Transcript CSI – Comprehension Strategies Instruction

Literacy Across the Curriculum
Otumoetai College
March, 2013
Neale Pitches, CSI Literacy
[email protected]
www.csi-literacy.com
Literacy Across the Curriculum
CSI Literacy – It’s not a
Programme; it’s a moooovement!
Acknowledgement:
http://bunchlibrary.pbworks.com/w/page/6284026/Information%20Literacy20Across%20the%20Curriculum
Literacy Across the Curriculum
1. Today – what do you want most from today?
Literacy Across the Curriculum
Today: Big Picture
Sheena will focus on the Big Picture and will offer practical
advice around activating prior knowledge, text structure and
reading/writing links.
Literacy Across the Curriculum
I’ll focus on teaching comprehension strategies across the
curriculum, as an ‘easy-to-implement’, high-yield approach.
But first…
Literacy Across the Curriculum
The ‘Matthew Effect”
World English Bible
For whoever has, to him will
be given, and he will have
abundance, but whoever
doesn't have, from him will be
taken away even that which
he has.
Used by Prof Stanovich
(1986) to describe literacy
achievement throughout
schooling
http://www.sermonsfromseattle.com
The ‘Content Collision’
Reading Next
A research-based report on the literacy needs of students
and their teachers in the ‘middle years’:
•
•
•
•
•

•
•
Direct, explicit comprehension instruction
Effective instructional principles embedded in content
Motivation and self-directed learning
Text-based collaborative learning
Diverse texts
A technology component
Ongoing formative assessment of students
Extended time for literacy
Biancarosa and Snow (2006)
Literacy Across the Curriculum
The Matthew Effect – Some elements:
1. Engagement
2. Knowledge
3. Content
4. Metacognition
5. Inclusion/Culture
Literacy Across the Curriculum
On Engagement – John Guthrie:
“Engagement is the merger of motivation and
thoughtfulness.” (2001)
“Reading engagement is more highly associated with NAEP
reading achievement than demographic variables that
represent traditional barriers to achievement.” (2004)
Literacy Across the Curriculum
Seven ‘common’ comprehension strategies:
1. Making connections
2. Asking questions
3. Visualising
4. Drawing inferences
5. Determining important ideas
6. Synthesising information
7. Monitoring comprehension and repairing understanding
A ‘simple’ evidence-based framework
for metacognitive teaching and learning
Teacher modelling
Interaction
Reflection
Whole-group
teaching
Before
During
After
Cooperative
learning
Before
During
After
Before
During
After
Independent
application
CSI Literacy – metacognitive pedagogy
Known concepts
Long term memory
Selecting
Sorting
Classroom
experiences
Working memory
Integrating
Elaborating
Evaluating
Knowledge structure
(Nuthall, 2007, p.71)
New concepts
And…
“Oral language and vocabulary are best developed in exposure to print...
Comprehension ability and exposure to print are in a reciprocal relationship.”
Stanovich, 2000
1. (Digital) Shared Reading – the first step
towards metacognition
Engage
GRADUAL RELEASE OF
RESPONSIBILITY
Model and scaffold
Interact and reflect
Apply and assess
Whole group/class
teaching – heterogeneous
• Builds an inclusive
learning community
• Good for explicit teaching/
scaffolding
• Interaction through
“think-pair-share”
• Technology
2. Cooperative learning – the second step
towards metacognition
Engage
GRADUAL RELEASE OF
RESPONSIBILITY
Peers/audio
scaffold & model
Peers interact & reflect
Apply & assess
Cooperative learning
• Builds on “peer power”
• A strong engagement approach
• Interactive, metacognitive
• Students individually accountable
for writing (in graphic organiser)
Literacy Across the Curriculum
Explicit instruction/Feedback –
Skim and scan and close reading;
comprehension strategies, vocabulary, oral
language, fluency.
Engagement – learning community though
cooperative learning
Content – curriculum content embedded in
engaging texts
Writing – response to text
Foster metacognition!
Skills that all students should
know and be able to use
Pre-reading – skim and scan:
To move your eyes quickly across a text
noticing its features and preparing yourself
to read it
Benefits:
Skills that all students should
know and be able to use
During reading – close reading:
Pay close attention to what is printed on the
page. Search for literal and more nuanced
understanding of all text elements (including
graphs, tables, photographs, illustrations,
diagrams, fonts).
Benefits?
Skills that all students should
know and be able to use
The reading/writing connection:
Texts that you ask students to read can also
be used as models for their writing.
Benefits?
Drawing Inferences – What?
This is what we say in CSI:
Readers infer when they take what they
already know, their background knowledge,
and merge it with clues in the text to draw a
conclusion, surface a theme, predict an
outcome, arrive at a big idea.
Harvey and Goudvis, 2007, p. 18
Drawing Inferences – What?
This is what we say in CSI:
The strategy of drawing inferences can be
illustrated by the well-known concepts
“reading between the lines” and “getting
below the surface” to find meaning that is
not directly stated by the author.
Drawing Inferences – What?
This is what we say in CSI:
Zimmerman and Hutchins offer these
intriguing alternatives: “meaning is created
in the mind of the reader” (2003, p. 12) and
“meaning is found between their ears”
(2003, p. 97). They make the vital point that,
as readers, we infer different meaning from
text depending on our background
knowledge, point of view and ability to use
strategies as we read.
Drawing Inferences – What?
Kahu must have looked at the clock twenty times before he
finally heard the last bell ring. As soon as he heard it, Kahu
grabbed his coat and books. As usual, he was the first one
out of the front door.
http://www.testdesigner.com/questions/
What can you infer about the setting of the selection?
Kahu is at home.
Kahu is at school.
Kahu is at the gym.
Kahu is in the library.
Drawing inferences is being a “detextive”…
Drawing Inferences – What?
Kahu must have looked at the clock twenty times before he
finally heard the last bell ring. As soon as he heard it, Kahu
grabbed his coat and books. As usual, he was the first one
out of the front door.
http://www.testdesigner.com/questions/
What else are you inferring about Kahu?
Drawing Inferences – What?
This is what we say in CSI:
Looking for clues in the text
One of the fun elements of CSI Literacy is the
encouragement for young readers to see themselves as
“detextives”, who make predictions and inferences based on
the clues they are picking up in the text. This is an important
component of the strategy of drawing inferences. Good
readers may make predictions before, and during reading,
based perhaps on the title, a picture or a diagram, and
elements of the text.
Drawing Inferences – What?
This is what we say in CSI:
Predictions and inferences often change during reading as
the reader picks up more information that may confirm or
conflict with the original prediction, or inference. After
reading, predictions and inferences can be revisited and
proven correct or incorrect. Inferences are often more
open-ended than predictions and may remain unresolved
at the end of the reading.
Drawing Inferences – What?
This is what we say in CSI:
The role of questioning – the teacher can open up or close
down inferring
Through the use of high-level and open questions, the
teacher can open the way for students to make inferences.
However, teachers should be aware that asking closed or
fact-based questions can close down inferring.
Drawing Inferences – What?
This is what we say in CSI:
Inferring in non-fiction
While poetry and other fiction texts present obvious
opportunities for drawing inferences, there are also rich
opportunities in non-fiction, where much can be
determined about the intention of the author, for example,
from the way a graph or table is constructed or a set of
“facts” is presented.
Drawing Inferences – What?
Inferences and conclusions – what’s the difference?
New Zealand was once covered with forests. First Māori burnt
some forests to gather Moa, and later Pākehā settlers cleared
forests to develop farms, cities and communities. Now, there
are very few indigenous forests in New Zealand.
The conclusion is that people are responsible for New Zealand
being largely cleared of forests.
The inference is that human inhabitants of Aotearoa New
Zealand valued their own survival and development more
than they valued native forests.
Drawing Inferences – What?
To imply, to infer and to predict – what’s the difference?
A writer may, or may not imply the meaning that a reader
infers. For example:
Young birds seesaw on their first flights.
Melting snows churn and gurgle in woodland streams.
Early crocuses splatter purple, yellow and white on people's
lawns
http://www.testdesigner.com/questions/
The writer is implying that it’s spring.
I am also inferring that this is a mountain scene
(“churn, gurgle, woodland”).
Drawing Inferences – Why?
If readers don’t infer, they will not grasp the deeper essence
of texts they read.
Harvey and Goudvis, 2007, p. 18
Proficient readers use their prior knowledge (schema) and
textual information to draw conclusions, make critical
judgments, and form unique interpretations from text.
Mosaic of Thought, p. 23
Drawing Inferences – Why?
NZ Curriculum – English: Listening, Reading, and Viewing
(Level 5)
• Processes and strategies – integrate sources of information and prior
knowledge purposefully and confidently to make sense of
increasingly varied and complex texts
• Ideas – make and support inferences from texts independently
(Indicators of the achievement objectives)
Drawing Inferences – Why?
Literacy Learning Progressions – End of Year 10
When students at this level read, respond to, and think
critically about texts, they:
• use strategies to analyse ideas and information and to reflect
critically on the meaning they are gaining from their reading
• read flexibly to find and/or understand information that is not
readily accessible and/or that is organised in unfamiliar ways
Drawing Inferences – Why?
Literacy learning Progressions – End of Year 10
The key characteristics of texts at this level often include:
• Complex ideas and multiple items of information
• Sophisticated themes, complex plots and relationships, and
unfamiliar settings
• Academic and content-specific vocabulary that expresses
concepts relating to a range of topics within and across
curriculum areas
Drawing Inferences – Why?
Effective Literacy Practice in Years 5 to 8 (Note:
these are still relevant at level 5)
• Page 40: …more proficient readers and writers
demonstrate their awareness of:
– Inferred messages in texts, when they provide evidence from
the text to support their inferences (my bold)
• Page 146 has a section on what readers do and how
teachers can support learners
• At years 9–13 students should be critically analysing the
meaning of the text by discussing it constructively with
others and evaluating the responses of others
Drawing Inferences – How?
Buyer Beware
Synthesising Text – What?
Synthesising Information
Synthesising happens when we merge the
information with our thinking and shape it
into our own thought. As readers distil text
information into a few important ideas or
larger concepts, they might form a particular
opinion or a fresh perspective that leads to a
new insight.
Harvey and Goudvis, 2007, p. 19
Synthesising Text – What?
Synthesising Information
Synthesising is the process of deriving insight
from reading – of thinking your way through
a text.
Synthesising Text – What?
The wind howled. Lightning stabbed at the earth erratically, like an inefficient assassin.
Thunder rolled back and forth across the dark, rain-lashed hills.
The night was as black as the inside of a cat. It was the kind of night, you could believe,
On which gods moved men as though they were pawns on the chessboard of fate.
In the middle of this elemental storm a fire gleamed among the dripping
furze bushes like the madness in a weasel's eye. It illuminated three hunched figures. As
the cauldron bubbled an eldritch voice shrieked: 'When shall we three meet again?‘
There was a pause.
Finally another voice said, in far more ordinary tones: 'Well, I can do next Tuesday.'
Source: The opening page of Terry Pratchett’s Wyrd Sisters
Synthesising Text – What?
Synthesising Information
At the simplest level, synthesising is about
taking stock of what we are reading, even
stopping occasionally to “digest” the meaning
and collect our thoughts before moving on.
Synthesising Text – What?
Synthesising Information
It is vital that students know about, and are
instructed in, summarising as a way of
preparing themselves for the higher level
strategy of synthesising.
Summarising is one of eight procedures that
scientific research has proven to be effective
in improving reading comprehension (Report
of the National Reading Panel, 2000, p. 4/6).
Synthesising text – What?
Synthesising Information
Determining important information or main
ideas is part of summarising and synthesising
at this level.
However, synthesising information is about
more than summarising. At the most complex
level, “synthesising information involves
combining new information with existing
knowledge to form an original idea.” (Harvey
and Goudvis, 2000, p. 25).
Synthesising Text – What?
Synthesising Information
As readers pause every now and then to take
stock of meaning, they combine new
information with what they already know to
create new and original ideas or to see a new
perspective. When readers are able to
synthesise information, their thinking can
evolve and change as they move through the
text.
Synthesising Text – Why?
Synthesising Text – What?
Synthesising Information
Synthesising enables the reader to integrate
their thinking with the content of the text to
get a “personal take” on what they read. To
be able to synthesise information, readers
need to be able to develop an awareness of
how their own thinking evolves and changes.
Annotating the text or marking it with sticky
notes could be taught as part of synthesising.
Synthesising text – What?
Synthesising Information
When readers synthesise they
• Stop and collect their thoughts before reading on
• Sift important ideas from less important details
• Summarise the information by briefly identifying the main points
• Combine these main points into a larger concept or bigger idea
• Make generalisations about the information they read
• Make judgments about the information they read
• Personalise their reading by integrating new information with
existing knowledge to form a new idea, opinion, or perspective.
(Harvey and Goudvis, 2000, p. 25)
Synthesising Text – Why?
NZ Curriculum – English: Listening, Reading, and Viewing
(Level 5)
• Processes and strategies – integrate sources of information and prior
knowledge purposefully and confidently to make sense of
increasingly varied and complex texts; thinks critically about texts
with understanding and confidence
• Ideas – makes meaning by understanding increasingly
comprehensive ideas in texts and the links between them; recognises
that there may be more than one reading available within a text
Synthesising Text – Why?
Literacy Learning Progressions – End of Year 10
When students at this level read, respond to, and think
critically about texts, they:
• use strategies to analyse ideas and information and to reflect
critically on the meaning they are gaining from their reading
They draw on knowledge and skills that include:
• using strategies such as skimming and scanning, note taking,
annotating, mapping, coding information, and re-phrasing in
order to locate, evaluate, analyse and summarise information
and ideas within texts and across a range of texts
Synthesising Text – Why?
Literacy Learning Progressions – End of Year 10
The key characteristics of texts at this level will often
include:
• complex ideas and multiple items of information
• terminology, text structures, and conventions that
may have different meanings or function differently in
different curriculum areas
Synthesising Text – Why?
Effective Literacy Practice in Years 5 to 8
• Page 40 – Students need to be aware:
– that readers use their prior knowledge, sources of information in
texts, and a range of processes and strategies to make meaning
• Page 150 has a section on what readers do and how
teachers can support learners in analysing and
synthesising a text.
• At years 9 and 10 it is important for students to learn
how to summarise and take notes. This helps students to
focus on the key aspects (‘important ideas’) in the text.
Synthesising Text – How?
Space Elevator
Literacy Across the Curriculum
Otumoetai College
March, 2013
Neale Pitches, CSI Literacy
[email protected]
www.csi-literacy.com
www.csi-literacy.com
www.literacybraintrust.com
Sir Douglas Bader Intermediate
School Case Study
Sir Douglas Bader Intermediate School
Don’t listen to anyone who tells you that you can’t
do this or that. That’s nonsense. Make up your mind
you’ll never use crutches or a stick, then have a go at
everything…
Never, never let them persuade you that things are
too difficult or impossible.
Sir Douglas Bader
After designing and carrying out its AsTTle
assessments in reading, the school mapped students’
performance in terms of National Standards. This
exercise showed that the large proportion of SDBI
students in the ‘well below’ and ‘below’ categories
progressed to higher reporting bands following the CSI
intervention.
This impressive rate of change over just 14 weeks
bodes well for the school to meet its target to
increase the number of students achieving ‘at’ or
‘above’ the National Standards at the end of the
year.
Week 14
Well above
Above
Well below
At
Below
Chart Two shows that the proportion of the Year 7
cohort ‘well below’ expectations dropped dramatically
following the CSI intervention, with a corresponding
rise in the ‘below’ category. This positive movement
was also reflected in unprecedented Year 7
representation in the ‘above’ categories
Miramar South School
Pre- and Post-Test Data
2008, 2009 and 2010
Kyran’s Story
“The students seem to have made a
staggering leap in their reading ability unlike
any other year I've known!”
Kyran Smith, Deputy Principal, Miramar South School, early 2009
Miramar South School:
- low SES school
- few European students
- many Maori, Pacific and refugee (ELL)
students
2008 asTTle Results
Increase of Students Reading at or above National Norms
100
90
80
70
60
50
Feb-08
40
Nov-08
30
20
10
Nov-08
0
All
Feb-08
Pasifika
Maori
Other
2008 Points to Note
•
•
•
Post test, approximately half of the students are reading at or
above national norms, compared with only 12.5% pre test.
Post test, all Maori students are reading at above or national norms.
Post test, 60% of “Other” students are reading at or above national
norms, compared with 0% pre test.
Miramar South
half-yearly progress
(2009, as measured
by running records)
Miramar South
School Target July
2009 (Feb to June
data)
2009 asTTle Results
Increase of Students Reading at or above National Norms
100
90
80
70
60
50
40
30
20
10
0
Feb-09
Nov-09
All
Pasifika
Nov-09
Maori
Other
NZ
European
Feb-09
Boys
Girls
2009 Points to Note
•
•
•
Post test, 56% of the students are reading at or above national norms,
compared with only 19% pre test.
Post test, 63% of Maori students and 62% of Pasifika students are reading
at or above the national norms.
Post test, 17% of “Other” students are reading at or above national
norms, compared with 0% pre test.
2010 asTTle Results
Increase of Students Reading at or above National Norms
90
80
70
60
50
40
Feb-10
30
Nov-10
20
10
0
All
Pasifika
Nov-10
Maori
Other
NZ
European
Feb-10
Boys
Girls
2010 Points to Note
The analysis is not finished at this point, however:
•
Clearly there is success for all
•
Post test, there is significant growth in Maori and Pasifika student
achievement in literacy
•
Post test, boys are making accelerated progress
The Three-year Picture
An increasingly reliable and valid
data set.
Hagley Community College
Who are they?
School background
Classroom background
Decile 5
Mixed ethnicity: NZ European
62%, Asian 18%, Other ethnicities
10%, Māori 8%, Pasifika 2%
Year 10
Primarily male
Students test in the lower
stanines in PAT tests for reading
Class displays behavioral issues
Hagley Community College
Hi …
One of our English teachers has trialled the kit with her Yr 10
English class and has had stunning results. The pre and post PAT
results showed amazing shifts.
We have done a presentation of the results of the trial (including
filmed excerpts) to the Social Sciences and Science depts. There
is considerable interest… we would like to have a look at the
Level 7 English texts, as our Learning Support/ Literacy teachers
felt that the level of the Level 8 texts may be too high for our
year 9 cohort.
Is there any possibility that we could have a look at those texts
please.
Many thanks
Marie Stribling
HOD English
Hagley Community College
Christchurch
Prior to Content Literacy intervention
- Students performing in the 'tail' of their peer group
- Literacy actively taught using a range of activities and
resources
- Classroom teacher and specialist literacy teacher both
very engaged in classroom practice, but struggling to
make progress
How do they compare to others?
National average for age group
Pre-CSI test results, with range and
average marked
What did we do?
- Intensive teaching
- Explicit teaching
- Strongly integrated strategies with lesson
content
How was this different to what we
did before?
-
Planning
Texts
Strategies
Explicit instruction
Deliberate transfer of skills
What happened?
National average for age group
Pre-CSI test results, with range and
average marked
Post-CSI test results, with range and
average marked
What happened?
- Students engaged actively with texts
- Students handled and made sense of
texts that the classroom teachers
considered way out of their interest and
ability level
- Students automatically used strategies
- Students ‘gave it a go’
CSI – Teacher professional Development
Teacher knowledge – How to be explicit
•
•
•
•
Modeling
Knowing the comprehension strategies
Having a way to teach vocabulary and fluency
Having an inclusive, metacognitive pedagogy
– Grouping
– Learning community
• Fostering interaction – ‘learning community’