CEP 301 Week 8 Comprehension 1 Strategy Resources Texas Reading First

1. CEP 301 Week 8 Comprehension 1 Strategy Resources Texas Reading First

2. Comprehension “Comprehension is the reason for reading. If readers can read the words but do not understand what they are reading, they are not really reading. Good readers are both purposeful and active.” (CIERA, 2003)

3. Goals for This Training • Clarify the importance of having a purpose for reading • Describe 3 types of purpose • Explore Comprehension Purpose Questions • Practice a process for setting Comprehension Purpose Questions • Evaluate potential Comprehension Purpose Questions • Select quality Comprehension Purpose Questions

4. Activity • Read The House silently. • Use a highlighter to highlight the important information as you read. yellow Handout #1

5. What did you highlight and why? Share with a partner what you thought was most important in the text. Setting a Purpose for Reading

6. Read The House silently again. If you were the person on the card, what information in the story would be important to you? Using your marker, highlight this information. Setting a Purpose for Reading pink

7. What did you highlight and why? Share with a partner what you thought was most important in the text this time. Setting a Purpose for Reading

8. Why is it Important to Have a Purpose for Reading? Think Turn Talk

9. What do the TEKS say? • TEKS K.1A, 1.1A, 2.1A, 3.1A: determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate • TEKS K.9B, 1.12B, 2.9B, 3.9B: establish purposes for reading or listening such as to be informed, to follow directions, and to be entertained • TEKS 1.10, 2.7, 3.7: student reads widely for different purposes in varied sources • TEKS… develop an extensive vocabulary, use a variety of comprehension strategies, respond to various texts, recognize characteristics of texts, generate questions and conduct research

10. TAKS Stems That Link to Purpose Spanish TAKS Stems English TAKS Stems Why did the author probably write this? What is the author trying to tell you? What is the author’s purpose? This article is mostly about … What does (character) learn? What do two stories have in common and how are they different? • ¿Cuál es el propósito del autor al escribir el artículo? • … el lector puede concluir que … • (el personaje) piensa que … • ¿Qué idea de la historia muestra que …? • ¿De que trata principalmente el parrafo ______?

11. 3 Types of “Purpose” to Consider Author’s purpose • What is the author trying to say? • Why did the author write this piece? Reader’s purpose • Why are you reading this? • What do you want to find out? Instructional purpose • How will you teach students to comprehend better? • What cognitive strategy(ies) are you teaching/reinforcing? • How will you deepen and extend comprehension?

12. What purpose might the author have for writing each of these texts? Good Readers Consider theAuthor’s Purpose

13. What purpose might you have for reading each of these texts? Good Readers Set a Purpose for Reading

14. I really like Superman. I think he’s awesome. Why did you choose that to read today? After we have modeled … a lot…our students will be able to have these kinds of conversations about setting a purpose for their own reading. Great! So what’s your purpose for reading … what are you hoping to find out? I’m reading a comic book about Superman. I want to know if Superman will be able to save Lois from LexLuthor. Hey Juan, what are you reading today?

15. Setting Purposes for Reading

16. Comprehension Purpose Questions Thoughtful “questions appear to be effective for improving learning from reading because they: • give students a purpose for reading; • focus students’ attention on what they are to learn; • help students to think actively as they read; • encourage students to monitor their comprehension; and • help students to review content and relate what they have learned to what they already know” (CIERA, 2001).

17. Comprehension Purpose Questions “As readers read …, they are frequently overwhelmed by the sheer volume of information. Modeling how we read with a question in mind is one way to help readers cut through the dense text and zero in on important information.” (Harvey & Goudvis, 2007)

18. Comprehension Purpose Questions What is important to remember when setting a CPQ? Handout #2

19. Tips and Tricks • Set a comprehension purpose question for every reading • Set a different CPQ each time you read the text • Link the CPQ to the strategy you are focusing on • Choose a question that will focus attention throughout the reading • Post the CPQ for all to see and refer back to • Check and discuss after reading

20. Step 1: Recording Our Authentic Thinking and Brainstorming Step 2: Integrating With the Core Program Step 3: Selecting Great CPQs Step 4: Selecting CPQs for First, Second, or Third Reading Setting a CPQ

21. Setting a CPQ With Narrative Text INSERT TEXTwith which you wish to model • Read Aloud Excerpt • Core Program example Handout #3

22. Text continued

23. Text continued

25. Your Turn … • Look at the story you are going to teach next week. • Read through the story and track your thinking on sticky notes. • When you are finished reading, • brainstorm questions/ possible CPQs.

26. Step 1: Recording Our Authentic Thinking and Brainstorming Step 2: Integrating With the Core Program Step 3: Selecting Great CPQs Step 4: Selecting CPQs for First, Second, or Third Reading Setting a CPQ

27. INSERT TEXT from core program T.E.

28. INSERT TEXT from core program T.E.

30. Your Turn … • Look at the questions suggested by the T.E. • Add questions from the T.E. to your brainstormed list that could possibly make good CPQs.

31. Step 1: Recording Our Authentic Thinking and Brainstorming Step 2: Integrating With the Core Program Step 3: Selecting Great CPQs Step 4: Selecting CPQs for First, Second, or Third Reading Setting a CPQ

32. CPQs : Going From Good to Great! A good CPQ: A great CPQ: Cannot be completely answered until students have read the entire text Involves higher order thinking, inferences, and text evidence Will deepen and extend comprehension Relates to the comprehension strategy currently being taught • Is answered in the text either directly or indirectly • Involves some student thinking • Will focus comprehension • Relates to student learning Handout #4

33. INSERT TEXTwith which you wish to model • Core Program example

34. INSERT TEXT from core program T.E.

35. Possible Questions … • Who is …? • What happens to …? • Where does the story take place? • How does ______ feel about ________? • Why does ________? • How would you describe ________? • What happens in the beginning? • What do we learn about? • What does __________ learn? • Who is the author? • What is this story going to be about? Handout #5

36. Your Turn … • Look at your list of questions (brainstormed and those from the T.E.). • Circle three questions that you believe would make “great” CPQs. • Share your three CPQs with a partner and use Handout #4 to be sure they fit the criteria for “great” CPQs.

37. Step 1: Recording Our Authentic Thinking and Brainstorming Step 2: Integrating With the Core Program Step 3: Selecting Great CPQs Step 4: Selecting CPQs for First, Second, or Third Reading Setting a CPQ

38. First Reading? Second Reading? Third Reading? • First reading: Focus on the story as a whole (Ex: How does Baby feel about the rain?) • Second reading: Deepens understanding (Ex: Why does Baby change her mind about the rain?) • Third reading and beyond: Deepens and extends understanding, may involve inferences (Ex: What many things does Grampa do to make Baby feel better?)

39. Your Turn … • Read the excerpt • Look at the suggested CPQs • Decide which you would use for a first reading, second reading, and third reading • Be prepared to share INSERT TEXT Handout #6

40. INSERT TEXTwith which you wish to model • Core Program example

41. Your Turn … • Read the excerpt • Look at the suggested CPQs • Decide which you would use for a first reading, second reading, and third reading • Be prepared to share INSERT TEXT Handout #6

42. Setting a CPQ With Expository Text INSERT TEXTwith which you wish to model

43. Text continued

44. Text continued

45. Think Turn Talk Which of the three questions would you use as a CPQ? Why? • Why/ how do the chicks change their feathers? • What happens to the chick after it hatches? • What do we learn about penguin chicks?

46. Your Turn … • Look at your list of the three questions you have chosen. • Place them in order (first reading, second reading, third reading). • Write them on sticky notes • and place them in the T.E.

47. Think Turn Talk CPQs How will setting CPQs before reading help your students? What is challenging about setting CPQs?

48. Next Steps: Decisions to Make • Modeling: When will I come and model using Comprehension Purpose Questions in a lesson? • Planning: When will we meet to plan lessons including CPQs? • Side-by-Side Teaching: When will we plan to teach a lesson together? • Coaching: When will I observe your teaching and provide feedback? • Next Comprehension Meeting: When will we meet next? Bring reflections and lesson plans to the next session.