.com
• Provides descriptions for each activity
• Page 58
• Discusses and compares a traditional and
  interactive read aloud
• Page 59
• s 3 7 differentiate between your reading
  and thinking processes
• Why would you use picture books in the upper
  grades?

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Thank you, Mr. Falker

• By Patricia Polacco

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QARS

• Question
• Answer
• Relationships Page 60

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QARsQuestion and Answer Relationships

• RIGHT THERE
• The answer is right there in the text. The words
  used to make up the question are the same words
  that are in the answer (Literal)
• THINK AND SEARCH
• The answer is not right there. The answer is in
  the story but you need to put together different
  story parts to find it (Interpretive)
• ON MY OWN
• The answer is not in the story. You need to use
  your own experiences (Applied)

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Skinny and Fat Questions

• Skinny Questions
• Remember these are questions that can be found
  right there in the text. You can touch it with
  your hand.
• Page 60

• Fat Questions
• These interesting questions make you have to read
  between the lines. You have to think and search
  for clues. Sometimes you have to have
  information On Your Own

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REVIEW

• 1. A routine is a set of procedures that
  integrate the strategies students use to be
  proficient readers
• 2. Pgs. 54-55 identify the different routines
• 3. Many are familiar
• 4. Recommended- no more than 1-3 routines be
  taught in a year
• -students need to practice and have time to
  internalize routines
• -can be adapted at any grade level. (pages
  142/143)

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Sketch to Stretch

• 3 minutes to read and draw a picture
• 3 minutes to share with 2 people not at your
  table.
• Directions on Page 152
• 1s page 63, 2s page 64
• 3s page 6566, 4s page 67

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Summary/Response Report

• 1. 2 minutes to read passage/synthesize
  (internal)
• 2. 1 minute to share with your table, no one
  can talk/ask questions
• 3. 1 minute to ask questions/clarify
• 1-pg. 68 2-pg. 69-70 3-pg.71 4-pg72
• Directions are on pg. 147

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Museum Tour

• 1. You and a partner preview pgs. 132-176
• 2. Pick out 1 activity you think is
  interesting/would like to try
• 3. Identify page , and study so you can explain
  it
• Docent tour guide
• 4. Partners split up- 1 tours displays, the
  other is the docent who stays and explains your
  activity
• 5. Switch

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Questions/Comments

• Please complete your evaluations
• Preview the articles laid out, sign up if you
  would like a copy
• Included are some task identification pages that
  guide you to specific pages for activities that
  deal with targeted audiences