Reading Comprehension: What We Really Do Know!

Presentation to the International Reading Association

Erin Guarino, Reading ConsultantAnna Harris, Curriculum and Instruction Coach

Tom Poland, English TeacherJoanne Shulman, Reading Consultant

Ellen Stoltz, Chief Academic Officer

E

PURPOSE: Provide Conceptual Background on Three Reading Comprehension Impediments

PROCESS: Informational Power Point

PAY-OFF: You will conceptualize elements to analyze comprehension struggles with YOUR students

Setting the Scene for Learning

Three P’s for Part One….

I know the Three Big Ideas in Reading Comprehension instruction.

Yes No Not Certain

I know the basic reasons why my students struggle with reading comprehension and what I can do to help.

Yes No Not Certain

Activate Prior Knowledge, Personalize Learning

ANTICIPATION GUIDE

“The process of simultaneously extracting and constructing meaning

through interaction and involvement with written

language.” Present Big Idea

DEFINE: Reading Comprehension

“Attending to ideas and content by locating and recalling information, by

making inferences, decoding, and understanding

vocabulary all at once.” Present Big Idea

DEFINE: Reading Comprehension

Let’s Examine the Components…

Identify with a partner the key words in the definitions.

Let’s Examine the Components…that are Impacted by…

1.Instructional Context2.Student Learning Characteristics3.Text Factors

Instructional Context

1.Inadequate Instruction2.Insufficient Exposure and Practice

Student Learning Characteristics

1. Inadequate Comprehension Monitoring2. Undeveloped Attention Strategies3. Language Difficulties4. Undeveloped Word Recognition and Memory

Text Factors

1. Structure and Organization2. Length and Task Demands3. Genre4. Abstract Concepts

Connect objective

Why is this Important to Know?

Think of one of your students who may not have had adequate practice with text…

INSTRUCTIONAL FACTORS: 1. Build in sufficient practice (5-25

different exposures!)2. Vary the type of presentation, i.e.

written text, Power Point, video clips3. Vary the type of response, i.e.

highlighting, partner reading, writing one sentence or a full paragraph

Tailor Strategies to Students

Think of one of your students who struggled with attention and memory…

LEARNER CHARACTERISTICS:

1. Analyze through observing and questioning…

Do your students reengage with text after distractions?

Can your students define vocabulary to know if they truly understand what the words mean?

Are they truly paying attention to the text?

Tailor Strategies to Students

Think of one of the texts you use…

TEXT FACTORS:

Do you need to teach students of any age how to navigate the text, what features to pay attention to and what to ignore?

Tailor Strategies to Students

I know the Three Big Ideas in Reading Comprehension instruction.

Yes No Not Certain

I know the basic reasons why my students struggle with reading comprehension and what I can do to help.

Yes No Not Certain

Solidify New Knowledge, Personalize Learning

ANTICIPATION GUIDE

Read it Again! It Makes a Difference!

Presentation to the International Reading Association

Erin Guarino, Reading ConsultantAnna Harris, Curriculum and Instruction Coach

Tom Poland, English TeacherJoanne Shulman, Reading Consultant

E

PURPOSE: Model strategies to increase reading comprehension for close reading for ALL students

PROCESS: Co-teaching, modeling Effective Teaching Strategies (Peery, A. 2011), hands-on guided and independent practice; DOK Levels 1-3

PAY-OFF: You will learn strategies to use purposefully with YOUR students; Link to College and Career Readiness for CCSS under Craft and Structure

PAT PAVELKA, NANCY BOYLES: Close Reading Strategies

Setting the Scene for Learning

Four P’s for Part Two….

When I read closely, I understand 100% of what I read.

Yes No Not Certain

When my students read text the first time, they understand 100% of what they read.

Yes No Not Certain

Activate Prior Knowledge, Personalize Learning

ANTICIPATION GUIDE

I believe I learn more by discussing a favorite book with friends and learn from their thinking.

Yes No Not Certain

I know how and when to implement specific comprehension strategies to personalize instruction for ALL students.

Yes No Not Certain Activate Prior Knowledge, Personalize Learning

ANTICIPATION GUIDE

“Strategies are a means to deepen the reading experience and give students a language

to discuss the process of constructing meaning.”

~Keene, E. & Zimmerman, S. (2007). Mosaic of Thought

Present Big Idea

DEFINE:

We want Pre-K-Grade 12 students to comprehend in literal, critical, and evaluative ways

to master State Standardsmeasured

by summative assessments

THEN…How do we teach close reading to ALL students to

ensure deep understanding?

Purpose for Learning and Expected Outcomes

IF…

Beliefs about Reading Comprehension

Strategy Instruction can be Diagnosed

Thinking About Text Begins at an Early Age

Reading Comprehension is COMPLEX

Conversation Increases Meaning and Associations

Strategy Instruction Can Be

Personalized

Use Non-Linguistic Representations for Visual Learners

Good Teachers teach Close Reading strategies to improve students' overall comprehension

What is Close Reading? Close Reading is rereading with different

lenses

Comprehension: The Ultimate Goal

Close Reading will be required for ALL students

Teachers will need to expand their repertoire of deep reading comprehension strategies

Assessment results will place students in a wider range of skill and knowledge

Connect objective

Why is this Important to Know?

Short textsChunk textRe-readUnderline and circle important words – with a purpose!

Use stickies or the margin to write what the author is saying (the gist)

What Does Close ReadingLook Like?

Lightning Bolt!!!

Foundation: Equal Partners

PROCESS of READING to Understand Author’s Message

PRODUCT of READING to Read Closely

Semantic Feature Analysis or Degrees of Reading Power (DRP) Key Words Signal Words Similarities Differences Pronoun Referents

Metacognitive Strategies

Visualizing Predicting Making Connections Summarizing Questioning Clarifying

Specific Strategies in Close Reading

Close Reading Steps How I teach this

Read/skim to look for Main Idea

Reread to Connect Ideas

Determine Author's Craft and Structure

Teach Key Words/Phrases-

Teach Signal Words

Teach Patterns

How Can I Teach Key Words?

Key Words are important in helping determine the main idea.

This first read is for the purpose of getting the general idea or “gist" of the text/passage.

It will help the student activate prior knowledge on the topic - making comprehension easier

If the student has no prior knowledge, this first read will help create a mindset or schema of the topic.

TO DO: Students list key words while they read to help them find the main idea.

First Read: Key Words

Signal Words help the reader link ideas together.

They tell them something is coming They are a "signal" to look for something

important in the reading. Signal Words give clues to Author’s Craft There are four types of signal words:            sequence, cause, continuing, change 1,2,3

Second Read : Signal Words

main idea.

1. Lila chased AJ. AJ chased Lila. Lila chased AJ then AJ chased Lila. AJ chased Lila after Lila chased AJ.2. Maggie gave Emily a pencil. Emily was happy. Emily was happy because Maggie gave

her a pencil.3. Maggie, Lauren, Wiley and Donald are holding hands with each other.4. There is no school on April 29th, however teachers have to be there.

Signal Word Examples

Diagnose areas of concern Example: Student does not understand author’s use of signal words, i.e. then, however, consequently; Student does not understand how sentences or ideas connect

Instruct deeply at the semantic level Example: Teach categories of signal words that connote author’s meaning: sequence, cause, continuing, change

So What Can I Do?

Signal Words: Organize them for your Students

PROCESS of READING to Understand Author’s Craft and Structure

PROCESS of READING to Understand Author’s Craft and Structure…LET’s TRY IT!

SEQUENCE 1,2,3 FIRSTLAST

CONTINUING DURING

CAUSE IF, THEN, AS SOON AS

CHANGE DESPITE

What does the author want the reader to understand from this passage?

Look for important words and their patterns –categorize words to help determine author’s intent, craft, and word choice

What are these important words telling the reader? R.CCR.4

Third Read : Author’s Craft and Structure

As good teachers we must ask ourselves this…

In order to teach it and model it, we need to make sure we do it.

Keep in mind in your classroom - you might not teach all strategies in one sitting -

Do I, as a teacher, read closely?

Turn and talk

Think of a read aloud or a piece of text article – something that you do in your classroom – that you can enhance by teaching Close Reading with it

Make it meaningful –teach strategies using text your students can connect to their learning, regardless of subject

Let’s Personalize Our Learning…

When I read closely, I understand 100% of what I read.

Yes No Not Certain

When my students read text the first time, they understand 100% of what they read.

Yes No Not Certain

Activate Prior Knowledge, Personalize Learning

ANTICIPATION GUIDE

I believe I learn more by discussing a favorite book with friends and learn from their thinking.

Yes No Not Certain

I know how and when to implement specific comprehension strategies to personalize instruction for ALL students.

Yes No Not Certain Activate Prior Knowledge, Personalize Learning

ANTICIPATION GUIDE

1. As a result of participating in this workshop, I now know that________________________________________________________________________________________.

2. As a result of participating in this workshop, I will be able to __________________________________________

_____________________________________________.

◦ Checking for Understanding and Meaningful Feedback

EXIT TICKET