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READING COMPREHENSION

READING COMPREHENSION. REVIST, REFLECT, RETELL. Set the stage for comprehension. Our job is to create environments where students are challenged to read a wide range of texts deeply and thoughtfully We need to invite responses and reactions to text Stretch thinking

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READING COMPREHENSION

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  1. READING COMPREHENSION REVIST, REFLECT, RETELL

  2. Set the stage for comprehension • Our job is to create environments where students are challenged to read a wide range of texts deeply and thoughtfully • We need to invite responses and reactions to text • Stretch thinking • Ensure a culture of learning where teachers and student are partners in learning and delving deep into text

  3. What does that look like/sound like? • If we look at this from another perspective…. • Can you think of an example from the text to support our thinking.. • Have you considered… • What strategies best helped you to understand this selection.. • Can you show me a specific place in the text where this strategy helped you understand…

  4. Learners explore, wonder and understand • Literal comprehension engages readers in unpacking the facts, or taking in the sequence of events • Aesthetic responses invite reactions, opinions, connections, or questions about the content and craft- engaging at the emotional level • Critical/analytical responses are those in which the reader challenges a text, an author, the premise behind the work, the validity of the content or the purpose of the piece. • In this level the readers look beyond the text, considering points of view, the authors intent, cultural references or bias • When all three levels of responses are utilised to scaffold reflective reading, readers expand their view of the text by examining, reacting to and analysing the selection

  5. Teach strategies explicitly • Model how good readers react to text, thinking aloud • Explicitly demonstrate strategies and tools you as readers use to record your thinking, expose your thinking and show students your written responses in a highly visual way

  6. Transfer responsibility • Students observe the modeling then student partners replicate the actions of the teacher while she/he coaches from the sidelines • Once the teacher is sure that the processes and procedures are understood individual students apply their learning independently

  7. At the heart of deep comprehension is a teacher who engages in explicit modeling and coaching. Assignments are given only after students observe the teacher actively applying the target learning

  8. Guide the student to consider • What did I learn? • What are my thoughts about this topic, this selection, this author, and a so on….. • What strategies best helped me understand? • Which next steps will best support my work as a reader, a thinker, and a writer?

  9. Create words that teach • List processes used by readers • Quotations from master writers • Work samples that inspire students to reach higher as readers, writers and critical thinkers • Lists of questions reading partners could ask each other

  10. Engage readers in powerful conversation • Float learning in a sea of talk… no need for quiet …..all the time • Historically conversations in classrooms have been teacher controlled • Question = raised hand- one person response- what happens to the other learners? • Change pattern of interaction to ‘distributed discourse model’ • E.g Thinking partners

  11. Scaffold and support accountable conversations • Partner talk needs modeling and coaching • Sit knee to knee, maintain eye contact, and contribute ideas that extend and deepen understanding • See chart page 7 and 8 for ideas for your classroom

  12. Partner read and think • View dvd

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