classroom teachers and school librarians coteaching reading comprehension strategies: what's in...

Coteaching Reading Comprehension Strategies:

What’s In It for You and for Your Students?

For TWU COPE Student Teachers

Spring 2014

Judi Moreillon, M.L.S., Ph.D.School of Library and Information

StudiesTexas Woman’s University

jmoreillon@twu.edu

Becky McKee, M.L.S.Doctoral Student and Teacher

John L. Patton Academic CenterDallas Independent School District

becmckee@verizon.net

http://animoto.com/play/XGIyUfLHY32MGpDQdj6vKA

Objectives: At the end of this workshop, you will be able to:

Identify 16 “fix-up” options that can be used to help readers regain comprehension.

Model using these strategies with think-alouds.

Cite the benefits of classroom-library coteaching to educators and students.

All of photographs, examples, and testimonials used in this presentation were provided by classroom teachers and school librarians who cotaught lessons from Coteaching Reading Comprehension Strategies in Elementary School Libraries: Maximizing Your Impact (Moreillon 2013). All images and testimonials are used with permission.

How could this coteaching strategy benefit you and your students?

One educator reads a text; the other records students’ ideas.

How could this coteaching strategy benefit you and your students?

Educators model the learning tasks with small groups.

How could this coteaching strategy benefit you and your students?

Educators provide think-alouds with the goal of showing a diversity of responses.

How could this coteaching strategy benefit you and your students?

Educators demonstrate cooperative learning, discussion procedures, and debating techniques.

How could this coteaching strategy benefit you and your students?

Educators jointly monitor small group or independent practice.

How could this coteaching strategy benefit you and your students?

Educators provide reading or writing conferences with individual learners or small groups.

The Metaphor of the ElephantAnalogy of Driving a Car

Reading Comprehension Strategies

The Metaphor of the ElephantAnalogy of Driving a Car

Using Fix-up Options

16 ways for readersto regain comprehension

Using Fix-up Options:

Read the Signs

Animoto Video

Fast Side

Some of the Fix-Up Options

Activating Background Knowledge Visualizing Drawing an Inference Using text features

Process

Reread.

Stop and think.

Talk aloud with your partner(s).

Mark your organizer.

Read on.

Part Four: Time and Eternity XXVII

Because I could not stop for Death,He kindly stopped for me;The carriage held but just ourselvesAnd Immortality.

We slowly drove, he knew no haste, And I had put awayMy labor, and my leisure too,For his civility.

Emily Dickinson (1830–86). Complete Poems. 1924.

We passed the school, where children strove

At recess, in the ring;We passed the fields of gazing grain,We passed the setting sun.

Or rather, he passed us;The dews grew quivering and chill,For only gossamer my gown,My tippet only tulle.

Guided Practice

We paused before a house that seemed

A swelling of the ground;The roof was scarcely visible,The cornice but a mound.

Since then 'tis centuries, and yet eachFeels shorter than the dayI first surmised the horses' headswere toward eternity.

Guided Practice

ELA-R TEKS

Reading/Inquiry Standards Example: 2nd Grade

§110.13.b.(14)

Reading/Comprehension of Informational Text/Expository TextStudents analyze, make inferences and draw conclusions…(A)  identify the main idea in a text and distinguish it from the topic;(D)  use text features (e.g., table of contents, index, headings) to locate specific information in text.

ELA-R TEKS

Reading/Inquiry Standards Example: 2nd Grade

§110.13.b. (14)

Reading/Comprehension of Informational Text/Expository TextStudents analyze, make inferences and

draw conclusions…(A)  identify the main idea in a text and

distinguish it from the topic;

(D)  use text features (e.g., table of contents,

index, headings) to locate specific information in text.

ELA-R TEKS

Reading/Inquiry Standards Example: 5th Grade

§110.16.b. (11) 

Reading/Comprehension of Informational Text/Expository Text Students analyze, make inferences and draw conclusions…

  (A) Determine the facts in text and verify them through established methods.(E) Synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres.

ELA-R TEKS

Reading/Inquiry Standards Example: 5th Grade

§110.16.b. (11) 

Reading/Comprehension of Informational Text/Expository Text Students analyze, make inferences and

draw conclusions…  (A) Determine the facts in text and verify them

through established methods.(E) Synthesize and make logical connections

between ideas within a text and across two or three texts representing similar or different

genres.

ELA-R TEKS

Reading/Inquiry Standards Example: 8th Grade

§110.18.b.(13)

Reading/Media Literacy

  Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning.

ELA-R TEKS

Reading/Inquiry Standards Example: 8th Grade

§110.18b (13)

Reading/Media Literacy

  Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning.

ELA-R TEKS

Reading/Inquiry Standards Example: 12th grade

§110.34.b. (2)

Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence…(C)  relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time.

ELA-R TEKS

Reading/Inquiry Standards Example: 12th grade

§110.34.b. (2)

Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw

conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence…(C)  relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time.

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Digital Image created by Anna Darst, TWU StudentLS5443: Librarians as Instructional Partners, Spring

2013Used with permission.

Resources for Classroom-Library Coteaching

A ripple? Or a wave? It’s up to us!

Works Cited

ACT. “College Readiness Benchmarks Over Time.” The Condition of College & Career Readiness 2012. Web. 4 Mar. 2014 <http://www.act.org/research/policymakers/cccr12/readiness2.html>.

Coteaching Photographs. All Used with Permission. ©2014 Judi Moreillon

Darst, Anna. “You Are Not Alone.” Digital Image. Used with permission.

Moreillon, Judi. Coteaching Reading Comprehension Strategies in Elementary School Libraries: Maximizing Your Impact. Chicago: ALA Editions, 2013. Print.

_____. Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact. Chicago: ALA Editions, 2012. Print.