Transcript Document

4 Stages of Continuous
Professional Development
What and Why
What does it
feel like?
What Now?
What Next?
What does it look
like?
WOW!
(Working on the Work!)
Seven Strategies for
Comprehension
“ As I read, I consciously and subconsciously
synthesize. I question, I infer, I create vivid sensory
images. I relate the piece to my own experience. I
tease out what I think is most important. I draw
conclusions about what I think the key points of the
passage are. Sometimes I use the strategies
purposefully, other times they surface randomly. They
are tools I use, sometimes effortlessly, sometimes
purposefully to construct meaning. They intertwine and
merge and I switch quickly among them, frequently
using them simultaneously. They are the instruments
which, as I become more familiar with them, give me
the ability to read more quickly. They are the means
to an end. For proficient readers, they are second
nature.”
Keene and Zimmerman, 1997
Metacognitive Strategies
•Making
Connections/Schema
•Questioning
•Visualizing/Sensory Images
•Inferring
•Determining Importance
•Synthesizing
•Monitoring for Meaning
Making Connections/Schema
Activating relevant,prior
knowledge to make connections
before, during, and after
reading and storing new
information with other related
memories
Questioning
Asking questions before,
during, and after reading
to better understand
what is read
Visualizing/Sensory Images
Creating pictures in the mind
using all of the senses and
emotions
Inferring
Using background knowledge,
combined with evidence from
the text, to make inferences
and draw conclusions
Determining Importance
Identifying the main ideas,
what the author considers
important, and the theme
Synthesizing
Combining what is known with
new information to
understand the text
“Now I get it!”
“I learned that____.”
“My thinking changed while I was reading.”
Monitoring for Meaning
Using “fix-up” strategies
when coming to an unknown
word or a confusing part of
the text
“Fix-up” Strategies
•Stop and think about what you have
already read.
•Make a prediction.
•Ask yourself a question and try to
answer it.
•Retell what you’ve read.
•Adjust your reading rate: slow down
or speed up.
More “Fix-Up” Strategies
•Visualize.
•Use print conventions.
•Notice patterns in text structure.
•Reread.
•Reflect in writing on what you have
read.
Do I Really Have to Teach Reading? Cris Tovani
Read the poem “The Ponds” by
Mary Oliver. Think about the
comprehension strategies you
apply to fully construct
meaning from the text. Use
the box in the top corner to
help you code your thinking.
“The researchers recommended that each strategy be
taught with singular focus, over a long period of time, to
students from kindergarten through twelfth grade and
beyond, and that teachers model and students practice
the strategies with a variety of texts. If teachers
focused their attention on a strategy, beginning with a
great deal of modeling and gradually releasing
responsibility (Gallagher and Pearson, 1983) to the
children to practice it independently, the researchers
believed students could actually be taught to think
differently as they read.”
From Mosaic of Thought by Ellin Keene
Why begin
with
Schema?
“A man who tells secrets or stories must think
of who is hearing or reading them, for a story
has as many versions as it has readers.
Everyone takes what he wants or can from it
and thus changes it to his measure. Some pick
out parts and reject the rest, some strain the
story through a mesh of prejudice, some paint
it with their own delight. A story must have
some points of contact with the reader to make
him feel at home in it. Only then can he
accept its wonders.”
John Steinbeck
Those “points of
contact” from the John
Steinbeck quote are the
background knowledge
that a reader brings to
the story.
Each type of schema permits
students to monitor for
meaning, pose questions, make
predictions, draw conclusions,
create mental images,
synthesize, and determine
importance as they read.
How is background
knowledge/schema
utilized by
proficient learners?
Readers
•Readers spontaneously activate relevant prior knowledge
before, during, and after reading text.
•Readers assimilate information from text into their
schemata and make changes in that schemata to
accommodate new information.
•Readers use schema to relate text to their world
knowledge, text knowledge, and personal experience.
•Readers use their schema to enhance their understanding
of text and to store text information in long term memory.
•Readers use their schema for authors and their style to
better understand text.
•Readers recognize when they have inadequate background
information and know how to create it—to build schema—to
get the information they need.
Writers
•Writers frequently choose their own topics and write
about subjects they care about.
•A writer’s content comes from and builds on his/her
experiences.
•Writers think about and use what they know about genre,
text structure, and conventions as they write.
•Writers seek to better recognize and capitalize on their
own voice for specific effects in their compositions.
•Writers know when their schema for a topic or text
format is inadequate and they create the necessary
background knowledge.
•Writers use knowledge of their audience to make decisions
about content inclusions/exclusions.
Mathematicians
•Mathematicians use current understandings as first steps
in the problem solving process.
•Mathematicians use their number sense to understand a
problem.
•Mathematicians add to schema by trying more challenging
problems and hearing from others about different problem
solving methods.
•Mathematicians build understanding based on prior
knowledge of math concepts.
•Mathematicians develop purpose based on prior knowledge.
•Mathematicians use their prior knowledge to generalize
about similar problems and to choose problem solving
strategies.
•Mathematicians develop their own problems.
Researchers
•Researchers frequently choose topics they know and
care about.
•Researchers use their prior knowledge and experience
to launch investigations and ask questions.
•Researchers consider what they already know to
decide what they need to find out and researchers
self evaluate according to background knowledge of
what quality products look like.
What background knowledge is
needed for students to succeed in…
•Drivers’ Education
•Geometry
•Chemistry
•United States History
In school groups, think about a
specific area that you teach.
•What prior knowledge is needed to be
successful?
•If a student doesn’t feel success, what
am I doing to help build background
knowledge?
Each school group should be prepared
to share one area with the entire group.
WOW!
(Working on the Work)
Where do we go from here?
Professional Development Resources
•Mosaic of Thought by Ellin Keene
•I Read It, But I Don’t Get It by Cris Tovani
•Strategies That Work by Stephanie Harvey
•Reading with Meaning by Debbie Miller
•Constructing Meaning Through Kid-Friendly
Comprehension Strategy Instruction by Nancy Boyles
•Teaching Reading in Middle School by Laura Robb