September 20 , 2011
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Transcript of September 20 , 2011
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September 20, 2011
Dr. Julie Coiro Chafee 615
EDC 423: Teaching
Comprehension and Response in
Elementary School
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+Objectives from Last ClassTo understand how the five components of
reading fit together to stress “Comprehension First” (at all grade levels)
Examine & Discuss Emma’s Instruction (Classroom Snapshot): To identify a series of instructional routines
for teaching reading comprehension as inquiry and problem-solving
To practice inferring (and how to teach students how to make inferences) > class & homework
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+ Quick Check: A broader interpretation of core components of comprehension is needed to address the problem
PHONEMIC
AWARE
PHONICS
VOCABULARY
FLUENCY
WRITING
MOTIVATION
COMPREHENSION
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+ Quick Check: Big Ideas about Best Practices… (in Chapter 2)
Think-aloud and modeling thinking strategies (define, show, give examples, when/why use)
Gradual Release of Responsibility (I do > We do > You do)
The Teacher
The Students
I do You watch
I do You help
I help Youdo
I watch You do
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+Today’s ObjectivesTo explore aspects of key reading
comprehension/thinking strategies and see how they are logically applied to diverse texts Before/During/After reading A box of Cheerios! (Classroom Snapshot) A narrative text selection (My Father’s Dragon) An expository text selection (Gorilla Rescue)
To assess your own use of reading comprehension strategies with a challenging text (your homework)
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+Big Ideas about Best Practices… (in Chapter 2)
CPS and Before/During/After frameworkBEFORE: Set a purpose, activate
background knowledge DURING: Big ideas, infer, connect,
visualize, question/wonder, analyze, synthesize
AFTER: Organize, shape, reflect, revise, publish
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+BEFORE Reading Strategies
Set a purpose Create motivation > Focus on the goal What’s the problem? Why am I using this text?
Predict and Connect: Overview to activate prior knowledge What’s the title? Do a picture walk. What do I already know about this? What do I predict will happen/I will learn?
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+DURING Reading Strategies (or listening or viewing)
MONITOR: Be aware of mistakes and apply strategies to repair/revise understandings (CLARIFY)
Make Connections: Text-to-self, text-to-text, and text-to-world Determine important ideas: Use text clues as evidence Ask Questions: Readers asks ?’s and reads to clarify before, during,
and after reading Analyze/Critique: Use text features and structures to reflect on what
stands out (overall gist) and how it stands out Visualize (Image): Use imagination and senses to picture, smell, taste,
or feel something in the text Infer: Use clues from text & background knowledge Summarize: Identify the main idea and supporting details from the text Synthesize: Tell the big ideas and add original reflection/interpretation
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MS
A
Key Reading StrategiesM+MDAAVISS
MONITOR AND
CLARIFY
MD
AASK QUESTIONS
V
I
S
INFER/PREDICT
MAKE CONNECTIONS
VISUALIZE
SYNTHESIZE DETERMINE IMPORTANT
IDEAS
ANALYZE/CRITIQUE
SUMMARIZE
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+AFTER Reading Strategies
Organize and Shape How can I best show my understanding of the
most important big ideas? Reflect and Revise
What works and what doesn’t workPublish: Make comprehension public
How can I share? With whom? When? Where? (How can we, as teachers, make this experience
authentic – to address a real purpose)
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+The Princess and The Bowling Ball(Think-Aloud: Tell what you are thinking as you read) Predicting…from the title
Making Connections…after I read a few sentences – to link to something familiar
Questioning…What does a pea have to do with a bowling ball?
Visualizing…”I felt like I was sleeping on a lump as big as a bowling ball”
Summarizing…address and resolve my confusion - Somebody/Wanted/But/So
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+Using CPS with Alternative Texts: (Think-Aloud: Tell what you are thinking as you read) Cheerios Box
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+ Seeing the Strategies in Action: My Father’s Dragon OR The Gorilla Rescue Before: Set a purpose -- Read the story
silently and actively stop to apply comprehension strategies that help you take and make meaning from the text.
During: 1. Re-read to identify stopping points; 2. Pose a logical question that builds
understanding; 3. Label type of thinking required to answer
After: Share/Compare across texts
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+Big Ideas Chapter 3: (p. 52-65)Best Practice Implementation Response options congruent with 21st century life
(multimodal, visual, digital, and diverse) Involve in genuine conversations & discussions with
long-term projects that exhibit comprehension while fostering motivation
5 Factors & Planning questions: page 60 As teachers: style & substance; enthusiastic &
optimistic personality; desire to learn; reflective strategic thinkers
As readers: reflect on personal use of CPS strategies to inform personal knowledge, beliefs, and practice
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+Homework: Book Activity 2Comprehension Self-Assessment Part 1: Read challenging text and rate Part 2: Reflect on use of comprehension
strategies Part 3: Reread challenging excerpt and
apply comprehension strategies Part 4: Reflect on rating & assignmentAlso Read Chapter 3: Pages 65-77
(Supportive Learning Contexts)
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+Essential Questions
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+ Essential Questions (Reframe topics to provide purpose and connections; to motivate and engage)
Habitats: What makes a good home? For us? For bears? For lobsters?
Community: How can we improve our school?
Science: How does flight influence and change behavior (for birds, for humans)?
Geometry: How can we use what we know about math to build a new playground? A doghouse?
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+Essential Questions: You Try…Lesson/Big Idea: Questions?
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+Essential Questions:You Try…Lesson/Big Idea?Questions?