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Monitoring Comprehension

This presentation explores the comprehension strategy <br>of monitoring comprehension.

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Monitoring Comprehension

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  1. Monitoring Comprehension “It’s About the Thinking”Comprehension Strategy Instruction

  2. Monitoring WHAT and the WHY?

  3. SUCCESS Guaranteed • Full Disclosure: Clarify Expectations • Explicitness: Describe the Practice • Demonstrate: Make it Visible • Practice w/ Guidance: Scaffolding • Private Practice: Student Application • Share and Reflect

  4. Defining Comprehension Monitoring Successful readers expect reading to make sense so they monitor understanding at all times, and are prepared with strategies to clarify and/or “fix up” understanding whenever it breaks down.

  5. ANCHOR LESSONS • The Reading Toolbox • Other Ideas ? Driving-Wipers Remote Control

  6. Monitoring Is… Learners capacity to plan, guide, and manage their behavior within and flexibily across changes in text and circumstances Maiers, 2007

  7. Learners who monitor… • Counscious of the Uncouncious • Mindful • Purposeful • Flexible • Strategic • Focused • Courageous

  8. OSMOSIS or TEACH???

  9. And Fix-Up Strategies TEACHING MONITORING

  10. Monitoring Comprehension Requires… • Awareness • Attention • Actions

  11. “Tracking Thinking” Awareness

  12. TRACK THNINKING • Make predictions • Connect to personal experiences • Visualize • Identify the main idea • Ask questions • Recognize sequence • Compare and contrast • Identify cause and effect • Summarize • Draw conclusions • Express opinions • Identify and interpret the meaning of figurative language •  Identify and analyze problems and solutions • Identify author’s purpose

  13. Would you know my name If I saw you in heaven Will it be the same If I saw you in heaven I must be strong, and carry on Cause I know I don't belong Here in heaven Would you hold my hand If I saw you in heaven Would you help me stand If I saw you in heaven I'll find my way, through night and day Cause I know I just can't stay Here in heaven Time can bring you down Time can bend your knee Time can break your heart Have you begging please Begging please Beyond the door There's peace I'm sure. And I know there'll be no more... Tears in heaven Would you know my name If I saw you in heaven Will it be the same If I saw you in heaven I must be strong, and carry on Cause I know I don't belong Here in heaven

  14. ATTENTION Where? When? What?

  15. "I noticed I lost focus when…“ “This part was confusing…“ "I reread that because…“ "I had to stop, go back and clarify my thinking because…“ "A part I had trouble with was…" Comprehension

  16. Altered Text Activity

  17. Thomas Alva Edison was one of the greatest inventors of the 19th century. He is most famous for inventing the light bulb in 1879. He also developed the world's first electric light-power station in 1882. Edison was born in the village of Milan, Ohio, on Feb. 11, 1847. His family later moved to Port Huron, Michigan. He went to school for only three months, when he was seven. It is warm in the summer. After that, his mother taught him at home. Thomas loved to read. At twelve years old, he became a train-boy, selling magazines and candy on the Grand Trunk Railroad. He spent all his money on books and equipment for his experiments. At the age of fifteen, Edison became manager of a telegraph office. His first inventions helped improve the telegraph, an early method for sending messages over electric wires. At twenty-one, Edison produced his first major invention, a stock ticker for printing stock-exchange quotes. He was paid $40,000 for this invention. He took this money and opened a manufacturing shop and a small laboratory in Newark, N. J. Later he gave up manufacturing, and moved his laboratory to Menlo Park, New Jersey. At this laboratory, he directed other inventors. During the rest of his life he and his laboratory invented the phonograph, film for the movie industry, and the alkaline battery. By the time he died at West Orange, New Jersey on Oct. 18, 1931, he had created over 1,000 inventions.

  18. ACTIONS Thinking Toolbox

  19. “Tools” of Action • Reread • Pause • Connect • Reflect • Question • Draw Conclusion • Anticipate • Activate Schema

  20. “Selective Action”

  21. Ask Myself: • Does it make sense? • Are my predictions confirmed? • I am getting the important points? Read Notice: When did I get off course? When did things go wrong? No Yes Check Understanding: Do I have the BIG Idea? Can I express it in my own words? Can I connect it know, do? Can I write it? • Problem Solve: • Words • Connections • Image • Fast/Slow • Organization

  22. Supporting Learners

  23. In our subject or grade level… • Choose a segment to read. • Put yourself in the shoes of a student reading this selection. • Read it, and fill in the t-chart. • This is hard! We do it proficiently, now slow it down and write what you are doing/thinking. • Group Anchor Chart

  24. “ONE TEXT/TASK AT A TIME” Genre: Format: Task/Purpose:

  25. Checking Understanding • This information is really about… • This story is really about… • Can I say this is in my own words? • Can I connect this to something I know? • Can I state this in my own words? • Can I explain this to someone else? • Can I explain the big idea? • What is this information is really about? • What is this story is really about? • Is there something that has happened in your own life • that is similar to this book? • How can you use this information in another subject? • What have you learned from this • passage/text/information? • How has this text changed what you think or know? • How does this passage make you feel and why?

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