Reading Comprehension 4th & 5th GradeSession #1

Presented by

Jill Bryan and Madeleine Heins

Registration

We are glad you are here! • Sign in• Pick up a pack of materials• Make a name tag• Pick up your lab top

Welcome!

Room accommodations – temperature, – food and beverage, – restrooms

Who we are and why we are here Who you are and why you are here

Rationale and Goals

Our school has used only Direct Instruction for Reading until this year. Students are strong at decoding, but struggle greatly with comprehension.

Teachers will be able to integrate researched based best practices for comprehension instruction into their classrooms.

Teachers will study, practice and reflect on effective comprehension instruction.

Agenda

Registration Welcome Base Groups Pre-Assessment Activity: “The Jabberwocky” Group Discussion: “What is

comprehension?” Break

Agenda Continued

Read-Write-Talk Activity Video Observation and Reflection Assignment and Next Session Goals Coaching: Schedule and Goals Exit Ticket

Base Groups

Introduce yourselves Share a success and a challenge in

your experience teaching reading

Pre-Assessment

Log onto http://www.readingrockets.org/firstyear/fyt.php?CAT=38

Complete pre-assessment Correct your work using the “Submit

button” Print your completed pre-assessment

anonymously

Activity: “The Jabberwocky”

Read “The Jabberwocky” handout form material pack

Think about what COMPREHENSION means

Be ready to share your definition in group discussion!

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are needed to see this picture.

What IS Comprehension?

Brainstorm Ideas:

Definitions of Comprehension

Comprehension: a: the act or action of grasping with the intellect; understanding b: knowledge gained by comprehending c: the capacity for understanding fully <mysteries that are beyond our comprehension>

(Merriam Webster Online Dictionary) “Comprehension-meaning making or understanding-is a

complex process that happens in a reader’s mind and thus has been hard to expose.” (Lapp & Fisher, 2009)

“Comprehension is complex…comprehension depends on a variety of factors within the reader, the text and the situation.” (Gill, 2008)

Compare and Contrast

With your base group discuss similarities and differences between the definitions of COMPREHENSION we have considered so far…

Break- 10 Minutes

StretchSnacks

Read-Talk-Write

Observe model of introducing “Read-Talk-Write” to learners

What do you notice about modeling? What do you notice about the strategy? How could you use this in your

classroom?

Read-Talk-Write

Individually read The Comprehension Matrix article

Talk about key ideas from the article with your base group

Write a paragraph reflection summarizing key ideas

Video and Reflection

Watch the video clip of a comprehension instruction lesson at: http://link.brightcove.com/services/player/bcpid7226241001?bclid=7066049001&bctid=5545222001

Complete the “Video Sharing Protocol” reflection sheet

Share your reflections with the whole group

AssignmentComplete a Read-Talk-Write activity with your

students. Record observations about your classes’

comprehension:– What can they do?– What do they struggle with?– What do they need from you to be successful?Bring samples of student writing from Read-Talk-Write to

the next sessionBring the text you are using for your reading instruction,

your observations and your questions to the next session.

Goals for Next Session Introduce and see

example of shared reading

Plan a shared reading for your classroom

Prepare to video share example of comprehension-focused reading lesson

Planning for Coaching

Set schedule: Individual meeting times and classroom support

Goals for coaching: Identify individual needs, resources, “How can we support you?”

Exit Ticket Please complete your exit ticket and

turn it in as you leave! Thank you for your hard work today!