Life is Comprehension (Tune "Life is a Cabaret")

What good is barking at print on the pageIf it don't mean a thing?

We need to understand this stuff.Let's make these pages sing!

Enough of phonics...Let's balance it out.

How about some strategies?If we're going to understand this stuff.

Comprehension is what we need.

Let's think aloud!Let's visualize!

Let's get our whole brain activating,Why keep all your schema waiting?

Now when we're reading Words fly off the page

The meaning is getting clearComprehension is what it's all aboutWhen we're doing our reading here!

Principle 1Base Your Understanding of Comprehension

on the Social Constructivist Nature of Reading

Principle2Understand Students’ Role in Reading

Comprehension

Measuring Variability

Not Disability

Levels of Comprehension

Literal Inferential Critical/Evaluative

Right There Think and Search Author and You

On the page and in the lines

On the page but between the lines

In your head + on the page

Text dependent Text dependent Supported by text

Principle ThreeBe an Influential Teacher

“Why Do Some Students Fail to Learn to Read? (Cambourne 2001)

The students received faulty demonstrations of how to read and write.

The student received quality demonstrations but not engage with them.

The student has low expectations of him/herself as a reader and writer.

The student receives faulty feedback to grow stronger.

The student will not or can not take responsibility for their learning.

Any combination of the above

Principle FourMotivate and Engage Students

Constance Steinkeuhler, 2011

11.8

Reading Level

No Choice vs. Choice

12

What we found in the study was there was no significant difference between school and game text until choice of topic was introduced. Once choice of text was introduced the boys did significantly better, with those who were reading below their grade level based on the QRI tests reading up to 5 grades above their actual grade level.

The Mismeasure of Boys: Reading and Online VideogamesWisconsin Center for Education, 2011

Principle FiveTeach Reading Comprehension Strategies

Ask and answer questions

Determine important information

Make connections

Monitor comprehension

Predict

Summarize

Visualize

Strategy Lesson on Inferring Phase One: Introduction Phase Two: Explicit Instruction Phase Three: Modeling Phase Four: Guided Practice (LG) Phase Five: Independent Practice

(LG) Phase Six: Transfer (Independent) Phase Seven : Closure

Principle SixFoster the Development and Use of

Vocabulary

Several studies have established a solid link between overall decoding and reading comprehension skills (e.g., Curtis, 1980; Shankweiler et al., 1999). This connection is most pronounced in young children and in less-skilled readers.

For example, Ouellette & Beers (2010) found that while first graders’ reading comprehension was most strongly related to decoding skills, sixth graders’ comprehension was most closely related to vocabulary breadth and depth.

Principle SevenProvide Students with a Variety of Types

and Levels of Text

Kids do lead literate lives…

Frustrational vs Independent

Independent > Frustrational 73%

Independent = Frustrational 6%

Frustrational > Independent

21%

Did you enjoy reading this book?

Levels do not equal needs

Anthony & SarahHow different two readers can be in their behaviors, tastes, interest and abilities even when they are reading at the same level

Bunnicula & Grandpa’s Face

Although these books are the samelevel, they offer different supports and challenges

Principle EightEncourage Students to Use Multiple Modes

of Representing Thinking

Where are the literacy demandsof a task like this on the learner?

Principle NineEmbed Formative Assessments in Your

Everyday Teaching

“Behind Test Scores: What Struggling Readers Really Need”

by Sheila W. Valencia and Marsha Riddle Buly in The Reading Teacher (March

2004)

The Need for Differentiation

Reader Profile

Accuracy Fluency Comprehension

Proficient OK OK OK

Slow SteadyComprehenders

OK Difficulties DifficultiesOK for finished sections

Slow Word Callers

OK withSelf-corrections

Difficulties Difficulties

Struggling Word Callers

OK withGreat effort

Difficulties Difficulties

The Need for Differentiation

Reader Profile

Accuracy Fluency Comprehension

Automatic Word Callers

OK OK Difficulties

Word Stumblers

Difficulties OK OK but missed details

Disabled Difficulties Difficulties Difficulties

Below the Bar (Valencia and Buly) Slow Comprehenders 24% Automatic Word Callers 18% Word Tumblers 17% Slow Word Callers 17% Struggling Word Callers 15% Disabled Readers 9%

Principle 10Teach Students to Comprehend at Deeper

Levels

Comprehension Strategy Grid

Strategy Student One

Student Two

Student Three

Student Four

Student Five

Student Six

Other StrategyObservations

Ask and answer questions

Determine important information

Make connections

Monitor comprehension

Predict

Summarize

Visualize

Other observations about students…

Greg’s Small Group

Posted near the table, language prompts…

I like/disliked because

I wonder why I have a connection I think the author’s

message is To add on to ___’s

thought

That’s a good thought but I still think

Can you give me more evidence

Can you explain that more

Why do you think that?

Greg’s Small Group

Greg tapes the session with understanding that…

He is checking himself as he tries to reduce his teacher talk

So students can check their participation against a book discussion rubric

Greg monitors discussion as it happens and can reassess when the recoding is played back

Small Group Discussion Rubric

Listening Students are paying attention to their classmates by listening to what they are saying, responding to questions, and following along in their books.

Students are paying attention most of the time but may be distracted a few times.

Students are distracted more often then they are paying attention.

Speaking Students have thoughtful insights about the text and share it with their group. They express their ideas about the text in order to get feedback.

Students have insights but do not explore or explain them fully to the group.

Students do not share their insights with the group.

Participation

Students have done the assigned reading and homework. Students are engaged in discussion .

Students have done most of the work and are engaged most of the time in discussion.

Students have less than half of the work done and are not engaged in the discussion.

Respect Students listen to their classmates ideas with an open mind, compliment one another on a job well done, and do NOT put each other down. Students also take turns talking so everyone has a chance.

Students listen mostly to their classmates, and avoid put downs. Students take turns most of the time.

Students do not listen to classmates, do not compliment each other, use put downs. Students do not take turns