chicomprehension strategies for classrooms...making connections “m b th d th d i ll li d ith“my...

C h iC h iComprehension Comprehension StrategiesStrategiesStrategiesStrategies

for Classroomsfor Classrooms

Sarah SuchySarah SuchyLakes Country Service CooperativeLakes Country Service Cooperative

August 2012August 2012

Does Reading Really Matter?Does Reading Really Matter?g yg y

R di R b K ll G ll hReading Reasons by, Kelly Gallagher

“Time spent reading correlates strongly with higher test scores…the more students read, the higher they scored on standardized reading exams.” (Gallagher 7).

Percentile Rank Minutes of reading/day Estimated number of words read/year

98 90.7 4,733,00090 40.4 2,357,00070 21.7 1,168,00050 12.9 601,00020 3 1 134 00020 3.1 134,00010 1.6 51,000

PRACTICE READINGPRACTICE READINGPRACTICE READINGPRACTICE READING

What did you do?What did you do?yy

Good Readers:Good Readers:

M it f M iMonitor for MeaningUse and create new knowledge to connect

ith i k l dwith prior knowledgeAsk questionsDetermine importanceInferCreate mental imagesSummarize and synthesizeSummarize and synthesize

Teaching Comprehension Teaching Comprehension g pg pStudents do,

teacher t hwatches

teacher

Students do, teacher helps

modeling

teacher guided, students help

p

modeling and HEAVY

teacher supportsupport

Reading ComprehensionReading Comprehensionead g Co p e e s oead g Co p e e s o

Making ConnectionsQuestioningQuestioningInferringVisualizingDetermining ImportanceDetermining ImportanceSynthesizing

Making ConnectionsMaking Connectionsgg

3 Types

Text to SelfText to WorldText to Text

(characters, plot, setting, nonfiction/fiction)( , p , g, )

Making ConnectionsMaking Connectionsgg

“M b th d th d I ll li d ith“My brother and our mother and I all lived with my grandparents on their farm in Union City, Michigan. Now my babushka, my grandmother, knew lots of ordinary y , y g , ythings. She know how to tell a good story. She knew how to make ordinary things magical. And she knew how to make the best chocolate cake in Michigan After she toldmake the best chocolate cake in Michigan. After she told my brother and me a grand tale from her homeland, we’d always ask, ‘Bubbie, is that true?’ She’d answer, ‘Of

i t b t it t h h d!’ Th h ’dcourse is true, but it may not have happened!’ Then she’d laugh.”

-Patricia PolaccoMy Rotten Redheaded Older Brother

Turn and TalkTurn and Talk

Tell your neighbor-what your 3 connections were.

Sh h t h thi iShare how you can teach this in your classroom.

Authors to teach Making Authors to teach Making C tiC tiConnectionsConnections

Kevin HenkesPatricia PolaccoArnold LobelTome dePaoloaTome dePaoloaRosemary WellsMem FoxCynthia Rylant

MAKING INFERENCESMAKING INFERENCES

InferringInferringgg

Using prior knowledge and information from g gmedia (i.e. text, pictures, phrases) to predict

and make conclusions

Wh t d i f ?Wh t d i f ?What do you infer?What do you infer?

Wh t d i f ?Wh t d i f ?What do you infer?What do you infer?

Objects to support inferencesObjects to support inferencesj ppj pp

Picture BooksPicture Books

Authors to support inferencesChris Van AllsburgEve BuntingCynthia Rylant

SynthesisSynthesisyy

“The process of ordering, recalling, retelling, and recreating into a coherent whole the

information with which our minds are bombarded every day. It is the uniquely

human trait that permits us to sift through a myriad of details and focus on those pieces

we need to know and remember.”

(Keene/Zimmerman)Mosaic of Thought

SYNTHESIZE – Beyond SummarySYNTHESIZE – Beyond Summary

togetherThe putting

together

so as toof parts or

so as to form a wholeor

elements“I combine new ideas with what I already know to get something new and

different ”

MultiMulti--Strategy Comprehension Strategy Comprehension S tS tSupportSupport

Reciprocal TeachingGist/6 word essayyDebates

Reciprocal TeachingReciprocal Teachingp gp g

As a class…Key vocabularyCreate associationsBrainstorm possibilities

The Book Whisperer: Reading, What’s Love Got to The Book Whisperer: Reading, What’s Love Got to Do With It?Do With It?Do With It?Do With It?

As a groupAs a group…

Identify your role: summarizer, questioner, clarifier,Identify your role: summarizer, questioner, clarifier, predictor

Read and discuss article using the reciprocalRead and discuss article using the reciprocal teaching method

As a group, discuss:What was importantWhat inferences you madeyQuestions you have

QUESTIONSQUESTIONSQUESTIONSQUESTIONS

C t t !Contact me!ssuchy@lcsc.org