Reading Comprehension Strategies for Success

1. Developed by: Teri Crain-Pearce Reading ComprehensionStrategies for Success

2. Outcomes • Learn the seven research based strategies readers use to comprehend and analyze text • Enhance the strategies taught in Houghton Mifflin and Open Court with hands on ideas for implementation and linking what you are already doing.

3. Purpose of Reading The purpose of reading is to connect ideas on to the page to what you already know. If you don’t know anything about a subject, then pouring words of text into your mind is like pouring water into your hand. You don’t retain much. For example, try reading these numbers: 7516324 This is hard to read and understand 751-6324 This easier because of chunking. 123-4567 This is easy to read because of prior knowledge and structure.

4. Hmmmmm…. “A single conversation across the table with a wise person is worth a month’s study of books.”

5. Table Talk Discuss the following with your colleagues. What do you do in your classrooms to INTENTIONALLY teach comprehension in: • Small groups • A large group • One-on-one • Special Topics

6. Metacognitive Thinking “Everything we felt was worth doing in the classroom, we first tested on ourselves through our own reading.”

7. Read the excerpt and jot down a word/phrase to jar your memory List your thinking you used to gain meaning or understanding. Salvador, Late or Early

8. What do readers do to understand their reading? What do readers do on “tricky” words? Record your thoughts Thinking about reading

9. Thinking About Reading

10. Comprehension The important thing about reading comprehension is you think about it. It’s like a puzzle, you take it apart, put the corners together and then fill in the middle. The pieces are characters we love and problems to solve. Sometimes it’s like a jigsaw brain-stretcher that fills your mind with facts. But the important thing about reading comprehension is you think about it.

11. Reflection: Classroom Conversations with Kids Are our conversations a safe and challenging place for kids to risk their thinking and observe our modeling?

12. Research Based Strategies

13. Research Based Strategies in Houghton-Mifflin

14. Comprehension Strategy Instruction Predict/ Infer Question Monitor/ Clarify Evaluate Summarize Phonics/Decoding WHAT?

15. Comprehension Strategies For students to construct meaning from text, they must independently apply numerous strategies to synthesize the content information and to understand the author’s intent. WHY? Goal in Kindergarten and first grade is to co-participate in reading comprehension discussions.

16. Comprehension Skills Sequencing Noting details Cause and Effect Compare and Contrast Story Structure Making Judgments Predictions Drawing Conclusions Fantasy or Realism Making Generalizations Author’s Viewpoint

17. Strategy Instruction Explicit instruction on strategies. NAME IT! Teacher models and explains a strategy. DEFINE IT! Teacher structures guided practice, giving students more responsibility for the task. MODEL IT! Teacher provides independent practice with feedback. PRACTICE IT! Students apply the strategy in real reading situations. USE IT!

18. Effective Comprehension strategy instruction is explicit, or direct. Research shows that explicit teaching techniques are particularly effective for comprehension strategy instruction. In explicit instruction, teachers tell readers why and when they should use strategies, what strategies to use, and how to apply them. The steps of explicit instruction typically include: Modeling Think Alouds Application Guided Practice HOW? Teacher Modeling (“thinking aloud”) Direct Explanation

19. Sample Text of a Think Aloud “When I am reading you’ll see me looking at the text ( words) and showing you pictures like I always do. But you will see me stop and think out loud. I will probably look at the ceiling or put the book down so you’ll know when I am thinking out loud and when I am reading the story. “ “Today when I put the book down I am going to be sharing____________________.” Name it define it model it practice it use it

20. Tips for Think Alouds • Always remember to name the strategy, define the strategy, and use the strategy. • Use and model the strategy in a natural, authentic way. • Prompt and motivate students to use other strategies. • Gradually turn the responsibility over to students.

21. Comprehension Characteristics • Confidence • Risk-taking • Self-corrections • Vocabulary breadth and depth • Ability to respond to questions • Ability to elaborate answers • Use of prior knowledge • Self-monitoring • Enjoyment of reading and expression

22. Connecting All the Pieces to Improve Comprehension Fix-it Up

23. Fix-it Up Strategies: The Dance Between Decoding and Meaning Does this look right? Does it sound right?

24. Connecting All the Pieces to Improve Comprehension Schema Fix-it Up

25. SURPRISING FACT What you do BEFORE you read a text is more important if you want to foster students using comprehension strategies independently.

26. Strategy Focus: Schema * Activate their knowledge before, during and after reading. * Use schema to make connections between the text and their lives, between the text and one another the text and the world.

27. Connections To Text • Text-to-Self Connections • Text-to-Text Connections • Text-to-World Connections Houghton-Mifflin uses Preparing to Read as a prompt for this kind of language in your reading .

28. Connections To Text • Author’s Style Connections • Text Structure • Inadequate personal schema Houghton-Mifflin uses Preparing to Read as a prompt for this kind of language in your reading .

29. Text-to-Self “This part of the story reminds me of when____________ and it helps me understand the story better because________________.”

30. Text-to-Text Connections • Text-to-Text “This part of the story reminds me another story _______and it helps me understand the story better because________________.”

31. Text-to-World “This part of the story reminds me of ( other media sources)_____ and it helps me understand the story better because_____________.”

32. Schema “Schema is what you know; it’s your thinking in your head.”

33. Schema Readers use their schema to enhance understanding.

34. Schema Readers distinguish between meaningful and relevant connections and those that aren’t.

35. Schema Readers build, change and revise their schema when they encounter new information in the text, engage in conversations with others and gain personal experience.

36. Schema “It’s impossible to have the same schema as someone else. People do different things, go different places and read different books , so how could their schema be the same?”

37. Soccer: Schema Examples

38. A minute for yourself

39. Chrysanthemum This story is also on united streaming as another way to hear it.

40. Connecting All the Pieces to Improve Comprehension Schema/Prior Knowledge Fix-it Up Predicting/ Inferring

41. Strategy Focus: Predictions Good readers make predictions about what they are going to read based on what they already know ( SCHEMA) and text clues such as titles and pictures. As they read get new information, they confirm or revise the old predictions and make new ones.

42. Good Readers: Using Predictions • Determine meanings from unknown words by using their schema, paying attention to textual and picture clues while rereading and engaging in conversations with others. • Use their prior knowledge and textual clues to draw conclusions and form unique interpretations of the text.

43. Prediction Prompts What does the title tell me? Is this fiction or non-fiction? How will this genre change how I read? What do I know about…format? Text structure? Author’s writing style? Because of what has happened so far, I can predict_______. Should I revise my prediction? Is the author going the direction I predicted?

44. Prediction Frames In your packet, there are some frames to help prompt your instruction in actively teaching predictions. Prediction Pyramid Title Clues Predict-O-Gram Challenge Think It Over Follow the Clues Bucket of Words Anticipation Guide

45. A minute for yourselfon Predictions… What do I want to do to revise my comprehension instruction based on what I have heard so far…..

46. Fat Santa

47. Good Readers: Using Inferring Inferring is the process of creating a personal meaning from the text. It involves a mental process of combining what is read with relevant prior knowledge. (schema) They create meaning not necessarily stated explicitly in the text.

48. Proficient Readers when they infer: • Draw conclusions • Make reasonable interpretations of text that are adapted as they continue to read and after they read. • Use the combination of background knowledge and explicitly stated information from the text to answer questions they have as they read. • Make connections between conclusions they draw and other beliefs and knowledge. • Make analytical judgments about what they read.

49. Proficient Readers are more able to: • Remember and reapply what they have read. • Create new background knowledge for themselves. • Discriminate and critically analyze text and authors. • Engage in conversations about what they have read. • Defend inferences with a description of relevant, prior knowledge and specific text.

50. Teachers need to…. Allow a wider range of interpretations for fiction text and grant greater latitude for inferences, as long as the students use the text to defend their point of view. Help students to narrow the range of interpretations for non-fiction text.