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Explicit Reading Comprehension StrategiesLaural Johnson
Iredell Statesville Schools, Coddle Creek Elementary
Internet Log in informationhttps://docs.google.com/a/iss.k12.nc.us/presentation/d/1iki_zUvMWapDPoJs7Yy0krle7W-tJkBJESAJfV3uMh0/edit?usp=sharing
Welcome
Laural [email protected]
Special Education Teacher
Session Materials are here:http://gtnpd129.ncdpi.wikispaces.net
Agenda
• Governor’s Teacher Network
• My Research and the Results
• Metacognitive Activity
• Schema Activity
• Visualizing Activity
• Questions and Feedback
What is the Governor’s Teacher Network?
• A talented group of 450 outstanding teachers were selected from 1400 applicants for 2014-15.
• Teachers identify instructional needs, create innovative digital instructional resources and design professional development to support key Race to the Top initiatives in Home Base.
• Network Teachers continue their current educator roles in their schools and districts and serve in one of two pathways.
What is the Governor’s Teacher Network?
Pathway 1 Teachers : Professional Development
– Teachers will create professional development sessions and materials (face-to-face, webinars and online modules) to address classroom instructional needs and increase the PD offerings in the state-wide Professional Development system in Home Base
What is the Governor’s Teacher Network?
Pathway 2 Teachers : Instructional Resources – Create instructional sequences for Home Base aligned
to the NC Standard Course of Study (unit plans, lesson plans, assessment components).
– Produce resources available to all NC teachers through Schoolnet in Home Base.
What is Action Research?Classroom and school research conducted by teachers to:
• Positively impact student outcomes
• Identify and promote effective instructional practices
• Create opportunities for teachers to become reflective practitioners
• Share research results with other educators
Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014
Action Research Across North Carolina
Literacy Strategies for AIG readers Close Reading in Social Studies STEAM in the science classroom Assessment Data Achieving school-wide literacy Written Comprehension in Third GradeMiddle Grades Attendance RtI support for struggling students Technology increased assessment scores Parent-Teacher RelationshipsSocial-Emotional LearningVocabulary, Word Walls, and Fluency Classroom Management with JournalingExplicit Vocabulary Instruction of Tier 2 Words Strength in StructureEngagement in the Social Studies ClassroomUsing Cognitive Thinking Skills
Writing in 8th grade math class Criterion-based assessment for AIG Engaging at-risk middle school boys with reading Authentic Daily Cumulative Math Review Whole Group Reading ActivitiesFoundational Mathematical Skills- Grade 3 Silent Reading Strategies in Kindergarten
My Action Research Plan
• Purpose - Improve Exceptional Children's reading comprehension skills using explicit reading comprehension strategies.
• Participants - students with learning disabilities who read 1-2 grade levels below their current grade.
• Plan - Provide explicit reading comprehension strategies in activating prior knowledge, questioning, visualizing, and inferring.
• Results - 1 student exited EC, 1 student met their reading goal, 1 student making progress, but still working on the goal
Teaching Reading Comprehension Explicitly
• Skillful readers naturally employ metacognitive behaviors as they read. (Swanson & De La Paz, 1998)
• Students with learning disabilities benefit from modeling, discussing, and applying strategies such as metacognition, activating prior knowledge and summarizing. (Mastropieri & Scruggs, 1997)
• Focusing on explicit comprehension strategies benefits the poor reader, but not the average reader (North Central Regional Educational Lab., Oak Brook, (November, 2002))
How you teach your students to think about what they are
reading ?
http://answergarden.ch/view/145183
Metacognition
.
Let’s make Salad
• Have you ever seen a kid fake read?• Struggling readers need explicit instruction to
Think AND Read.• “The Reading Salad”
Comprehension Connections by Tanny McGregor. • An explicit experience in metacognition using wordless
picture books.• Goodnight, Gorilla by Peggy Rathmann
Metacognition
• What happens when I’m not listening to my inner voice.• What happens when I don’t know and when “aha”
happens• Stop, think, and react• Choose books that will interest your students.
Schema
• Students need to merge their thinking with new information in order to learn, understand, and remember the information (Harvey and Goudvis, 2007)
• Is it important to you or is it helpful for understanding the story?
• The more background knowledge we have the better we are able to construct meaning.
• Text to World Connection
Schema• .Rethinking Misconceptions - explicitly teach students to
leave their misconceptions behind.• Struggling readers need to understand how pre -reading
activities will benefit them. • An explicit experience using Schema with
“ Why Do Feet Stink?”(http://kidshealth.org/kid/grow/body_stuff/feet_stink.html)
Schema.
Visualizing and Inferring
• Constructing meaning with a mental image• Drawing Conclusions• Merging schema with clues in the text to construct an idea
that isn’t stated explicitly• “...Taking the words of the text and mixing them with the
reader’s background to create pictures in the mind.”
Visualizing and Inferring
• Merge schema with text clues (to come up with an idea that is not explicitly stated, or to fill in missing information. to make predictions, to interpret meaning of language, draw conclusions, infer relationships.
• Struggling readers need multiple opportunities to practice their visualizing strengths.
• An explicit experience in visualizing using Charlotte’s Web by E.B. White, Chapter 3, First paragraph (Harvey & Goudvis)
Questions
FeedbackInsert link to feedback form to evaluate effectiveness of presentation.
http://goo.gl/forms/nuhwNC6pyV
References•http://insider.foxnews.com/2015/01/12/watch-rhinos-sneak-past-sleeping-guard-in-tel-aviv•http://kidshealth.org/kid/grow/body_stuff/feet_stink.html•Harvey, Stephanie, and Anne Goudvis. Strategies That Work: Teaching Comprehension to Enhance Understanding. York, Me.: Stenhouse, 2000. Print.•Dole, J. A., & Pearson, D. Explicit Comprehension Instruction: A Review Of Research And A New Conceptualization Of Instruction. The Elementary School Journal, 151.•Sencibaugh, J. M. (2007, March 22). Meta-Analysis of Reading Comprehension Interventions for Students with Learning Disabilities: Strategies and Implications.Reading Improvement.•North Central Regional Educational Lab., Oak Brook, (November, 2002) IL. Reading Comprehension Instruction in Grades 4-8., Guides Classroom Teacher (052) Guides Non-Clasroom (05)•White, E., & Williams, G. (n.d.). Charlotte's Web.•http://kidshealth.org/kid/grow/body_stuff/feet_stink.html This information was provided by KidsHealth®, one of the largest resources online for medically reviewed health information written for parents, kids, and teens. For more articles like this, visit KidsHealth.org or TeensHealth.org. © 1995- 2015 . The Nemours Foundation/KidsHealth®. All rights reserved•Rathmann, P. (1993). Goodnight, Gorilla (Imagination library ed.). New York: G. P. Putnam's Sons.
Conclusion of Presentation
Thank you for your participation.
Contact Information:Laural Johnson
Coddle Creek ElementaryIredell-Statesville Schools
440-787-4276 [email protected]
