comprehension strategy instruction: the differences that make a difference
DESCRIPTION
Comprehension Strategy Instruction: The Differences That Make A Difference. Mario Campanaro NCLB 2/6/09. Visit the website for…. 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…. - PowerPoint PPT PresentationTRANSCRIPT
Mario CampanaroNCLB 2/6/09
Comprehension Strategy Instruction: The Differences That Make A Difference
Visit the website for… 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 readThen… you won’t have buyer’s
remorse… THIS SESSION IS FOR YOU!
Reading ComprehensionA short time to discuss a complex topicFocus for this session will be on three factors
that make a difference: researched-based solutions for teaching
reading comprehension(don’t be frightened-the 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
Students have difficulties comprehending text because…
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 readersI have studied the rich research available
concerning reading comprehension and metacognition
I have conducted research in reading comprehension and metacognition
How do I know… 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? 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?
The studies The researcher The teacher reality principle
TimeFitLack of Expertise
Let’s get going and observe a group of expert readers
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
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
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? Discuss Share EB’s vision…
Bridge needed between research and practice
Identify the research that works Conduct research that is needed Operationalize the research for
teachers
Research Validated Strategies based on 30
years of research
1. Making predictions2. Asking questions3. Inferring4. Activating prior knowledge- connections5. Visualizing6. Summarize7. Monitor comprehension-fix up8. Identifying Important Information9. Set purpose for reading
Address the Teacher Reality Principle Time Fit to curriculum Lack of training
1. Link strategy instruction to state/local curriculum.
2. Provide tools that do not require additional time to teach
3. Provide professional development training-not product orientation sessions.
4. Link standards to strategies
State Standards: 25 key standards recast as strategies
Vocabulary: Author’s CraftContext Clues Author’s purpose Synonyms/antonyms Author’s point of viewFigurative language Genre
Story StructureMain ideaSummaryCharacter traitsSettingOrder of important events
ComprehensionCause/EffectInferenceFact/OpinionComparing story variants
Instructional Model for Teaching Comprehension Strategies
Gradual Release of Responsibility Approach
Teacher Demonstration Concrete to Abstract (Modeling)
Teacher Directed Practice (Guided Practice)
Monitored Student Application (Independent Practice)
Independent Student Application (Use in Everyday Reading)
Reading Comprehension: What Works Educational Leadership, Fielding and Pearson
All Teacher All Student
Joint
Responsibility
Modeling Independent
Guided PracticeGradual Release of Responsibility
Educational Bridge:Research-based tools to accelerate comprehension
For teachers Tools to diagnose Tools to teach
For students Tools to support strategy
development Tools to support independence and
self-regulation
EB Research Findings 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
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 Strategies-
Questioning, etc.
G RR for State
curriculum&assessment
Summary 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 Before Reading After Reading
Probable Passages-Hot Stuff1. Class Clown2. School3. No funny ideas
4. Ben
5. Disruptive6. Humorous7. Lunch room8. Pizza9. Hot peppers10. Laughing students11. Nurse’s office
Bio Pyramid1. Mario 2. Educational Publisher_______(2 words describing person)3. English Language Learner(3 words/childhood)4. Learning to Read Text(4 word/problem)5. Earned A Doctorate in Reading (5 word/accomplishment)6. Authored several professional books in reading(6 word second
accomplishment)7. Founded Celebration Press publisher of the DRA (7 word third
accomplishment)8. Students become strategic and metacomprhensive readers of text
(8 word benefits of accomplishments)
You try Construct a bio pyramid about
yourself Stop at line 5 Discuss
Summary Pyramid: Narrative Text: Hot Stuff
1. Character’s name-Ben2. Two words describing Ben-Class Clown3. Three-word phrase describing the setting-
Walking to school4. Four words indicating problem- needed funny
idea quickly
From: FastMapping for Comprehension
You try with a partner 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 From: FastMapping for
Comprehension
Fast Mapping…What is it? 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 FastMapping applied to connected
text Focus strategies-7 opportunities Maximize flexible use of texts-read-
alouds, guided reading, independent reading.
My Almost Perfect Life- T/G Chapter 3
Informational Pyramid 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 Perspectives anthologies Nonfiction section only
What’s Perspectives 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 Developing Readers
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…1. Recognize the antecedents for pronouns2. Figure out the meaning of unknown words
from context clues3. Figure out the grammatical function of an
unknown word4. Understand intonation of characters’ words5. Identify characters’ beliefs, personalities,
and motivations6. Understand characters’ relationships to one
another
Skillful readers…1. Provide explanations for events or ideas that are
presented in the text2. Offer details for events or their own
explanations of the events presented in the text3. Understand the author’s view of the world4. Recognize the author’s biases5. Related what is happening in the text to their
own knowledge of the world6. Offer conclusions from facts presented in the
text
Skillful Teachers… 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 Common prefixes and suffixes Flip Dictionary (Developing
Thinkers)
Flip Dictionary
F lip D ictionary