Connecting to Classroom Comprehension Strategies

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Connecting to Classroom Comprehension Strategies
Retelling and the Four Question Types

• Presented By
• Carolyn McNulty, Colleen Manni Kim Seymour

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Agenda

• 900 Relating to DRA-2s and L-Z
• 910 Retelling Strategies with
  application
• 945 4 Question Types with application
• 1045 Wrap-Up and Feedback Form

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Todays Objectives

1. To learn to relate comprehension strategies to
   general education assessments (DRA-2 or L-Z)
2. To improve comprehension through RETELLING
   strategies
3. To build question answering strategies so that
   students can demonstrate their understanding of
   text
4. To recognize that FAST, Reading Apprenticeship
   and Readers Workshop Model all incorporate nearly
   the same evidence-based practices for
   comprehension instruction.

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(No Transcript)
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Strategy 1

• Retelling

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Characteristics of Good Retelling

• Uses characters names (Characters)
• Tells where the story is taking place (Setting)
• Follow the events of a story in order
  (Problem/Solution/Details)
• Use time words (first, then, finally, etc.)
• Use expression
• Use strategies to improve the retelling

Kathy Collins Growing Readers
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What impedes Retelling?

• Poor auditory memory skills
• Poor visual memory skills
• Poor attention
• Poor oral language skills
• Poor vocabulary

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Improving Retelling

• More details elicited (not a summary)
• Make into a tactile experience
• Visuals to represent story elements
• K-2

K.T.
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Modeling of Retelling

1. Listen to Ira Sleeps Over
2. Fill out graphic organizer
3. Story Telling Voice

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Active Engagement

• Break into partners
• Partner 1 retells using retelling pieces
• Partner 2 uses retelling checklist and marks on
  it
• Switch

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Teacher note great way to assess and apply to
DRA retelling rubric
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Strategies to Improve Retellings

• Utilize graphic organizers/ retelling rubrics
• Practice Oral Language required
• Supply required vocabulary words, often never
  used in text by author but required for
  demonstration of deeper comprehension of text
• Look Back in the Text
• Paraphrase small chunks of text while reading to
  improve verbal memory
• Picture/Visualize while reading to improve visual
  memory

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Strategy 2

• Summarizing, Paraphrasing, The Gist

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A Second Type of RetellingSummary
Retelling/Summarizing/Gist
Shape Go! Map

• More challenging than basic retelling
• Limits details to most important parts
  (synthesizing)

setting
characters
problem
Event 1
Event 2
Event 3
Event 4
solution
theme
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Scaffolding Summarizing/Paraphrasing

• How often does your student need to use this
  strategy?

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Strategy 3

• The Four Question Types

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How do teachers check for comprehension? Retellin
g AND Answering Questions
CAFE Strategy
This is another whole workshop! Asking Questions
While Reading
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4 Types of Questions
Developed by Jodi Renicker
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Active Engagement

• L-Z Assessment Level N Excerpt from Silver
• Break into group of 4
• Read excerpt from Silver
• Label the 4 Questions into the 4 Question Types
• Share Out

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Example Anchor Charts from Mini-Lessons
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