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Monitoring comprehension. Workshop 2. Debbie Draper, Julie Fullgrabe & Sue Eden . Overview of the session. The inner conversation –hearing the inner voice that assists reading leaving tracks of thinking- ways to demonstrate thinking while reading
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Monitoringcomprehension Workshop 2 Debbie Draper, Julie Fullgrabe & Sue Eden
Overview of the session The inner conversation –hearing the inner voice that assists reading leaving tracks of thinking- ways to demonstrate thinking while reading The different types of (human)readers in a class Why meaning breaks down and what to do about it – fix-up strategies Think aloud strategies to share thinking with students
Monitoring understanding is essential to engage with the reading strategies
Do I really have to teach reading? Content,comprehension grades 6-12 Cris Tovani
Links to Tfel 1.1 understand how self and others learn 1.2 develop deep pedagogical and content knowledge Understanding how students learn to read through your own experiences
Learning to learn. Using dialogue as a means to sharing understanding
Part one Your own inner voice and how you use it.
What did your inner voice say to you? When you are a busy person, your mind is always having conversations with you. What went on with you? If it’s appropriate, what did your inner voice say or think about?
Listening to the inner voice-George Costanza does not like what he hears
You need to hear your inner voice • Without recognising this voice, it will be harder to ‘think aloud’ with students and share the thoughts you have as a competent reader
Part 2 Leaving tracks of thinking- ways to demonstrate thinking while reading
Sticky labels were invented to monitor comprehension… They come in all sorts of shapes and sizes and kids love them! They are a great way to keep track of thoughts and ideas and can be placed in books to refer back to They can help students to show tracks of their learning without Interruption when working independently They support remembering what you read far better than highlighting
Discuss this quote-what do you think- have you ever highlighted to extremes? Highlighting text- ‘first of all : throw away the highlighter in favour of a pen or pencil. Highlighting can actually distract from the business of learning and dilute your comprehension. It only seems like an active reading strategy; in actual fact, it can lull your into dangerous passivity’. (Harvard College library 2007)
Text coding • R- reminds me of • T-T text to text • ? Question • ! Surprising • Make it meaningful for your class, create your own codes
From the text- Teaching Reading Comprehension Strategies Sheena Cameron
Leaving tracks of thinking Margin notes Sticky notes Many of these approaches will be dealt with further as we explore the strategies in more detail.
Think sheets –scaffolds, graphic organisers • Response journals, literature logs, notebooks, wonder books • Artistic, dramatic, musical, numerical, scientific, historical, economic
Strategies that Work Use some of the previous strategies when you read the 4 pages provided from Strategies that Work to maketracks of your thinking. Share what you have identified as important with someone near you. Is it the same or different?
Part 3 Different types of readers and reading behaviours
Awareness of reading Four levels of metacognitive awareness and the ways in which readers monitor their thinking about their reading are described in Strategies That Work: 24
Group chat Think of particular students that you have taught or are teaching that fit into each category of reader. How do you know they were one of these types of readers?
Comprehension shouldn’t be silentKelley and Clausen Grace These authors talk about ‘fake or disengaged readers and mindless reading’ What behaviours have you seen ‘fake readers’ doing? You have probably been one yourself at some time. Y chart about behaviours of fake reading
Disengaged reading.. Looks like Sounds like Feels like
Part 4 • Why meaning breaks down and how to fix it. MONITOR your understanding
Identifying synergistic regulation involving c-Myc and sp1in human tissues Read the pages silently. Highlight in one colour the text you understand highlight in another colour the text that is confusing or difficult to understand. What are you thinking about as you embark on this task?
After you have read some of the text.. Of the parts of the text you highlighted as being hard to understand, could you not read it well because of lack of background knowledge? Vocabulary? Writing style? Discuss with someone what they learned about themselves as readers through the experience, and what they can take back to their work with struggling readers. What was your inner voice doing as you read this?
Was it? • Thinking about what you need to do at school? • Panicking? • Thinking about what to buy on the way home for dinner? • Making rude comments about the activity? • Trying to make connections, question etc etc
The inner conversation The fact is that all readers space out when they read. Kids need to know this or they risk feeling inadequate when it happens to them. Once readers are made aware of their inner conversation, they tend to catch themselves quicker and repair meaning if there is a problem. Strategies that work. Page 27
Checking on monitoring of comprehension-inconsistent element • An easy and informative technique to see whether students are monitoring their comprehension is to select a passage on a group’s instructional level, then retype it adding an inconsistent element. Introduce the selection as you would normally do when you are getting students ready to read (tapping prior knowledge, setting a purpose for reading). • After reading, ask students to comment on what they read. • They may summarize or relate the information to a personal experience. See if any student points out the inconsistent element. • Text example- Earthquakes
From the text- Teaching Reading Comprehension Strategies Sheena Cameron
Part 5 Think alouds- strategies to share with students- making the implicit explicit
Think-Alouds have been described as "eavesdropping on someone's thinking." With this strategy, teachers verbalise aloud while reading a selection orally. Their verbalisations include describing things they're doing as they read to monitor their comprehension. The purpose of the think-aloud strategy is to model for students how skilled readers construct meaning from a text
Sentence starters for think alouds • So far, I've learned... • This made me think of... • That didn't make sense. • I think ___ will happen next. • I reread that part because... • I was confused by... • I think the most important part was... • That is interesting because... • I wonder why... • I just thought of...
Reciprocal think alouds • In reciprocal think-alouds, students are paired with a partner. • Students take turns thinking aloud as they read a difficult text. • While the first student is thinking aloud, the second student listens and records what the first student says. • Then students change roles so that each partner has a chance to think aloud and to observe the process. • Students reflect on the process together, sharing the things they tried and discussing what worked well for them and what didn't. As they write about their findings, they can start a mutual learning log that they can refer back to.
Use the checklist to observe my think aloud about the text- Small pox
Summary • Which strategies to monitor understanding do you think are appropriate for your context? • How will you introduce this strategy with your staff? • How might you do any of this with your class?
