Redesign of Teaching Redesign of Teaching Comprehension to 1Comprehension to 1stst

GradersGraders

Andrea (Gillis) Izzo Andrea (Gillis) IzzoMichigan State UniversityMichigan State University

TE 842TE 842

Comprehension Curriculum Prior to Re-Design

Best Practices for Teaching Comprehension Small-Group Guided Reading Prescribed Program- Rigby Literacy by Design

◦ Think alouds◦ Think alongs◦ Modeling strategies with whole class comprehension charts which have a

version used to describe and illustrate how the strategy is employed using an anchor text from the program and a version to fill in during a whole group lesson while applying the comprehension strategy to a big book. Strategies include: make connections, ask questions, visualize/create mental images, determine importance, synthesize/retell, infer, monitor understanding, and use fix-up strategies

◦ Interactive reading of personal copies of the big book with partners Daily 5 Literacy Centers to independently practice skills

◦ Read to a Buddy Comprehension organizers

Students’ Experiences with Comprehension

◦Whole group lessons focusing on different areas of comprehension

◦Small-group differentiated reading instruction

◦Pack-and-Read bags in which students take independent reading level books home in to read with parents, siblings, and other listeners

◦Most of my students have many “worldly” experiences to give them schema and background knowledge to put many topics into a context when we discuss important concepts across subjects and literature

Differentiation Options

◦Interactive read-alouds◦Modeling ◦Shared reading of big book◦Paired reading◦Guided practice◦Application of practice◦Small-group differentiated reading

Morrow, L. & Gambrell, L. (2011) Best Practices in Literacy Instruction. (pp.418-419). New York: Guilford Press.

Student Abilities

◦ In 1st Grade, students are usually able to… Make text-to-self connections very well as a whole Make predictions Use comprehension strategies whole group with scaffolded

instruction Describe strategies they have used when prompted

◦ In 1st Grade, students usually are not able to… Describe what comprehension means, in some cases Use or access strategies for comprehension when they do not

understand what they are reading Remember the comprehension strategies Individually describe which comprehension skill they may use

Redesign of Current ApproachesRedesign of Current Approaches

Rationale for ChangeIn my four years of experience in teaching, I have

improved my instruction every year. However, as Iwas learning to navigate and employ teachingmethods in these early years of teaching, I’verealized that I have fallen into the pitfalls of relyingtoo heavily on the instruction within prescribedprogram. Gaining access to more information about bestpractices has helped me transform my thinking about teaching comprehension and has given me insight into how improve upon how I teach comprehension.“Comprehension is not about answering those literal questions at the end of

a story, chapter, or textbook section. Comprehension is not about spitting out facts and filling in blanks. Comprehension is about understanding.

And reading is not merely about word calling. Reading is about thinking.” --Harvey, S. & Daniels, H. (2009). Comprehension and Collaboration: Inquiry

Circles in Action. (p. 27).

Redesigned CurriculumStandards Addressed

Narrative Text R.NT.01.02 identify and describe the basic form and purpose of a variety of narrative genre including realistic fiction, fantasy, and folktales. R.NT.01.03 identify problem/solution, sequence of events, and sense of story (beginning, middle, and end). R.NT.01.05 respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding.

Informational Text R.IT.01.04 respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding.

Comprehension R.CM.01.01 make text-to-self and text-to-text connections and comparisons by activating prior knowledge and connecting personal knowledge and experience to ideas in text through oral and written responses. R.CM.01.02 retell in sequence up to three important ideas and details of familiar simple oral and written text. R.CM.01.03 compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding by mapping story elements, graphically representing key ideas and details, and asking questions as they read. R.CM.01.04 apply significant knowledge from grade-level science, social studies, and mathematics texts.

Metacognition R.MT.01.01 self-monitor comprehension by recognizing when meaning is breaking down and use simple fix-up strategies including making credible predictions based on a preview of the book cover and pictures to increase comprehension when reading or listening to text. R.MT.01.02 self-monitor comprehension by using strategies including asking questions before, during, and after reading and discussing the most important ideas and themes in a text. R.MT.01.03 plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning and discuss which comprehension strategies worked and did not work. R.MT.01.04 self-monitor comprehension by using a graphic organizer to sequence events, sort and order information, or identify author’s perspective.

Redesigned CurriculumStandards Addressed Continued…

Concepts and ThemesConcepts and Themes Comprehension is the ultimate goal of readingComprehension is the ultimate goal of reading Comprehension is using “thinking strategies” Comprehension is using “thinking strategies”

collaboratively and independentlycollaboratively and independently There are multiple strategies to use to interpret There are multiple strategies to use to interpret

information in texts and discussionsinformation in texts and discussions

We have been revisiting and building on the comprehension strategies that I have previously taught

this year through using our core reading program, Rigby Literacy by Design. To help students build on

their understanding of and effective usage of the comprehension strategies, I have re-introduced the

strategies by pairing them with a Beanie Baby to serve as an “anchor” for how to remember and use the

strategies.

Re-teaching Comprehension Re-teaching Comprehension Strategies anchored with Beanie Strategies anchored with Beanie

BabiesBabiesSpinner the Spider: Make ConnectionsQuestioning Owl: Ask QuestionsRocky Raccoon: Create Mental Images/ VisualizeDigger the Dog: Determine Importance Jabber the Reteller: Retell and Synthesize Iggy the Inferring Iguana: InferFix-Up/Repair Bear: Monitor Understanding and Fix-Up

Strategies◦ Picture below is a sample of comprehension strategy Beanie Babies paired with posters. My posters are slightly

different looking, but I use the comprehension “anchor chart” backed in yellow construction paper at the top of this picture found at the url: http://teacherweb.com/TX/Copperfield/MrsCrowder/apt28.aspx

Samples of Materials Used for Redesign

Beanie Baby Comprehension PostersBeanie Baby Comprehension Posters

Beanie Baby Comprehension Anchor Cards Beanie Baby Comprehension Anchor Cards (for students to use and prompt their thinking while

buddy reading)

Comprehension BookmarkComprehension BookmarkDouble SidedDouble Sided

Student Samples of Student Samples of Comprehension Mini Booklets Comprehension Mini Booklets

-used with high interest, quality literature-discussed as a whole group and in partnerships; personal examples are then recorded in

booklets and used as evidence of learning/assessment

Objectives Throughout the second and third marking period, students

will work collaboratively with partners or small groups during whole group lessons and guided reading groups to discuss and explain examples of each specific comprehension strategy throughout the two weeks a specific strategy is covered.

At the end of the two weeks of revisiting each specific comprehension strategy, students will individually record at least one personal example of the given strategy in a comprehension mini booklet.

Throughout the second and third marking period, students will recall and describe the function of at least three comprehension strategies by connecting them to specific Beanie Baby

Skills and Specific Knowledge Students will…

Apply comprehension strategies with scaffolded support◦Whole group◦Small groups

Tracking comprehension in journals Discussing how students are using comprehension

strategies during guided reading◦Partners

Whole group discussions Read to a Buddy in Daily 5

◦ Individually Responses in comprehension mini booklets Referencing comprehension bookmarks while independently

reading from book box

Assessments: anecdotal records of oral responses, written responses in comprehension booklets, small-group guided reading, individual journals

Independently Developed and Fully Explained Response

Partially Developed and Explained Response with

Partial Support from Teacher

Developed and Explained Response with Full Support

from Teacher

Make Connections--Text-to-self--Text-to-text--Text-to-world

Ask Questions-before, during, and after--who, what, when, where, why, how, I wonder

Visualize/Create Mental Images--see, hear, taste, touch, smell, emotionsDetermine Importance--main ideasRetell--restate in own words and connect with personal experiencesSynthesize--combine new information with prior knowledge to create a new understanding

Infer--develop hypotheses based on clues from the text and prior knowledgeMonitor Understanding--stop when you don’t understand what you’re reading and try a strategy

Fix-Up Strategies-re-read and use meaning, picture, and word clues

Performance Standards and Rubric to Assess Students’ Performance Standards and Rubric to Assess Students’ LearningLearning

Instructional StrategiesBest Practices and Differentiation- Revised

Small-Group Guided Reading Prescribed Program- Rigby Literacy by Design

◦ Think alouds◦ Think alongs◦ Modeling strategies with whole class comprehension charts which have a version used

to describe and illustrate how the strategy is employed using an anchor text from the program and a version to fill in during a whole group lesson while applying the comprehension strategy to a big book. Strategies include: make connections, ask questions, visualize/create mental images, determine importance, synthesize/retell, infer, monitor understanding, and use fix-up strategies

◦ Interactive reading of personal copies of the big book with partners Daily 5 Literacy Centers to independently practice skill

◦ Read to a BuddyComprehension organizers mini booklets and journalsStrategies discussed in Collaboration and Comprehension:

Inquiry Circles in ActionMore frequent open-ended questions and student inquiry

acknowledged/exploredMore responsibility for comprehension placed back on the

students: whole group, small group, partners, and individuallyApplication of and more fluid use of strategies in guided reading

and groups and throughout all subjects

Materials◦ Beanie Babies◦ Authentic, Quality Literature ◦ Comprehension mini booklets◦ Comprehension bookmarks◦ Comprehension posters◦ Comprehension journals◦ Comprehension Beanie Baby

anchor cards (to use with buddies)

ResourcesResources◦ Harvey, S. & Daniels, H. (2009).

Comprehension and Collaboration: Inquiry Circles in Action. New Hampshire: Heinemann.

◦ Morrow, L. & Gambrell, L. (2011) Best Practices in Literacy Instruction. New York: Guilford Press.

◦ Colleagues

Technology◦ Colleague-created power point and handout summarizing how to use

comprehension strategies with Beanie Babies ◦ Video clips for students to view and practice employing

comprehension strategies◦ Website to access strategy posters:

http://www.realclassroomideas.com/194.html

Old Practices New Practices

•Comprehension organizers

•Somewhat of an “Isolation View”core reading program implemented and partially supplemented

•Comprehension is done for the students

•Comprehension is discussed with whole group, small group, and partners but tracked by teacher

•Comprehension strategies are named and described using whole class charts and intermittent references during literacy lessons

•Comprehension journals and mini booklets to apply strategies individually

•More closely resembles “Transformational View” strategies instruction model used to cover the core reading program but supplement with other strategies and activities

•Comprehension is done with and by the students

•Comprehension is explored, discussed, refined, tracked, collaborated upon, and employed by students during whole group, small group, partnership, and individual settings

•Comprehension strategies are anchored to Beanie Babies and investigated through accompanying posters, whole class charts, shared thinking experiences, and fluid references throughout all subjects

Parent-Teacher Partnership OpportunitiesParents can better support their students with comprehension to

provide an extension to what students have learned in class. I have provided parents with the following to support them in these efforts:

A colleague-created slide show and handout explaining and summarizing the comprehension strategies to serve as a quick reference

Additional handouts explaining and summarizing the Beanie Babies and strategies they accompany (http://www.realclassroomideas.com/resources/Reading-BB+Comprehension+Posters.pdf )

Copy of comprehension bookmarks to keep and use at home

Communication about strategies is updated in newsletters