Destination: Reading Comprehension in the 21st Centurythe 21st Century

AgendaAgendaALOHA ! (All Learners Optimistic & Happy About Reading)y

Sharing Reading Experiences

Exploring Six Effective Strategies for Reading Comprehension in the 21st Centuryp y

Reading Comprehension Activities

Take a Peek at Reading Comprehension in Action

Sharing/Questions/Closing

Sharing Your Reading Experiencesg Y R g xp

Wh i f i f b k ?What is your favorite genre of books? Why?

Name 3 of your favorite books to read as a child.

Did you like to read as a child? Why or Why not?

What strategies do you use to understand what you’ve read?

What is Comprehension?What is Comprehension?

An active process that involves the reader inAn active process that involves the reader in making meaning from visual information and non‐visual informationnon visual information.

“E h d h d i l l id“Enhanced when reader actively relate ideas in print to their own knowledge and 

i d lexperiences and construct mental representations in memory.” 

‐National Reading Panel, 2000

Six Strategies to Facilitate Reading h h tComprehension in the 21st Century

Research shows that active, thoughtful, proficient readers construct meaning in the 21st century by using the following strategiesusing the following strategies:

Monitor ComprehensionMonitor ComprehensionActivate & Connect

Ask QuestionsInfer & VisualizeInfer & Visualize

Determine ImportanceSummarize and Synthesize

Monitor ComprehensionMonitor Comprehension

Readers learn how to monitor theirReaders learn how to monitor their comprehension by thinking as they read, listen and viewand view.

Goals:

Think about the Text

i d i b fi i fNotice and Think about Nonfiction features

Explore Nonfiction Features

This story makes me think of…This story makes me think of…

Encourage kids to write about and/or draw what the text makes them think about which helps them leave tracks of their thinking.

Nonfiction FeaturesNonfiction Features

These features allow young readers to access a lot of information without havingThese features allow young readers to access a lot of information without havingto read the words. They learn to notice and think about these features realizing that visual and text features have a purpose.

Nonfiction PurposeNonfiction Purpose

Once students understand the purpose of features, they can apply these skills to the creation of their own books and deepen their comprehension skills.

Activate & ConnectActivate & Connect

“Today’s new knowledge is tomorrow’s background y g gknowledge.” David Pearson

To comprehend, learners must connect the new to the known.

Goals:Think about what you knowThink about what you knowMake connectionsMerge thinking with new learningg g g

This Reminds me of………This Reminds me of………

Students learn to make text to text text to self and text to world connectionsStudents learn to make text to text, text to self  and text to world connections  in order to understand that their personal experiences are important to understanding what they read and learn.

I Learned………I Learned………

Students learn to merge thinking with new learningg g g

Ask QuestionsAsk Questions

Asking questions enriches the learning experiences g q g pand leads to deeper understanding of what learners read, listen to and view.

Goals:View and Read to Learn and Wonder

d b t f tiWonder about New InformationUse Questions as Tools for LearningRead with a Question in MindRead with a Question in Mind

“I wonder…….”I wonder…….

Allows readers to focus their attention on specific components of the text.

Infer & VisualizeInfer & Visualize

Inferring involves taking what you know, your background k l d d i it ith l i th t t t ithknowledge, and merging it with clues in the text to come up with some information that isn’t explicitly stated there.

Visualizing helps readers construct meaning by creating mentalVisualizing helps readers construct meaning by creating mental images‐seeing, hearing, tasting, touching and even smelling.

Goals:Infer Meaningf gLearn to VisualizeMake Sense of New InformationInfer and Visualize with Narrative NonfictionInfer and Visualize with Narrative Nonfiction

Using Poetry to InferUsing Poetry to Infer

Readers create their own interpretations to enrich and deepen their experience with the text based on textual and picture clues, rereading, using background knowledge and engaging with others.

“ I infer……….” I infer……….

Using Poetry to VisualizeUsing Poetry to VisualizeRope Rhyme

By: Eloise GreenfieldBy: Eloise Greenfield

Get set, ready now, jump right inBounce and kick and giggle and spinListen to that clappedy-slappedy soundJump right up when it tells you top g p yCome back down, whatever you doCount to a hundred, count by tenThat’s what jumping is all aboutThat s what jumping is all aboutGet set, ready now,

jumpright

out!

I have a picture in my head…….I have a picture in my head…….

Determining ImportanceDetermining Importance

Readers learn the difference betweenReaders learn the difference between interesting details and more important information/ideas and are able to putinformation/ideas and are able to put information into their own words.

Goals:Goals:

Figure Out What’s Important

Paraphrase Informationp f

Organize Your Thinking as You Read

“I think this is important…..”I think this is important…..

After learning about spiders and insects, students determine important and unimportant information in order to identify key ideas as they read.

Summarize and SynthesizeSummarize and Synthesize

Readers learn to put the information into one’s own words to d t t d t didemonstrate understanding.

Readers learn to summarize by telling what’s important without telling too muchtelling too much.

Readers learn to grasp the big ideas.

lGoals:Summarize informationRead to Get the Big Ideas

l d i iExplore and investigateShare your Learning

I wonder/I learned/ Wow!Good readers retell what they have read as a way of synthesizing and summarizing information.

Comprehension in ActionComprehension in Action

“ I Learned, I Wonder, Wow!”Classroom video featuring Anne Goudvis

ResourcesResources

Just Read, Florida!K‐3 Reading Academy

Reading First by Alaska Hults, 2003. Creative Press 

Reading with Meaning by Debbie Miller 2002, Stenhouse Publishers

The Primary Reading Comprehension Toolkit by Stephanie Harvey and Anne Goudvis FirstHandStephanie Harvey and Anne Goudvis, FirstHand

TIMES for Kids Magazinef g