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RAD R eading A nswers that D on’t Make Sense

RAD R eading A nswers that D on’t Make Sense. How to target instruction for reading comprehension. Norms. Allow yourself to be a learner and participant. We will begin and end on time. Everyone deserves a right to be heard, and everyone deserves the right to hear .

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RAD R eading A nswers that D on’t Make Sense

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  1. RADReadingAnswers thatDon’t Make Sense How to target instruction for reading comprehension

  2. Norms Allow yourself to be a learner and participant. We will begin and end on time. Everyone deserves a right to be heard, and everyone deserves the right to hear. Technology use is important, please use it when required to.

  3. Setting a Learning Target Learning Targets

  4. RAD and SK Outcomes

  5. RAD and SK Outcomes

  6. RAD wiki

  7. Questions The assessment requires students to retrieve information, recognize meaning, interpret text, and analyze text. Question 1 assesses students’ ability to set a purpose for reading by making predictions and anticipating content using text features. Question 2 assesses students’ ability to retrieve information and recognize meaning by locating main ideas and details that are explicitly stated in the text and then reformulating these in their own words. Question 3 assesses students’ ability to interpret text by making inferences or drawing logical conclusions based on their understanding of the information in the text. Question 4 assesses students’ ability to analyze text by making connections between new information and prior knowledge. Question 5 assesses students’ metacognitive awareness of their comprehension strategies. Question 6 assesses students’ metacognitive awareness of their word-solving strategies.

  8. Commit and Toss • Why is predicting important to teach, prompt, and reinforce?

  9. Prediction A prediction is what you think will happen based upon the text, the author, and background knowledge. Prediction is an educated guess as to what will happen. As a reader, you can make predictions a text BEFORE reading. As a reader, you can make predictions a text DURING reading. Anticipation Guide

  10. Text Features

  11. Inference • Building Reading Comprehension Habits in Grade 6 – 12: A Toolkit of Classroom Activities (Ch. 5, Making Inferences and Predictions) • Give One, Get One, Move On

  12. Connecting Group Summarizing Template

  13. Group Summarizing

  14. Summarizing and Notetaking Main Idea and Supporting Details • Requires that students distill information into a concise, synthesized form and focus on important points. • Research emphasizes the importance of breaking down the process of summarizing into a structure that can be easily understood by students. • Verbatim note taking is the least effective note-taking technique • Students should be encouraged to revisit and revise their notes after initial recording them. • They should use different formats and make notes as complete as possible.

  15. Both require students to distill information into a concise, synthesized form. • Effective learners are able to sift through a great deal of information, identify what is important and then synthesize and restate the information.

  16. Effect Size • Effect size is a unit of measure used with meta-analysis that expresses increase or decrease in student achievement. • Small - 0.02 - 0. 49 • Medium - 0.59 – 0.79 • Large – 0.80 and above • Summarizing and Note-taking has 1.0 ES

  17. Main Ideas and Supporting Details Marzano’s Instructional Strategies Summarizing Turn and Talk: What did you find interesting?

  18. Main Ideas and Supporting Details Graffiti Main Ideas Organizer Cornell Notes Quick Write Two Column Note Taking Interactive Notes Reporter’s Notes Sum It Up Pros? Cons? Use? Other?

  19. Modified Jigsaw Word Skills

  20. Comprehension Strategies

  21. Strategies Modelled Commit and Toss Give one, Get One, and Move On Group Summarizing Turn and TalkGraffiti Modified Jigsaw Quick Write 3-2-1

  22. Quick Write Topic: Reflect on what was covered. Write your thoughts, ideas, reactions • List? • Pictorally? • Graphic organizer? • Sentences? • Paragraph? Ask Yourself: How am I going to record this?

  23. Quick • Write 3-2-1 OR You will have 3 minutes to create a Quick Write: Topic: What did you find interesting and what will you try? Thoughts? Ideas? Actions? 3 Things you found interesting 2 Strategies you are going to try 1 Question you still have

  24. RADResponsesAnsweredDeliberately How you can help your students target reading comprehension

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