Transcript An Introduction to Rigorous Reading Comprehension PK-3

An Introduction to Rigorous
Reading Comprehension PK-3
Rigorous Reading Comprehension with a focus on
English Learners (ELs)Supporting Implementation of
High Standards
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Goals
• Understand the relationship among text, task,
and talk.
• Study one model of rigorous reading comprehension
instruction for the support it provides to English
learners.
• Learn how to use a rigorous read aloud lesson to
support reading comprehension of ageappropriate complex text for ELs
• Understand some of the issues faced by students
learning to read in English when it is not their first
language
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Norms for Participation
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Be respectful
No side-bar conversations
See others point of view
No judgments of others
Provide useful feedback
Provide opportunity for all
to speak
• Support each other and
collaborate
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• Cell phones and should
be set on vibrate
• No talking or texting on
cell phones at study
group table
• Come prepared to
contribute to the
conversations
• Feel a collective
responsibility for each
others learning and for
adhering to the norms
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Lauren Resnick, Founder IFL
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“Accountable talk is talk that is orchestrated by
teachers so that students learn to formulate
responses to problems, interpretations of text
that are correct in disciplinary terms and go
beyond what was actually written there.”
Lauren Resnick
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Goal of IFL Rigorous Reading Comprehension
Lessons
Rigorous reading comprehension lessons are an
approach to read alouds that are designed to
enhance young children’s ability to construct
meaning from decontexualized language. The goal of
the IFL Rigorous Reading Comprehension lessons
include not only promoting comprehension, but also
expanding language and vocabulary development.
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Research Finding
One of the most persistent findings in reading research
is the direct link between the depth of students’
vocabulary knowledge and their reading
comprehension.
Baumann, Kame’enui, et al., 2003 and McKeown, Beck, Omanson,& Perfetti, 1983
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Task 1: An Introduction to Rigorous
Reading Comprehension
Article Study
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Task 1: An Introduction to Rigorous Reading
Comprehension Article Study: Quick Write
Beck, I. L. & McKeown, M.G. (2001). Text Talk:
Capturing the benefits of read-aloud experiences for
young children. The Reading Teacher, (55), 10-20.
Quick write: Review the pre-reading text respond to the
question, “What are the authors are saying support
students’ reading comprehension?”
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Task 1: An Introduction to Rigorous Reading
Comprehension Article Study: Quick Write
• Read your quick write to a partner. Prepare to share
your partner’s thinking with the large group
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Task 1: An Introduction to Rigorous Reading
Comprehension Article Study: Significant Quotes
• Select a significant quote from the text that you think is
important to the argument made by Beck and McKeown. Say
why you think the quote is significant to the argument the
authors are making. If you can, tie this significance to how it
affects English Learners (ELs). Study the Example and model
yours similarly.
• Turn to a Partner once you complete the assignment.
• Read your significant quote to your partner and say why you
thought it was significant to the argument. Be prepared to
share with the large group.
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Significant Quote
Why Significant to Argument
This quote is significant to the argument
“Researchers suggest that the most
valuable aspect of the read-aloud activity Beck and McKeown make because the
is that it gives children experience with
importance of intensive, interactive
decontextualized language, requiring them English language development instruction
to make sense of ideas that are about
for all English learners is critical. The
something beyond the here and now
focus on developing academic language
(Cochran-Smith, 1984; Heath, 1983;
(the decontextualized language of the
Snow, 1993; Snow & Dickinson, 1991;
schools, the language of academic
Snow, Tabors, Nicholson, & Kurland,
discourse, of texts, and of formal
1995). As Donaldson (1978) pointed
argument). This area has been
out,children come to school well able to
neglected, and essential for providing
think and reason about the world in
English learners access to the Common
situations that make human sense to
Core State Standards.
them. What they have to learn to do in
school is to think and reason in
“disembedded contexts”...to use symbol
systems and deal with representations of
the world.” (pp. 88–89) Page 1.
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Text Based Discussions
• Help Students:
– Learn to use knowledge in “creative and critical”
ways to solve open-ended problems, develop and
defend interpretations, and write their own texts.
– Have higher levels of achievement on standardized
tests.
– Find their experiences more fun and engaging.
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Task 2: An Introduction to Rigorous
Reading Comprehension
Standards Study
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Task 2: An Introduction to Rigorous Reading
Comprehension: Standards Study
– What do you notice about the skills and habits that
New Standards values in terms of literacy?
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Whole Group Discussion
New Standards
Speaking & Listening
– According to the New Standards, what do students
need to know and be able to do as participants in
reading comprehension?
– Why are those habits and skills important for college
and career readiness?
– From your experience, how much practice and
expertise do EL students have in understanding
complex text?
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Text, Task, and Talk
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Text Based Discussions are Rare
– Questions most typically asked of students by
teachers and textbooks are recitation questions.
– Predominate pattern in the I-R-E.
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NAEYC on this Model of Read Aloud
“What these and other studies have found is that the effectiveness
of a read-aloud depends on a number of factors. Successful readalouds rely on active engagement in the reading by both adults and
children. They also involve
• careful selection of high-quality texts;
• open-ended questions asked by adults and children;
• discussions about the book, building from what children already
know;
•predictions by children of what they think might happen or
come next in the book; and
•talk that ties the book to life beyond the classroom or the here
and now. This is called using decontextualized language. It can
mean, for example, relating the book to something that might
happen in the future or something that happened in the past.”
NAEYC, 2008
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Task 3: Rigorous
Reading Comprehension PK-3
Video Study
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Norms for Collaborative Study
Goal of all conversations: To advance our own learning, not to
“fix” the practice of others.
–Facilitator chooses lens for study.
–Agree to read/watch through the designated lens.
–Cite specific examples from text or video.
–Build on others’ ideas.
–Use language that is respectful of those in the video and in
the group.
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Context of The Wolf’s Chicken Stew Video
Content: Comprehension of a fiction text in a shared reading
lesson using a rigorous comprehension approach
Text:
The Wolf’s Chicken Stew by Keiko Kasza
Teacher: Ms. Yvette Celorio Reyes
Coach:
Ms. Gloria Sullivan Wooldrige
School:
Elementary School Principal:
Ms. Linda Purvis
Austin ISD, Austin, Texas
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Task 3: Rigorous Reading Comprehension PK-3:
Video Study
•In what ways does this lesson embody the principles of
rigorous comprehension instruction for English speakers
and English learners?
•How does this discussion align to the expectations of
rigorous standards for reading? What do you notice
about how students are building skills and habits that
the are valued by rigorous reading comprehension
standards?
•What else can be done to scaffold the understanding of
English Learners?
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Task 3: Rigorous Reading Comprehension PK-3:
Video Study
•What did the teacher do to engage students in focusing
on the story? What did students do?
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Task 3: Rigorous Reading Comprehension PK-3:
Video Study
•How does this lesson support students to engage in
rigorous reading comprehension?
•How does it support the teacher?
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Ways in Which This Lesson Enacted Principles of
Rigorous Reading Comprehension Instruction
Students were:
•Engaged in a rigorous task, with an appropriate text and
open-ended questions that promoted long answers
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Given time to talk to each other, and with the teacher
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Required to cite the text and engage in Accountable
Talk®
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Ways in Which This Lesson Enacted Principles of
Rigorous Reading Comprehension Instruction
• Building meaning as the story was read.
• Addressing confusing issues as they came up in
the story.
• Using background knowledge to support
comprehension.
• Agreeing and disagreeing to clarify understanding.
• Using wait time to formulate their thoughts and find the
words to express their intent.
•Building vocabulary in the context of
classroom work.
•Discussing the story meaning in Spanish first.
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Academically Productive Talk
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Reflection
• What did you learn and/or what insights did you gain
about rigorous reading comprehension from our work
today?
• What are the implications of your insights for your
role?
• How will you structure and facilitate rigorous reading
comprehension?
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Bridge to Practice for Principals
By
_, observe at least two
classrooms where teachers are working with students on
rigorous reading comprehension using and interactive
read aloud approach. Collect evidence on the Evidence
Sheets provided. Write a reflection on,“What worked for
the students? How was the teacher handling the
pictures? How was that going? What questions do you
have? Be prepared to share your reflection with your
colleagues on
.
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Bridge to Practice for Teacher
By
_, select a short text to read
aloud to the students and pre-select the vocabulary you
think will may give the students difficulty understanding
the text. Create student friendly definitions for the
vocabulary. Decide where you will stop to discuss text
and formulate the questions and follow up questions you
will ask. Read the text to students.
Then, reflect in writing on your experience conducting a
rigorous read-aloud.
What went well?
What did
not?
What questions do you have?
Be prepared to share
your reflection with your colleagues on
_.
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