+

Dr. Julie Coiro Chafee 615

EDC 423: Teaching

Comprehension and Response in

Elementary School

+Objectives To understand how the five components of

reading fit together to stress “Comprehension First” (at all grade levels)

To identify a series of instructional routines for teaching reading comprehension as inquiry and problem-solving

To explore aspects of key reading comprehension/thinking strategies and apply them to a text

To practice inferring (and how to teach students how to make inferences) > class & homework

+Our Class Wordle on Defining Reading Comprehension and Comprehension Instruction

+Defining Reading: Multiple Perspectives

Top Down Model Whole > Part Comprehension Focus = READER Higher-Level Strategies Constructing Meaning Social Concept Driven

Reading is….

THINKING & PERSONAL MEANING MAKING

Bottom-Up Model Part > Whole Decoding, Phonics,

Fluency Focus = TEXT Lower-Level Skills Letters and Words Independent

Reading is….

SOUNDING OUT WORDS & READING QUICKLY

Interactive Model

Text & Reader

Task and Context

Cornett (Your Text’s

Author)???

+Claudia Cornett’s perspective (informed by research) is…

Comprehension First

Inquiry Into Big Ideas

Using Important Questions

The Comprehension Problem Solving Process (CPS)

+ Why Comprehension First?

No Child Left Behind – Five Components (Reading First) Phonemic Awareness Phonics Fluency Vocabulary READING COMPREHENSION

Means to comprehension– NOT means to a curricular end which was the downfall of Reading First

+ Why Aren’t the Reading

Components Equal? COMPREHENSIONP

HONEMIC

AWARE

PHONICS

VOCABULARY

FLUENCY

PHONEMIC

AWARE

PHONICS

VOCABULARY

FLUENCY

COMPREHENSION

+Research: Reading Comprehension Achievement in the U.S. (page 13)Reality: Reading comprehension scores are

inadequate and flat Putting five pieces together does not make a whole We might be “winning the battle but not the war”

Internationally, Americans rank close to the bottom

Large gaps in performance among different ethnic groups

As poverty increases, achievement decreases

The “mother factor” (Guthrie, 2004) (high level of education)

Which reading factors can educators address and how?

+ Five Factors of Comprehension > Opportunities to DIFFERENTIATE

1. Learner characteristics (p. 18)

2. Text characteristics

3. Task (How is comprehension defined?)

4. Teacher/Teaching Practices

5. Context (where, when, with whom text is used)

+ A broader interpretation of core components of comprehension is needed to address the problem

COMPREHENSIONP

HONEMIC

AWARE

PHONICS

VOCABULARY

FLUENCY

WRITING

MOTIVATION

+ Big Ideas about Best Practices… (in Chapter 2)

CPS and Before/During/After framework BEFORE: Set a purpose, activate background

knowledge DURING: Big ideas, infer, connect, visualize,

question/wonder, analyze, synthesize AFTER: Organize, shape, reflect, revise, publish

Think-aloud and modeling thinking strategies (define, show, give examples, when/why use)

Gradual Release of Responsibility (I do > We do > You do)

The Teacher

The Students

I do You watch

I do You help

I help Youdo

I watch You do

+Noticing Good Teaching: Comprehension Problem SolvingEmma (p. 29-32) The Fables, by Arnold Lobel (Caldecott

Award Winner) Why fables?

What general instructional practices does Emma use? Do they work? Why or why not?

What techniques does Emma use to focus students’ attention on reading comprehension strategies? Do they work? Why or why not?

+Homework: Book Activity 1Inferring

Part 1: Record your thinking and clues for two locations where inferring helps deepen understanding

Part 2: Select one location and use prompts to draft a think-aloud

Rubric and information sheet on inferencing

Also Read Chapter 3: Pages 52-64 (Supportive Teaching Practices)

+ Big Ideas about Best Practices… (in Chapter 2)

CPS and Before/During/After framework BEFORE: Set a purpose, activate background

knowledge DURING: Big ideas, infer, connect, visualize,

question/wonder, analyze, synthesize AFTER: Organize, shape, reflect, revise, publish

Think-aloud and modeling thinking strategies (define, show, give examples, when/why use)

Gradual Release of Responsibility (I do > We do > You do)

The Teacher

The Students

I do You watch

I do You help

I help Youdo

I watch You do

+BEFORE Reading Strategies

Set a purpose Create motivation > Focus on the goal What’s the problem? Why am I using this text?

Predict and Connect: Overview to activate prior knowledge What’s the title? Do a picture walk. What do I already know about this? What do I predict will happen/I will learn? What questions do I have?

+DURING Reading Strategies (or listening or viewing)

MONITOR: Be aware of mistakes and apply strategies to repair/revise understandings (CLARIFY)

Make Connections: Text-to-self, text-to-text, and text-to-world

Determine important ideas: Use text clues as evidence

Ask Questions: Readers asks ?’s and reads to clarify before, during, and after reading

Analyze/Critique: Use text features and structures to reflect on what stands out (overall gist) and how it stands out

Visualize (Image): Use imagination and senses to picture, smell, taste, or feel something in the text

Infer: Use clues from text & background knowledge

Summarize: Identify the main idea and supporting details from the text

Synthesize: Tell the big ideas and add original reflection/interpretation

+

MS

A

Key Reading StrategiesM+MDAAVISS

MONITOR AND

CLARIFY

M

D

AASK QUESTIONS

V

I

S

INFER/PREDICT

MAKE CONNECTIONS

VISUALIZE

SYNTHESIZE DETERMINE IMPORTANT

IDEAS

ANALYZE/CRITIQUE

SUMMARIZE

+AFTER Reading Strategies

Organize and Shape How can I best show my understanding of the

most important big ideas?

Reflect and Revise What works and what doesn’t work

Publish: Make comprehension public How can I share? With whom? When? Where? (How can we, as teachers, make this experience

authentic – to address a real purpose)

+ Seeing the Strategies in Action: The Princess and The Bowling BallBefore: Set a purpose

Read the story silently and actively stop to apply comprehension strategies that help you take and make meaning from the text.

During: Underline/jot notes in the margins

After: Share/Compare with a partner

+The Princess and The Bowling Ball(Tell what you are thinking as you listen/read along)Predicting…from the title

Making Connections…after I read a few sentences – to link to something familiar

Questioning…What does a pea have to do with a bowling ball?

Visualizing…”I felt like I was sleeping on a lump as big as a bowling ball”

Summarizing…address and resolve my confusion - Somebody/Wanted/But/So

+Homework: Book Activity 1Inferring

Part 1: Record your thinking and clues for two locations where inferring helps deepen understanding

Part 2: Select one location and use prompts to draft a think-aloud

Rubric and information sheet on inferencing

Also Read Chapter 3: Pages 52-64 (Supportive Teaching Practices)