Transcript Untangling the Chained Links To Reading Comprehension

Comprehension Strategy
Instruction: The Differences
That Make A Difference
Mario Campanaro
NCLB 2/6/09
Visit the website for…
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Power Point
Additional copies of the handout
Lesson plans from all the tools we talk
about today
www.edbridge.org
If your Students have difficulty
with…
Making inferences
 Summarizing
 Identifying the main idea
 Read words fairly well, but do not
comprehend what they read
Then… you won’t have buyer’s remorse…
THIS SESSION IS FOR YOU!
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Reading Comprehension
A short time to discuss a complex topic
Focus for this session will be on three factors
that make a difference:
 researched-based solutions for teaching
reading comprehension(don’t be frightenedthe research discussion will be painless)
 THE TOOLS TEACHERS AND STUDENTS
NEED
 how to develop self-regulated readers who
love to read and can blow away high stakes
tests
Based on recent Research
2003-2008…
5 large and informative studies I have
conducted
 How teachers teach comprehension
 What professional development model is useful
 What “tools” teachers need to support teaching
comprehension
 Comprehension strategies students bring to class
 How students use and apply strategies
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Students have difficulties
comprehending text because…
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They have not been taught to be a
strategic/ metacognitive readers
Many will never figure out how to be
strategic on their own-particularly the
struggling reader
How do I know
Because:
I taught struggling readers
I have studied the rich research available
concerning reading comprehension and
metacognition
I have conducted research in reading
comprehension and metacognition
How do I know…
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Most teachers have not been trained to teach comprehension
Most materials available do not teach comprehension- test
comprehension
Studies by Durkin(1978/79), Pressley(1995,2006), Campanaro
2006-2008.
Today’s presentation is based on the findings from recent EB
studies
Comprehension-what have I
learned?
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Some students will get it if we don’t
teach it
All students will if we do!
Teachers must receive professional
development training to effectively
teach students to comprehend and
become self-regulated independent
readers
I have learned that research-based practices
don’t always work for teachers…why?
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The studies
The researcher
The teacher reality principle
Time
Fit
Lack of Expertise
Let’s get going and observe a group of expert
readers
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Let’s explore what they do when they
read
Let’s discover how they learned to be
proficient self-regulated readers…expert
readers
Oh…Who are the expert readers
Practice Activity: 2 minutes
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What are the 3 grootste aantallen that can
wordt gemaakt using the cijfers 3, 4, 6,
and 7? Elk cijfer must be used only een en
elk aantallen. Merk uw antwoord.
A. 7643
B. 3467, 3476, 3647
C. 7643, 7634, 7463
D. 34, 36, 73
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grootste aantallen = largest numbers
wordt gemaakt = be created
cijfer = digit
Merk uw antwoord = mark your answer
How did you learn to be a
strategic reader?
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Discuss
Share
EB’s vision…
Bridge needed between research and practice
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Identify the research that works
Conduct research that is needed
Operationalize the research for teachers
Research Validated Strategies based on 30 years of
research
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Making predictions
Asking questions
Inferring
Activating prior knowledge- connections
Visualizing
Summarize
Monitor comprehension-fix up
Identifying Important Information
Set purpose for reading
Address the Teacher Reality
Principle
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Time
Fit to curriculum
Lack of training
Link strategy instruction to state/local curriculum.
Provide tools that do not require additional time to
teach
Provide professional development training-not
product orientation sessions.
Link standards to strategies
State Standards: 25 key
standards recast as strategies
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Vocabulary:
Context Clues
Synonyms/antonyms
Figurative language
Story Structure
Main idea
Summary
Character traits
Setting
Order of important events
Comprehension
Cause/Effect
Inference
Fact/Opinion
Comparing story variants
Author’s Craft
Author’s purpose
Author’s point of view
Genre
Instructional Model for
Teaching Comprehension
Strategies
Gradual Release of Responsibility Approach
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Teacher Demonstration Concrete to Abstract
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Teacher Directed Practice
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Monitored Student Application
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Independent Student Application
(Modeling)
(Guided Practice)
(Independent Practice)
(Use in Everyday Reading)
Reading Comprehension: What Works
Educational Leadership, Fielding and
Pearson
Joint
All Teacher
Responsibility
All Student
Guided Practice
Modeling
Independent
Educational Bridge:Research-based tools
to accelerate comprehension
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For teachers
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Tools to diagnose
Tools to teach
For students
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Tools to support strategy development
Tools to support independence and selfregulation
EB Research Findings
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GRR
Think-Alouds
Conditional Knowledge
Fast Mapping
Multiple Strategies
Provisions for Independent Practice and Student Application of
Strategies
All teachers in experimental groups demonstrated improved capacity to
teach reading comprehension strategies
Students of experimental group teachers out performed control in
reading achievement and gains in metacomprehension
Comprehension is Taught, Not
Caught
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A comprehensive plan/approach is required
across grade levels and content areas
Tools for teaching comprehension are needed
based on the gradual release of responsibility
instructional model and determining students’
levels of comprehension and metacognition
Third Grade Science Test
Metacomprehension Strategy
Index (Schmidt, 1990)
What it is?
25 items to explore how:
 How a student thinks about text
 Before, During, and after reading
Validated
StrategiesQuestioning,
etc.
G RR for
State
curriculum&
assessment
Summary
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Foundations for teaching summary
Not a one time event
Start at the beginning of the school
year-mentor texts
The one minute read-alouds
The Bio Pyramid
Probable Passages
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Before Reading
After Reading
Probable Passages-Hot Stuff
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Class Clown
School
No funny ideas
Ben
Disruptive
Humorous
Lunch room
Pizza
Hot peppers
Laughing students
Nurse’s office
Bio Pyramid
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Mario
Educational Publisher_______(2 words describing person)
English Language Learner(3 words/childhood)
Learning to Read Text(4 word/problem)
Earned A Doctorate in Reading (5 word/accomplishment)
Authored several professional books in reading(6 word second
accomplishment)
Founded Celebration Press publisher of the DRA (7 word third
accomplishment)
Students become strategic and metacomprhensive readers of text (8 word
benefits of accomplishments)
You try
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Construct a bio pyramid about yourself
Stop at line 5
Discuss
Summary Pyramid: Narrative Text: Hot Stuff
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Character’s name-Ben
Two words describing Ben-Class Clown
Three-word phrase describing the setting-Walking
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Four words indicating problem- needed funny idea
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to school
quickly
From: FastMapping for Comprehension
You try with a partner
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Complete steps 5-8 for Hot Stuff
Identify the words your students may
not know while completing the narrative
pyramid for Hot Stuff
What’s so Hot about Hot Stuff
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From: FastMapping for
Comprehension
Fast Mapping…What is it?
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Recent comprehension research by Dr
Cathy Collins Block(2007)
Learner requires 6 intensive in-depth
experiences with a new strategy to
form a neural pathway that enables
application
Bridge to Reading
Comprehension Chapter Books
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FastMapping applied to connected text
Focus strategies-7 opportunities
Maximize flexible use of texts-readalouds, guided reading, independent
reading.
My Almost Perfect Life- T/G Chapter 3
Informational Pyramid
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Line 1-Topic
Line 2-Two words describing the topic
Line 3- Three words describing action of the topic
Line 4- Four-word phrase telling about the environment of
habitat
Line 5 -Five-word phrase telling one important fact about the
topic
Line 6- Six-word phrase telling another important fact about the
topic
Line 7- Seven-word phrase stating a third important fact about
the topic
Line 8-Eight word question-what else you want to learn about
the topic
You Try It in small group
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Perspectives anthologies
Nonfiction section only
What’s Perspectives
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Teaches critical thinking and deep
comprehension K-6
Opposing points view explored through
various genres-fables, fairy tales,
nonfiction, fiction, etc.
Apply all the comprehension(cognitive)
strategies when exploring differing
points-of-view
Sustaining the use of
Strategies
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Developing Readers
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Lesson plans for the 25 key strategies
found on state curriculums and high stakes
assessments
Strategies applied to all classroom texts
Hot Stuff words-Context Clues
Developing Readers lesson plan for context
clues-use your own materials
Inference
He put down $10 at the window. The
woman behind the window gave $ 4.00.
The person next to him gave him $
3.00, but he gave it back to her. So,
when they went inside, she bought him
a large bag of popcorn.
Skillful readers…
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Recognize the antecedents for pronouns
Figure out the meaning of unknown words from
context clues
Figure out the grammatical function of an unknown
word
Understand intonation of characters’ words
Identify characters’ beliefs, personalities, and
motivations
Understand characters’ relationships to one another
Skillful readers…
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Provide explanations for events or ideas that are
presented in the text
Offer details for events or their own explanations of
the events presented in the text
Understand the author’s view of the world
Recognize the author’s biases
Related what is happening in the text to their own
knowledge of the world
Offer conclusions from facts presented in the text
Skillful Teachers…
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Follow a Gradual Release Model
Think-Aloud
Build Background Knowledge
Teach the 3 types of strategy
Knowledge(Declarative, Procedural,
Conditional)
Teach Multiple Strategies
Make Provisions for Independent Practice
Student Recording Sheet
George Miller (1957) Magical Number
Seven
 Distributed practice
 Working Memory
 Long term memory
Vocabulary Development
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Common prefixes and suffixes
Flip Dictionary (Developing Thinkers)
Flip Dictionary