WelcomeWe are so glad you are here

1. Please put your dot on the censensogram

2. Please write the question: How do we get our students from proficient to

advanced? in your journal and take some time to answer the question

3. Please help yourself to some food and get comfy!

How do we move students from

proficient to advanced?How do we increase

rigor?

ComprehensionNo one disagrees that the

goal of proficient reading is comprehension of text.

Ground Rules• PLC Professional Learning

Community• Active Participation• 10:2 Need Timer• Share• Enjoy and have fun learning

Guess Box

• A box in which the contents are unknown can be a powerful tool for thinking.

• There is no limit as to how many questions can be asked.

• Yes/no questions• Record positive attributes

It is very important to debrief and reflect on the process after the item is revealed.

Ask students the following (10:2)

• What question helped you (the most) to figure out what was in the box?

• Who asked that question? Why did you ask it?• What are the most valuable attributes?

Guess Box is based on the Concept Attainment Model by Jerome Bruner

• Helps students develop skills for inductive and deductive thinking.

• Focus on thinking, helping students address meaningful concepts, observing, expressing themselves clearly, and using evidence, reasoning and self-evaluation

THIS IS NOT IT!THIS IS IT!

Thinking guided by print.

Sounding out words.

A process. A product.

Active construction of understanding.

Memorization

Mental model.Regurgitation

TaughtCaught

Anticipation Guide

• Answer true or false • We will revisit the questions at the end of the

workshop

Preview Questions: Brainstorm answers with group

1. If students have poor comprehension, what are the primary causes of those difficulties?

2. What strategies for instruction are supported by research?

3. Which strategies or techniques do you use?4. What’s the difference between

a query and a question?

Four Processing Systems

Context Processor

Orthographic Processor

Phonological Processor

Meaning Processor

Comprehension

Decoding Fluency

p. 3

Vocabulary

Comprehension

Phonemic Awareness

Alphabetic Principle

Fluency

Reading in an Alphabetic Writing

Big Ideas in Beginning Reading

Metacognition = Strategy Instruction

Importance of phonics, fluency and accuracy

• Must free up the bottom processors in order for comprehension

• More cognitive “desk space” is opened up for processing at a deeper level

• Same holds for background knowledge; when we know about a topic less memory is required to process information as we are reading.

Word Study (vocabulary and

phonics) Fluency bridge

Comprehension

Fluency

• Reading fluency refers to efficient, effective word recognition skills that permit a reader to construct the meaning of text. Fluency is manifested in accurate, rapid, expressive oral reading and is applied during, and makes possible, silent reading comprehension.

• Fluency is accurate reading at a minimal rate with appropriate prosodic features (expression) and deep understanding.

Reading Fluency that is sufficient to support comprehension

• Automaticity in word recognition• Accurate word recognition• Prosody, or expression• Sufficient to permit comprehension

Fluency Practice

• F t c d m f t w d c t• Rat cat sat fat mat pat that • Ci ce cy ce ca ci cu ca cy ce ci• Tap tape mat mate rip ripe• Shouted shout shouts shouting• One you were her which you were one• Actor sailor visitor governor senator• M! N? B. B! S? Q T. W. R? D C. L! F? M.

Fluency Instruction leads to gains in comprehension

• Repeated reading of the same texts is an effective means of increasing fluency

• One minute reads• Read alouds• What it is, what it is not

MAPPS

• M model- read alouds, talk about own reading, did you hear how I paused, model robot, model fast

• A assisted reading like training wheels• P phrasing The old man the boat.• P practice. Wide= read and move on +

Deep=repeated readings• S synergy putting it all together

Vocabulary

• A rich vocabulary is the hallmark of a proficient reader

• When instruction is lively and engaging, children succeed in growing their vocabularies

Effective Vocabulary Instruction

• Robust Vocabulary Selection (tier 2 words)• Explicit Instruction• Oral Instruction and personalization• Multiple contexts• Rich literature• Ample practice

Direct Instruction

• We usually just test comprehension not teach it, we know it can be taught not just caught

• We need direct instruction of comprehension• Students need to easily transfer processes to

new content• However, this is not as important as fostering

rich discussions

Good teaching

• Data Analysis What do they know I can build on? Instead of what don’t they know

• Planning can be taught not just caught• I do 20% (Modeling)• We do 70% (scaffolding, small groups,

literature circles, feedback)• You do 10% (independent practice, centers,

tests, exit cards)

Explicit

Modeling

Prompts

StudentEfforts

IndependentPractice

StudentMastery

StudentParticipation

Corrective Feedback

Different Modes of Instruction

W h o l e G

r o u p

S m a l

l G r

o u p

Student Centers

How to Teach

• Be clear about the purpose• Directly explain• Model-think aloud• Practice application• Monitor application• Bundle Strategies together

Scaffolding

• Previewing the text and vocabulary• Shortening a task• Giving choice• Adding structure and feedback• Partner-reading and choral-reading

Explicit Comprehension Teaching

• Explicit teaching of how to use multiple strategies in combination

• Explicit teaching of how to apply strategies flexibly to different types of text

• Integration of strategies into content area instruction

Effective Comprehension LessonsEnable students to read with comfort, concentration, and comprehension

• Explicit teaching in which the teacher explains the comprehension strategy clearly, why it is used and when to apply the strategy

• Models the strategy (I do) “think-aloud”• Guided Practice (We do) Scaffolding that guides the students as

they learn and apply the strategy• Independent Practice (You do) with immediate corrective

feedback• A time for students to tell teachers what they need and want to

learn to comprehend better• Ample reading and rich experiences with fiction, nonfiction, and

technologically centered texts

Practice the Content/Skill

Students need to practice learned content and skills:

Skills previously taught by the teacher in whole or small group.To provide opportunity for the student to become fluent at that skill, to have automaticity of that skill.

Practice – to increase speed, mastery, or maintenance of skill(Epstein and Becker)

It is not enough just to offer good instruction in order for

comprehension to take hold and flourish

A great deal of time spent actually reading

Experience reading real texts for real reasons

Experience reading the range of text genres that we wish students

to comprehend

Environment rich in vocabulary and concept development through

reading, experience, and above all, discussion of words and their

meanings

Substantial facility in the accurate and automatic decoding of words

Lots of time spent writing texts for others to comprehend

An environment rich in high-quality talk about text

Define Comprehension

Reading Comprehension

• Thinking guided by print• Process, not a product, through which the

reader draws meaning from the text• Process of simultaneously extracting and

constructing meaning through interaction and involvement with written language

• Active, constructive exchange between the reader’s mind and the information in the text itself

Process vs. Product

• Processes: Covert, hidden mental activities example monitoring

• Products: Visible, overt results of comprehension processes example summary

Reading Comprehension Instruction

• Instruction that promotes the ability to learn from text

• Instruction that gives students access to important domains of knowledge and provides a means of pursuing affective and intellectual goals

Text Comprehension

How to read both narrative and expository texts

How to understand and remember what they read

How to relate their own knowledge or experiences to text

How to use comprehension strategies to improve their comprehension

How to communicate with others about what they read

What Students Need to Learn:

A Reader’s Goal: Mental Model

Goal:

Mental Model

Goal:

Mental Model

Long Term

Memory

Text Base Code(meaning behind words)

Surface Code(words, sentences)

Working Memory

Houghton Mifflin

• Predict/infer• Phonics/decoding• Monitor/clarify• Question• Evaluate• summarize

HM strategies taught explicitly and consistently to develop

• Monitoring• Questioning• Previewing• Summarizing• evaluating

Magic Six6 strategies that have firm scientific basis for improving text comprehension

1. Monitoring comprehension2. Using graphic and semantic organizers3. Answering questions4. Generating questions5. Recognizing story structure6. Summarizing

2 additional strategies

• Making use of prior knowledge• Using mental imagery

Mosaic of Thought

• Connecting the known to the new• Determining importance• Questions• Sensory images• Inferring• Synthesis

Soar to Success=Reciprocal Teaching

• Summarize• Clarify• Question• Predict• Teacher and students take turns being teacher and

modeling the use of the strategies as the text is read in chunks

• Lessons are systematic, fast paced, and structured• Use of graphic organizers

Guided Reading

• Conduct guided reading activities in which the teacher models the types of self-questioning that promotes prediction, identification of important information, and summarization

Text Structure

• Knowledge of text structure fosters comprehension

Prereading (before reading)

• Preteaching of difficult to decode words• Difficult vocabulary• Previewing the selection (picture walk)

During reading

• Reciprocal teaching• Partner reading

Postreading (after)

• Write summaries, BCR’s• Review major concepts• Teacher giving feedback

Reading Comprehension

Knowledge Fluency

Metacognition

Language

•Prosody•Automaticity/Rate•Accuracy•Decoding•Phonemic Awareness

•Oral Language Skills•Knowledge of Language Structures•Vocabulary•Cultural Influences

•Life Experience•Content Knowledge•Activation of Prior Knowledge•Knowledge about Texts

•Motivation & Engagement•Active Reading Strategies•Monitoring Strategies•Fix-Up Strategies

The Wedding

Building a knowledge structure/schema

Questioning

• Learner should be generating the questions!!• We scaffold this process however it is

imperative to quickly turn over the task to the student

• Tracks in the snow

Making Connections

• Bridge from the new to the known• Mosaic of Thought• Text to Text• Text to Self• Text to World

Inferencing

• Inferencing is not only reading between the lines more importantly it is reading between your ears.

• Inferencing happens all the time

Visualizing

• Movies in the mind• Visualizing brings joy to reading• Creating pictures in our minds

Determining Importance

Synthesizing

• What does this all mean to you?• Has your thinking changed?• What is essential?

Memory and Motivation

Importance of Planning

Stop and Process while reading anthology

instead of listening to tape

• Act out a character trait, vocabulary word, important concept• Tell a partner what has happened so far• Stand up if this has ever happened to you• Quotations said like the character• Stop and word splash• Stop and visualize and draw a picture of what you are thinking or seeing• Predict What is the character thinking right now?• Write a dialogue of what you think might come next• Retell or summarize• Highlight the verbs in this section• Post-its• Reading Response Journals• Graphic Organizers• Highlight Key Ideas

The Important Book

Reflection• Return to anticipation guide• Guiding questions• Important book sharing• Evaluate staff development