Climbing to Comprehension

We all are Teachers of Reading

CBEA Workshop

Innovative Reading

Strategies for Business

Fiona Docherty

October 21, 2015

Agenda• Introduction• Building a Classroom Readers• Differentiation:

Recommendations • Language Comprehension• Strategic Knowledge• Resources• Final Thoughts

Doubting Moodie

The primary purpose of informational text is to convey information about the natural or social world, typically from someone presumed to know that information to someone presumed

not to, with particular linguistic features such as headings and technical vocabulary to help accomplish that purpose.

Nell K. Duke

Words?

• Rhizopus arrhizus• Pneumonoultramicroscopicsilicovolcanoconiosi

s • Lingual Frenulum• Gnathostoma spinigerum• Perturbation• Perihelion

• howsay.com

What Happens When We Can’t Read

• https://www.youtube.com/watch?v=KvsbM6mA_14

Informational Text

Grade Span Literacy Informational

K – 4 50% 50%

5 – 8 45% 55%

9 – 12 30% 70%

What CCSS Reading Informational Text Standards Want to Happen

• Information text provides an ideal context for building language, vocabulary, knowledge and reasoning.

• Allows students to interact and have “conversations” with text.

• Prepare them for experiences they will encounter in college or careers

Standards 7-9: Integration of Knowledge and Ideas

• Standard 7 - Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

• Standard 8 - Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

• Standard 9 - Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Standard 10: Range of Reading and Level of Text Complexity

Read and comprehend complex literary and informational texts independently and proficiently.

We’re all in this together!

• http://www.youtube.com/watch?v=Nr1lLrzy_eI

Getting To Know Your Students Reading Abilities

• Establish mutual trust

• Trust kids to create a world of thinking

• Comprehension is not about asking questions after you read

• Reading is an interactive process

3. Active Listening

“Most people don't listen with the intent to understand; they listen with the intent to reply.”

Stephen Covey

• 80% of awake time is spent communicating

• 45% of awake time is spent listening

• 75% of the words are ignored, misunderstood or forgotten

• Most adults listen actively for 17 seconds

Conflict Research Consortium, University of Colorado, USA

Peeling Back the Layers

It is not enough to determine that a child has a problem with comprehension. It is

essential to ask why.

Assessment for Reading Instruction, McKenna & Stahl, 2009

What is Information Text?

• By reading we learn something every day. Whether we know it or not, we learn through social media, various applications found on smart phones, newspapers, and other reading sources. These texts are informative because they feed us with information we did not know, or build upon our prior knowledge. This is one of the most popular types of writing, and it known as informative text. Learn more about informative text and its features through this lesson.

Will I know When I See It?

• Is non fiction writing, written with the intention of informing the reader about a specific topic.

• Found in magazines, science or history books, autobiographies, and instruction manuals.

• The authors provide headers over certain sections, bold important vocabulary, and use visual representations with captions.

• These representations can be pictures or even infographics that include tables, diagrams, graphs, and charts.

What is informational Text?

• http://study.com/academy/practice/quiz-worksheet-characteristics-of-informational-texts.html

It's All About Comprehension!Adapted from McKenna's Cognitive Model of Reading Assessment

*Numbers correspond to CCSS

READING COMPREHENSIONIt all adds up to 10!*

Strategic Knowledge#'s 1, 2, 3, 6, 8, 9

Fluency in ContextFoundational Skills of CCSS

Oral Language Comprehension#'s 3, 4, 5, 7, 9

Knowledge of Strategies for Reading#'s 1, 2, 3, 9

Specific Purposes for Reading#'s 6, 8, 9

General Purposes for Reading

Phonological Awareness

DecodingEncodingSight Word Knowledge

Automatic Word Recognition

Knowledge of Text and Sentence Structure#'s 5, 7

Background Knowledge#'s 3, 9

Vocabulary#'s 4, 9

Print Awareness

Simple View of ReadingGough and Timmer (1986)

Recognizing words in text The ability to The ability to read and sounding them out understand and obtain phonemically language meaning from

what was read

Decoding of Text

Comprehension of Language

Reading to Gain Meaning

Differentiated instruction IS NOT one size fits all

Why Differentiate?

Because our Classrooms Don't Look Like This:

"A large body of research supports language deficits asa proximal cause of reading disabilities ...

Children with deficits in vocabulary, grammar, and textprocessing will most certainly have difficulties extracting

meaning from printed text."

(Catts and Hogan, 2003)

Vocabulary is......

....... knowing the meanings of words.

Some important terms:receptive vocabulary

expressive vocabulary

vocabulary breadth

vocabulary depth

Some statistics:

• In first and second grades, children need to learn 800+ words per year, about 2 per day.

• From third grade onward, children need to learn 2000 to 3000 new words each year, about 6 to 8 per day.

• The average child increases his or her knowledge of root words to about 8000 by sixth grade.

• The average 12th grader preparing for a competitive college knows about 80,000 words. (Hirsch, 2003)

Vocabulary Instruction

• Additive vocabulary instruction - explicit instruction and guided practice of specific words

• Generative vocabulary instruction - capitalizes on the relatedness of words and classes of words

• Academic vocabulary instruction - explicit instruction in content area vocabulary; focuses on the meaning of words in a specific context

Generative Vocabulary Instruction

Students learn to identify the meaning of new or unfamiliar words by using their existing knowledge of specific words and word parts.

"If you learn one word,

you actually learn ten."source unknown

Strategies for Vocabulary Instruction

• Model how to read the text

• Provide students with opportunities to use target words in discussions

• Use keyword strategies that provide visual links to target words

• Teach students how to break words into parts

• Teach students to proncunce the words use online dictionaries

• Tell them what it means – Don’t make them guess!

Vocabulary Paint Chipshttps://www.teachingchannel.org/videos/build-student-vocabulary

Academic Vocabulary Instruction

Tier 1 words - common; words which students are likely to know

Tier 2 words - rich and highly useful; appear frequently in many contexts

Tier 3 words - appear rarely in text and/or are domain-specific

Strategies for Academic Vocabulary Instruction

• Generate examples and non-examples

• Use word descriptions or scenarios rather than definitions

• Create possible sentences

• Use word continuums

• Try "exclusion brainstorming"

• Create semantic maps

• List multiple uses of target words

• Use computer technology

Middle and Secondary Students

It is true that older students must be skilled at reading to learn: but it is also true that they never finished learning to read.

Alliance for Excellent Education

Issue Brief June 2006

Text structure is …

… the way an author organizes information in the text. What is the author’s intention?

Why teach text structure?

Because students will be able to focus their attention on key concepts and relationships and better monitor their comprehension if they can recognize the underlying text structure.

Strategies for TeachingText Structure

• Use of Signal Questions and Signal Words• Cause and Effect• Compare and Contrast• Sequence • Problem/Solution• Description

Informational Text FeaturesHelp Bring Attention to Important Details

• Guide Words• Title Page• Table of Contents• Index• Glossary• Heading, Subheading• Keywords

• Illustration and photographs• Captions• Diagrams• Labels• Text Box• Maps• Charts: schedules, tables, etc.

Text Features Commonly Found in Print and Online Articles

• Headlines and sub headlines • Graphical features• Bullets• Underlining• Pictures• Hyperlinks• Font• Color

Gradual Release of Responsbility

1. I do - Teacher modeling

2. We do - Group practice using turn and talk and share out while teacher listens in (assessment)

3. You do it together - partner practice while teacher listens in (assessment)

4. You do it alone - Send student off to independent reading with the direction to try what they learning during today's lesson (another opportunity for assessment)

Resources

http://learning.blogs.nytimes.com/2011/06/15/word-of-the-day-irreconcilable

/

https://newsela.com/articles/fantasysports-legality/id/12509/

https://www.teachingchannel.org/

Book Resources

• Texts and Lessons, Content Area Reading

by Harvey “Smokey” Daniels & Nancy Steineke

• When Kids Can’t Read- What Teachers Can Do• By Kylene Beers

Both are excellent resoruces

Questions or concerns?