jane hill, lead consultant, mcrel originally presented november 9, 2004 at coaches meeting presented...
TRANSCRIPT
Jane Hill, Lead Consultant, MCREL
Originally presented November 9, 2004 at Coaches Meeting
Presented by Rebecca Derenge
Title I Coordinator
With special thanks to
Kimberly Mutterback, Mercer County for capturing this information for future coaches
Teachers struggle with
• What are the specific skills or knowledge that students need in order to read content material effectively?
• What learning environments promote effective reading and learning?
• What strategies can be used with student to help them become more effective readers and independent learners?
Students Struggle with
• Organizing ideas as they read.• Making meaningful connections• Tackling vocabulary• Decoding symbols• Reading at the text level• Understanding text organization
Traditional Views
New Definition
Research Behaviorism Cognitive sciences
Goals Master of isolated facts and skills
Constructing meaning and self-regulated learning
Reading as a Process
Mechanically decoding words: memorizing by rote
As interaction among the reader, the tex, and on the content
Learner Role and Metaphor
Passive vessal receiving knowledge from external sources
Active: Strategic reader, effective strategy user, cognitive apprentice
Components to think about
purpose
prior knowledge
vocabulary
metacognition
cues and questions
patterns
graphic organizers
reflection
For struggling readers, comprehension is a mystery.
When students aren’t successful with
comprehension, they really start to get
frustrated and lose confidence. It leads to
blaming the text and the teacher.
Reader
Prior Knowledge
Content Knowledge
Personal Experiences
Misconceptions
Mental Disposition
Motivation
Confidence
Interest
Attitude
Strategies that access prior knowledge Strategies that promote
productive habits of mind
The three interactive elements of the reading process that influence comprehension:
1. What the reader brings to the situation.
2. The learning climate
3. The characteristics of the text
One way to assist students in text comprehension is through the use of an Anticipation Guide.
An Anticipation Guide is a set of questions that the
reader is given prior to reading the text that they must answer according to their belief. Then, after
reading the text, they evaluate the
statements once more and provide answers
based on what the text states.
Five Premises About Reading
• Schema
We store what we know in knowledge frameworks called schemata.
Learners refer to their schemata to
Make inferences and predictions
Organize
Reflect on new information
Elaborate on new information.
Read and fill in the blanks.
In the early 1860’s, A_____________ issued the
Emancipation _______________. This order freed
Millions of ______________. The C___________ had
the authority to enforce this order. Emancipation
alone did not give the former _____________ a new
life. Decades of economic hardships and unequal
rights continued. A___________________ plan was
supported by many R___________________.
The Answers.
In the early 1860’s, Alexander II issued the
Emancipation Edict. This order freed
Millions of Serfs. The Czar had
the authority to enforce this order. Emancipation
alone did not give the former Serfs a new
life. Decades of economic hardships and unequal
rights continued. Alexander’s plan was
supported by many Russian’s.
Prior Knowledge
• The more a reader brings to the text in terms of knowledge and skills, the more he will learn and remember what he reads.
The procedure is actually quite simple. First, you arrange items into different groups. Of course, one pile may be sufficient depending how much there is to do. If you have to go somewhere else due to lack of facilities, that is the next step; otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run, this may not seem important, but complications can easily arise. A mistake can be expensive as well. At first, the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then, one never can tell.
After the procedure is complete, you arrange the materials into different piles again. Then you can put them into their appropriate places. Eventually they will be used again, and the whole cycle will then have to be repeated. However, that is a part of life.
The procedure is actually quite simple. First, you arrange items into different groups. Of course, one pile may be sufficient depending how much there is to do. If you have to go somewhere else due to lack of facilities, that is the next step; otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run, this may not seem important, but complications can easily arise. A mistake can be expensive as well. At first, the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then, one never can tell.
After the procedure is complete, you arrange the materials into different piles again. Then you can put them into their appropriate places. Eventually they will be used again, and the whole cycle will then have to be repeated. However, that is a part of life.
Metacognition
• A reader’s ability to think about and control thinking process before, during, and after reading.
Students who have learned metacognitive skills can plan and monitor their comprehension, adapting and modifying their reading accordingly.
Learning increases in a collaborative setting.
• Discussing what they are learning, questioning their thinking around it, and seeking clarity allows students to interact in an environment that promotes learning.
Students want to feel:
Accepted, competent, and valued
A sense of safety and order
The role of Text Features
Reader Climate
Text Features
Vocabulary Text Style
Vocabulary Development
High Conceptual Density
Can include people, places, and ideas in addition to “things”
Influenced by perceptions and prior knowledge
Includes historical or geographical words uncommon in student’s daily
lives
Includes phrases
Can be the organizing of ideas themselves
Text Density
• Number of new or difficult words in a section of text.
• High density text is one new word for every 10 words.
• Low density text is one new word for every 250 words.
What we know
1. Students need to be exposed to the word at least 6 times in context before they have
enough experience with the word to ascertain and remember its meaning.
2. Even superficial instruction in new words enhances the probability that students will understand the words when they encounter them.
Examples: cluster wall, incidental learning
Cluster Wall
Effort
1. Brainstorm all of the words that come to mind with the main idea word.
2. Regroup the words into categories (clusters) to identify the main idea word.
4 main categories: people, events, actions, and effort/determinations
3. One of the best ways to learn a new word is to associate a mental image or symbolic representation with it.
4. Direct vocabulary instruction works. Teaching new vocabulary directly increases student comprehension of new material.
5. Direct instruction on words that are critical to new content produces the most powerful learning.
Planning Vocabulary Instruction
Identify goals
Develop vocabulary lists
Determine the level of understanding of terms
Select appropriate vocabulary strategies.
Present students with a brief explanation or description of the new word.
Present students with a nonlinguistic representation of the new word.
Ask students to generate their own explanation or description of the word.
Ask students to create their own nonlinguistic representation of the word.
Periodically ask students to review the accuracy of their explanations and representations.
Step 1
Step 2
Step 3
Step 4
Step 5
Vocabulary Development
Freyer’s Model
Concept Definition Mapping
Semantic Mapping
Student VOC Strategy
Verbal and Visual Word Association
Word Sorts
Zooming In and Zooming Out
Text Style
Text Structure Text CoherenceAudience
Appropriateness
Text
Organization
Text
Presentation
Has a direct impact on reading comprehension
Includes the way a text is organized and the way it is presented.
In Social Studies most text organization is informational, however, Social Studies is the content area (outside of language arts) in which narrative text is often found.
Writing in which a story is told, the details of which may be fictional or based on fact.
It is
written sequentially
depicts numerous episodes of action
causal chain of events
setting, character, plot, conflict, and
theme
Venn Diagram
Venn Again
Creative Metaphors
Decision Making
Historical Investigation
What I know I know:
What I think I know:
What I think I’ll learn:
What I know I learned:
Informational Text Strategies
1. DR/TA
2. Pairs Reading
3. Propositional/Support Outline
4. Reciprocal Teaching
5. SQ3R
6. Think Alouds
7. Structured Note Taking
Stage What it means Notes
Survey what you are about to read
•Think about the title: What do I know about this subject? What do I want to know?•Glance over headings and/or skim the first sentences of paragraphs•Look at illustrations and graphic aids.•Read the first paragraph•Read the last paragraph or summary.
Question •Turn the title into a question. This becomes the major purpose to your reading.
•Write down any questions that come to mind during the survey.
•Turn headings into questions
•Turn subheadings, graphics, and illustrations to questions.
•Write down unfamiliar vocabulary and determine the meaning.
Read Actively
• Read to search for answers to questions.
•Respond to questions and use the context clues for unfamiliar words.
•React to unclear passages, confusing terms, and questionable statements by generating questions.
Recite •Look away from the answers and the book to recall what was read.
•Recite answers to questions aloud or in writing.
•Reread text for unanswered questions.
Review •Answer the major purpose question.
•Look over answers and all parts of the chapter to organize info.
•Summarize the info learned by creating a graphic organizer that depicts the main ideas by drawing a flow chart, by writing a summary, by participating in group discussion, or by writing an explanation of how this info has changed your perception.
More Informational Text Strategies
Graphic Organizers
Group Summarizing
Predict, Locate, Add, Note (PLAN)
Problematic Situation
Proposition/Support Outline
Sensory Imagery
Alexander The Great
Description Childhood
Accomplishments Interesting Facts
1. Brainstorm and predict the topic, graphing the information
2. Locate the information within the article, and check off the things on the graph that were present in the text
3. Add things to the graph that you had not previously predicted
Problematic Situation
Problem:
Group Discussion:
Possible Solutions:
Rapidly increasing global population will lead to environmental destruction, and a lowering of the quality of life for many people.
1. Facts
2. Statistics
3. Examples
4. Expert Authority
5. Logic and Reasoning
Topic
Proposition
Support
Global Population Growth
Two things I learned: Two things I will use tomorrow:
Two things I will change: Two things I still need:
Reflection Strategy
Focus on strategic processing skills through
Questioning
Writing
Discussion
In the Text
Think and Search: Put it together
In Your Head
Author and You
On Your Own
Right There
The answer is in the text
The answer is usually easy to find
The words used to make up questions and the words used to answer are right
there in the same sentence
The answer is in the text
You need to put together different story parts to find it
Words for the questions and answers are not the same and not in the same
sentence
You need to think and search different words, phrases, setences and paragraphs for the answers.
The answer IS NOT in the story
You need to think about what you already know; your own prior
knowledge
You need to think about what the author has told you in the text.
Form your answer using II and III
The answer is not in the text.
You could even answer the question without reading the selection
You need to use your own experience and your prior knowledge
Reading the text should add to your knowledge and help you answer the
question
QAR
Role
Audience
Format
Topic
Role Audience Format Topic
constituent governor letter State
taxes
parent Board of Education
complaint No Child Left Behind
21st Century American
James Madison
Thank-you
note The Constitution
For any questions, comments, or suggestions regarding this
presentation
Please email me,
Kimberly Mutterback,
at
Mercer County Academic Coach