Talk with a shoulder partner Talk with a shoulder partner about your comprehension about your comprehension

activity:activity: What are two things you learned What are two things you learned

from doing your comprehension from doing your comprehension strategy activity? strategy activity?

What would you keep the same next What would you keep the same next time? time?

What would you change next time? What would you change next time?

Variation in Reading Variation in Reading

%% Independent Reading Independent Reading Words Read Words Read per Yearper Year

Minutes Per DayMinutes Per Day 98%98% 6565 4,358,0004,358,000 90%90% 21.121.1 1,823,0001,823,000 80%80% 14.214.2 1,146,0001,146,000 70%70% 9.69.6 622,000 622,000 60%60% 6.56.5 432,000 432,000 50%50% 4.64.6 282,000 282,000 40%40% 3.23.2 200,000 200,000 30%30% 1.31.3 106,000106,000 20%20% 0.70.7 21,00021,000 10%10% 0.10.1 8,0008,000 2%2% 0.00.0 0 0

““Guidelines for Implementing Guidelines for Implementing Graphic Organizers” Graphic Organizers”

(p. 166 Evidenced Based text)(p. 166 Evidenced Based text) ““Many students effectively have difficulty Many students effectively have difficulty

comprehending expository material” – not always, but comprehending expository material” – not always, but sometimes you see the need to go even one level sometimes you see the need to go even one level below where a child is reading at narrative levelbelow where a child is reading at narrative level

Biggest variable in comprehension is background Biggest variable in comprehension is background knowledge; clear in article; highlighted in our notes knowledge; clear in article; highlighted in our notes about Stephanie Harvey’s book and focus on about Stephanie Harvey’s book and focus on activating background knowledge/previewing, etc.activating background knowledge/previewing, etc.

Comprehension is increased when students complete Comprehension is increased when students complete their own graphic organizer during or after readingtheir own graphic organizer during or after reading

Good points on p. 168: (on areas of class discussion, Good points on p. 168: (on areas of class discussion, background knowledge and concept development): background knowledge and concept development): verbalize relationships, give opportunity for student verbalize relationships, give opportunity for student input, connect new information with past learning; input, connect new information with past learning; make reference to upcoming text. make reference to upcoming text.

Reciprocal TeachingReciprocal Teaching Reciprocal Teaching is the most researched strategy for reading Reciprocal Teaching is the most researched strategy for reading

informational textsinformational texts Developed by Palincsar and Brown to help less able readers Developed by Palincsar and Brown to help less able readers

handle the demands of nonfiction texthandle the demands of nonfiction text Teacher models strategies; then turns the teacher role over to Teacher models strategies; then turns the teacher role over to

studentsstudents Summarizing, Questioning, Clarifying and PredictingSummarizing, Questioning, Clarifying and Predicting Teacher models reading a short section of text and creating Teacher models reading a short section of text and creating

summary of main ideassummary of main ideas Students learn to ask good questions of the textStudents learn to ask good questions of the text Students learn to identify problems that hinder comprehension Students learn to identify problems that hinder comprehension

(like vocabulary, references that are confusing(like vocabulary, references that are confusing Students learn to make predictionsStudents learn to make predictions Students assume the teacher role for each segment so that during Students assume the teacher role for each segment so that during

a single class, many students have opportunity to lead their fellow a single class, many students have opportunity to lead their fellow studentsstudents

Good strategy for helping less able students make sense of Good strategy for helping less able students make sense of difficult textdifficult text

Good interactive strategies with shared teaching and learning Good interactive strategies with shared teaching and learning which helps student focuswhich helps student focus

Read, Write and TalkRead, Write and Talk(Stephanie Harvey)(Stephanie Harvey)

This strategy supports reading as a social activity as well as This strategy supports reading as a social activity as well as increasing understanding through talk. increasing understanding through talk.

Guided Practice: Use another short article and stop reading at Guided Practice: Use another short article and stop reading at intervals to have students now write their ‘inner conversations’ as intervals to have students now write their ‘inner conversations’ as you do as well. Have students talk with a shoulder partner about you do as well. Have students talk with a shoulder partner about their reading, referring to their notes in the margin. Share some their reading, referring to their notes in the margin. Share some of what you noticed and what they noticed. of what you noticed and what they noticed.

Independent Practice: Bring in at least three short pieces (no Independent Practice: Bring in at least three short pieces (no more than a page) to offer choice. Invite kids to choose one, read more than a page) to offer choice. Invite kids to choose one, read through it and jot some notes. When complete, have them share through it and jot some notes. When complete, have them share with someone who had the same article. Have them write with someone who had the same article. Have them write something important or interesting and also write about how the something important or interesting and also write about how the conversation helped. Gather class together to talk about the conversation helped. Gather class together to talk about the process. process.

Do this at least once per year in language arts, science, social Do this at least once per year in language arts, science, social studies, etc. studies, etc.

This teaches kids to think when they read, share their thinking This teaches kids to think when they read, share their thinking with others and listen to the ideas with others. It is what real with others and listen to the ideas with others. It is what real readers do! readers do!

Questioning the AuthorQuestioning the Author Teachers report that this strategy helps students engage Teachers report that this strategy helps students engage

more deeply with the materialmore deeply with the material Has helps students learn to think more about who has Has helps students learn to think more about who has

written a text and how successful the writer was for themwritten a text and how successful the writer was for them Students are encouraged to “query” the author, asking Students are encouraged to “query” the author, asking

questions about the writing and contentquestions about the writing and content Teachers leads students in questioning about short Teachers leads students in questioning about short

segments of the text, but they focus on the author, thinking segments of the text, but they focus on the author, thinking about how the author has written for them as about how the author has written for them as readers/learnersreaders/learners

Students may ask, “Why did s/he spend a whole paragraph Students may ask, “Why did s/he spend a whole paragraph on____?” or “What could be added to make it clearer?”on____?” or “What could be added to make it clearer?”

Possible questions:Possible questions: What was the author trying to say?What was the author trying to say? What could the author have said instead?What could the author have said instead? What was the intent of the author?What was the intent of the author? What is the point of view?What is the point of view? How could something be stated more clearly?How could something be stated more clearly?

Story Retelling FrameworkStory Retelling Framework

Summarizing is difficult for struggling Summarizing is difficult for struggling readersreaders

Summarizing is a critical tool for reading Summarizing is a critical tool for reading comprehensioncomprehension

Three componentsThree components Selecting main idea & important details – deleting Selecting main idea & important details – deleting

extraneous dataextraneous data Condensing information by generalizing – using a Condensing information by generalizing – using a

smaller number of wordssmaller number of words Putting information into a written formatPutting information into a written format

Story Retelling, continuedStory Retelling, continued

Struggling readers need repeated guided practice with Struggling readers need repeated guided practice with scaffoldsscaffolds

Use graphic organizers like story mapsUse graphic organizers like story maps Gather information as they read (easier than after reading)Gather information as they read (easier than after reading) Teachers sometimes find it helpful at the end of each Teachers sometimes find it helpful at the end of each

chapter in a novel to have students write down, “What is chapter in a novel to have students write down, “What is the big idea?”. Then when they finish the novel, they can the big idea?”. Then when they finish the novel, they can read all the big ideas and decide on the overall big idea. read all the big ideas and decide on the overall big idea.

Take time, practice and teacher support Take time, practice and teacher support Small group discussions are critical in this Small group discussions are critical in this Narrative text is easier to summarize than non-fiction text. Narrative text is easier to summarize than non-fiction text.

Narrative text is a good starting point for summarizing.Narrative text is a good starting point for summarizing. Ask the students to retell what they read, whether orally or Ask the students to retell what they read, whether orally or

in writing. in writing.

Question GenerationQuestion Generation Readers who do not think as they read do not generate Readers who do not think as they read do not generate

questionsquestions Show students how to come up with good questions about Show students how to come up with good questions about

their readingtheir reading Most direct, effective way is for teachers to demonstrate Most direct, effective way is for teachers to demonstrate

self-questioning through think aloudsself-questioning through think alouds Read aloud a short but challenging picture book and pause Read aloud a short but challenging picture book and pause

and think aloud about questions that you are generating as and think aloud about questions that you are generating as you readyou read

With repeated modeling with think alouds, students begin With repeated modeling with think alouds, students begin to monitor and question their own understandingto monitor and question their own understanding

Asking questions are Asking questions are more important than answering more important than answering them.them.

Questions often lead to more deeper questionsQuestions often lead to more deeper questions We lose interest sometimes in certain questions or discover We lose interest sometimes in certain questions or discover

we have to wait to ponder the questions. we have to wait to ponder the questions.

Text SetsText Sets

Sharing!Sharing!

Personal Spelling and Personal Spelling and WritingWriting

Personal spelling list for high frequency Personal spelling list for high frequency wordswords

Research (Richgels, 1995) found that Research (Richgels, 1995) found that goo invented spelling is associated with goo invented spelling is associated with skill in learning to read. Some have skill in learning to read. Some have concerns that invented spelling might concerns that invented spelling might interfere with development of interfere with development of conventional spelling and reading---conventional spelling and reading---opposite is true! opposite is true!

Mneumonics for helping Mneumonics for helping children edit their writingchildren edit their writing

Cognitive Reading Strategies Program teaches students Cognitive Reading Strategies Program teaches students SPACESSPACESS=spacesS=spacesP=predicateP=predicateA=all the wordsA=all the wordsC=capitalsC=capitalsE=end of sentence punctuatedE=end of sentence punctuatedS=spellingS=spelling

Children should go over this one item at a time.Children should go over this one item at a time.**You can also use COPS**You can also use COPS

C=CapitalsC=CapitalsO=Overall appearanceO=Overall appearanceP=PunctuationP=PunctuationS=spellingS=spelling

More on SpellingMore on Spelling Developmental Spelling Assessments (Ganske) are, “powerful Developmental Spelling Assessments (Ganske) are, “powerful

data to expose teachers to the very real instructional needs of data to expose teachers to the very real instructional needs of their children --- should not be underestimated”their children --- should not be underestimated”

Children who struggle with spelling need the kind of Children who struggle with spelling need the kind of developmentally appropriate instruction (word study) so they developmentally appropriate instruction (word study) so they can increase their knowledge of how words work and expend can increase their knowledge of how words work and expend less energy on this aspect of their writing. less energy on this aspect of their writing.

Takes a long time to develop word knowledgeTakes a long time to develop word knowledge Spelling conscious is an awareness that spelling does indeed Spelling conscious is an awareness that spelling does indeed

matter; correct spelling enhances communicative effect of matter; correct spelling enhances communicative effect of writing. writing.

Students should be held accountable for all the words they Students should be held accountable for all the words they know how to spellknow how to spell

High frequency words on weeks with less than five daysHigh frequency words on weeks with less than five days Students with spelling conscious can refer to personal spelling Students with spelling conscious can refer to personal spelling

lists for accurate spellingslists for accurate spellings Could use index cards or bookmarks with high frequency Could use index cards or bookmarks with high frequency

words; a personal dictionary; handheld spell checker; “desk words; a personal dictionary; handheld spell checker; “desk pyramid” or “can” for table groups with content vocabularypyramid” or “can” for table groups with content vocabulary

Connecting Writing to Connecting Writing to ReadingReading

Double entry journals – journals in which the pages are divided Double entry journals – journals in which the pages are divided into two columns; one column the student writes a quote from into two columns; one column the student writes a quote from their reading; in the other they write their reaction. their reading; in the other they write their reaction.

Double entry journals encourage students to respond to Double entry journals encourage students to respond to events, characters, or new information in their reading by events, characters, or new information in their reading by relating it to their own lives or the world. relating it to their own lives or the world.

Look for: does the personal response show elaboration/over Look for: does the personal response show elaboration/over time? Is there a pattern to the types of quotes selected? Do time? Is there a pattern to the types of quotes selected? Do responses encourage the reluctant student to share more?responses encourage the reluctant student to share more?

Double entry journals can be: Double entry journals can be: I Predict/What HappenedI Predict/What Happened I Want to Find Out/What I LearnedI Want to Find Out/What I Learned Math Problem/What I Did to Solve ItMath Problem/What I Did to Solve It What I Thought about the ending/What ____ thought about the What I Thought about the ending/What ____ thought about the

endingending What I did in the experiment/What I discoveredWhat I did in the experiment/What I discovered How a Character Looks/What the Characters’ Actions AreHow a Character Looks/What the Characters’ Actions Are

““Think of Three” Evaluative Think of Three” Evaluative activity activity

from Oczkus, p. 209from Oczkus, p. 209 From the readings for today, gather From the readings for today, gather

important ideas needed to remember important ideas needed to remember and to understand the text. and to understand the text.

Focus on three ideas to remember….Focus on three ideas to remember…. Compare the ideas selected with Compare the ideas selected with

those others have chosenthose others have chosen Talk about how your ideas compared Talk about how your ideas compared

with those in your group…..with those in your group…..