Improving Reading Improving Reading Comprehension in the History Comprehension in the History

ClassroomClassroomDr. Angela Carrasquillo, Fordham UniversityDr. Milagros Torres, Fordham University

Session 610/18/08

Cultural Relevant Cultural Relevant PedagogyPedagogy

• Recognition of each child’s cultural and linguistic resources

• Every adolescent/child comes to school with cultural resources

• All students must have equal opportunities to learn in order to be successful

• Help students become familiar with the cultural norms in the school and the classroom.

• Provide a culturally relevant, diversified learning space along with motivating learning experiences– What is culturally appropriate for the teacher may not be

culturally appropriate to the student (e.g., talking about themselves and their families; sharing time with parents)

Cultural Relevant Pedagogy Cultural Relevant Pedagogy (cont’d)(cont’d)

• Activities must reflect the background and norms of the multicultural classroom

• Teachers must maintain a multicultural perspective and pedagogical style

• All students will learn from the other cultures “live” within the classroom

Spring 2008History Institute

KnowledgeBase

History Content(Topics)

English Literacy Instructional

Strategy

Second LanguageLearners

(Characteristics(Strengths & Weaknesses)

Group Work

MIGUEL An Adolescent English Language Learner

Struggling with English Literacy Development”

Group’s Feedback

Reading Summary Form

• Briefly summarize what you see as the major points made by the author.

• What new information did you gain from this

reading? • What personal beliefs or constructs were

reinforced, challenged, or changed? • What do you see as the major implications for

this reading?

What Strategies are helping What Strategies are helping Miguel in his literacy Miguel in his literacy

development journey?development journey?

• Motivation- Starting point- reading books he likes, even in Spanish

• Acquire literacy strategies: Questions first, subtitles, writers’ workshop

• Group work

READING COMPREHENSIONREADING COMPREHENSION

Interaction of various kinds of information in the pursuit of authentic purposes:

• Seeking meaning using a variety of sources

• Interpreting texts/information based on what the reader already knows (schema)

General knowledgeProvides a framework

Make connectionBetween

ideas

Remind them of whatThey already

know

Schema changesAs they receive

New information

OrganizedKnowledge

Schema

The more you know about a topic, the richer your schema is and the better your understanding of messages/content about that topic.

ComprehensionComprehension – Interpreting new – Interpreting new knowledge in terms of what readers knowledge in terms of what readers

already know about the topicalready know about the topic

• Comprehension is inferential.

• Metacognitive Strategies Inferences or predictions about the intended meaning using ReasoningConscious thoughtAwareness

ReadingReading

• Reading – a message-sending, message-receiving activity

Writer—sending a message Reader—Receiving a message

Various kinds of prior knowledge Various kinds of prior knowledge influence a reader’s ability to influence a reader’s ability to

comprehend what he/she read about comprehend what he/she read about the topic.the topic.

• Prior Knowledge about the topic• Prior Knowledge about the language• Prior Knowledge about the social

situation• Prior Knowledge about the writer• Prior Knowledge about the type of text

Reading Comprehension Reading Comprehension Strategies (Cognitive and Strategies (Cognitive and

Metacognitive)Metacognitive)Cognitive: Resourcing (dictionaries, encyclopedias, Textbooks)

Grouping (classifying words, terminology, concepts)

Note taking Elaboration of prior knowledge Summarizing Deduction (process of reasoning in which a conclusion is reached

by this process; general to specific; experience or observation)

Induction (specific to general; based on principles)

Making inferences (using new information to guess meanings of new items, predict outcome and prediction)

Reading Comprehension Reading Comprehension Strategies (Cognitive and Strategies (Cognitive and Metacognitive) Metacognitive) cont’dcont’d

Metacognitive:Organization (directed attention, attend in general to the

activity)

Planning selective attention (scanning for key words and concepts)

Self-management (attend to conditions that support learning and adjust accordingly)

Self-assessment Self-monitoring (checking one’s comprehension)

How Can History Teachers Help Their Students How Can History Teachers Help Their Students to Becometo Become

Better Readers and More Knowledgeable About Better Readers and More Knowledgeable About

a History Topic?a History Topic?

• Find ways for students to develop a positive attitude toward the history topic (to “love history”) and to help them feel good about reading

• Teach “text structure”—overall structure of the text, map, chart

• Motivate them to find a purpose for reading about a topic

• Prepare questions to help students focus on a particular meaning

External OrganizationExternal Organization

• Examine text: structure, search for meaning, teachers guide the instruction, , estimate difficulty, recognition of patterns of organization and information, and grade level readability

• Preface

• Table of contents• Appendices• Bibliography• Index

• Title page• List of tables• Dedication• Illustrations glossary• Introductory

summary• Headings• Graphs• Guide questions

Internal OrganizationInternal Organization

Patterns of organization• Enumeration (first, secondly, finally)• Time order (First, next, then, after,

finally)• Compare/contrast• Cause/effect• Problem/solution• Directions

How Can History Teachers Help Their How Can History Teachers Help Their Students to Become Better Readers and Students to Become Better Readers and

More Knowledgeable about a History Topic? More Knowledgeable about a History Topic? (cont’d)(cont’d)

I. Holistic Reading Comprehension Strategy

II. Introduce the Selection/Text• Activate background knowledge• Direct attention to necessary

words (vocabulary development)• Establish purpose

How Can History Teachers Help Their How Can History Teachers Help Their Students to Become Better Readers and Students to Become Better Readers and

More Knowledgeable about a History Topic? More Knowledgeable about a History Topic? (cont’d)(cont’d)

II. Read the Text• Ask questions to check

comprehensionLiteralInferentialevaluative

How Can History Teachers Help Their How Can History Teachers Help Their Students to Become Better Readers and Students to Become Better Readers and

More Knowledgeable about a History Topic? More Knowledgeable about a History Topic? (cont’d)(cont’d)

• Discuss the Selection• Ask clarifying and summarizing

questions• Expand the students’

understanding of the text using various instructional strategies

How Can History Teachers Help Their How Can History Teachers Help Their Students to Become Better Readers and Students to Become Better Readers and

More Knowledgeable about a History Topic? More Knowledgeable about a History Topic? (cont’d)(cont’d)

Various Instructional Strategies:Venn Diagram Learning Log

Concept Mapping Graphic Organizer

Response Journal KWL

Share responses Peer-led Discussions

What does a successful adolescent What does a successful adolescent

reader in the History Classroom do?reader in the History Classroom do? • Demonstrates reading fluency (Fluency is the

ability to read text accurately and quickly)

• Read grade level history texts and other historical sources: maps, graphs, pictures

• Interpreting new knowledge in terms of what readers already know about the topic

• Organize ideas into categories/mental structures

• Engages in literacy activities

Reading LogReading Log

Name: ____________ Class: _______

Date Topic Key Concepts

New Vocabulary

Questioning the AuthorQuestioning the Author

• Constructivist view of The term refers to the idea

that learners construct knowledge for themselves and/or in groups • Construct meaning• Classroom discussions• Teachers engage students with

queries

Principles of Learning based Principles of Learning based on the constructivst viewon the constructivst view

• Constructing meaning is learning• Learning is an active process• Constructing meaning and systems of meaning• Reflective• Language• Social activity• Contextual• We need knowledge to learn• Time• Motivation

Creation of QtACreation of QtA

Teachers assistWith open-ended

probes

AuthorsRevised

text

Inadequateexplanations

Assumed morePrior knowledgeThan students Actually had

Uncleargoals

Analysis of Social Studies

Text

Questioning the AuthorQuestioning the AuthorQtA QtA

• Definition of Reading • Reading is thinking• “… the process of constructing

meaning through dynamic interaction among the reader’s existing knowledge, the information suggested by the written language, and the context of the reading situation.” (cited in Carrasquillo, 1994, p. 151).

Reading ComprehensionReading Comprehension

• “The act or fact of grasping the meaning, nature, or importance of understanding” (Dictionary.com).

Successful comprehension Involves: • reader’s prior knowledge and experiences• Requires students’ understanding of the

text or students ability to relate to the topic

• Comprehension is the active interaction between the reader and the author’s presentation.

Factors That can Interfere Factors That can Interfere With the Reading ProcessWith the Reading Process

• Reader’s failure to use prior knowledge

• Relating to the topic• Ambiguous or indirect• Lacks information• Lack clear connections between

events or ideas

WhyWhy QtA? QtA? (Beck et al., 1997)(Beck et al., 1997)

• A strategy for teaching reading comprehension (expository and narrative texts)

• Focuses on critically questioning the author• A protocol of inquires to stimulate students’

thinking beyond the words• Helps students make text understandable• Students actively search for meaning

through collaborative classroom discourse

Why QtA (cont’d)Why QtA (cont’d)

• Construct meaning vs. retrieve information

• Engage in meaningful discussions• Develop a sense of responsibility

for their own learning• Grapple with ideas• “investigate, analyze, challenge,

refine, and connect”

Characteristics of Some Traditional Characteristics of Some Traditional Questions and QtA QueriesQuestions and QtA Queries

Questions1. Assess student

comprehension of text information after

reading

2. Evaluate individual student

responses to teacher’s questions and prompt teacher-to-student interactions

3. Are used before or after reading

Queries1. Assist students in

grappling with text ideas to construct meaning

2. Facilitate group discussion about an author’s ideas and prompt student-to-student interaction

3. Are used during reading

Questions vs. QueriesQuestions vs. Queries

Query-Driven Discussions

• more elaborate answers • in student’s language • text is used for

connecting ideas and constructing meaning

• student-to-student interactions

• student engagement increased

Question-Driven Discussions

• one-word answers • in author’s language • text is used as a resource

for retrieving information and the source for finding correct answers

• teacher-to-student interactions

• little student engagement

Planning a QtA LessonPlanning a QtA LessonPlanning for constructing meaning: 3 Planning for constructing meaning: 3

goalsgoals(Beck et al., 1997)(Beck et al., 1997)

• Identifying major understandings and potential problems

• Segmenting the text• Developing Queries/prompts to

initiate discussion

Types of QueriesTypes of Queries

• Initiating Queries

1. What is the author trying to say here or tell you?

2. What is the author’s message or why is the author telling you that?

3. What is the author talking about?

• Follow-up Queries

1. What does the author mean here?

2. Does the author explain this clearly?

3. How could the author have said things more clearly?

4. Does the author tell us why?

5. What would you say instead?

Discussion MovesDiscussion Moves

Emphasis = group collaboration to construct meaning

Marking — respond to student comments in a way that draws attention to certain ideas

Turning back — Probing for elaboration or prompting students to make connections

Revoicing — Interpreting what students are struggling to express and rephrasing the ideas so they can be part of the discussion

Modeling — is an attempt to make public some of the processes in which readers engage in the course of reading

Annotating — teacher provides information to fill in the gaps

Recapping — involves teacher summarizing major ideas students have constructed

MarkingMarking

• Student: Many things, like poverty, can cause crime. Not having enough money or not knowing how to get any money legally could cause some people to steal or hurt someone. People without money may feel like society’s rules aren’t working for them so why should they care.

• Teacher: So if someone feels society's rules aren’t working for them, then they may not follow society’s rules. (G. E. Hein)

Turning BackTurning Back

• (Students are reading a piece of text about managing waste and garbage.)

• Teacher: What is the author trying to tell us by writing about the barge full of garbage and trash that keeps floating up and down the coast?

• Student 1: He’s telling us no one wants the trash.

• Teacher: Is that a big deal—no one wanting or being able to dispose of the trash?

Turning Back (cont’d)Turning Back (cont’d)

• Student 1: Yes, we've got too much trash. I see bags and bags of it every Tuesday by the curbs in my neighborhood.

• Student 2: I don’t understand why we have all this trash around. Almost everything is recyclable nowadays. Everyone I knows recycles their cans and paper.

• Teacher: As Americans, do we recycle that much of our waste? What does the author tell us is the amount of waste we recycle?

• Student 2: Oh, he does say it's only 27%. That isn’t that much. It just feels like more. I see all those recycling bins around. (G. E. Hein)

RevoicingRevoicing

• Student: James Madison didn't get enough credit. He was important and put a lot of his ideas into the constitution. He liked the idea of government.

• Teacher: It seems you are saying that James Madison played an important role on the formation of our government and that many ideas like having a strong government were championed by him. (G. E. Hein)

ModelingModeling

• Teacher: What do you think the author is trying to tell us?

• Student 1: He provides us a quote by Franklin Roosevelt about government. I think he’s trying to tell us this lesson is going to be about government.

• Teacher: Why did the author use this quote?• Student 1: He might like using quotes. It’s easier

to write with quotes so you don’t have to write the ideas yourself.

• Student 2: I think the quote is about government and that it matches what he’s going to write about.

AnnotatingAnnotating

• Teacher: While it is true that Jefferson thought doubling the size of the United States a good thing, the author didn’t tell us that Jefferson was not fond of the idea of having to purchase the Louisiana Territory from France. Having to purchase it would give the idea that France had a right to be in Louisiana. (G. E. Hein)

RecappingRecapping

• Teacher: Yes, good thoughts here from everyone. You figured out that in a market economy, individuals make major economic decisions and their thoughts on what should be produce, how much should be produced, and how it will be produced. (G. E. Hein)

6 QtA Discussion Moves:6 QtA Discussion Moves:

Marking Turning Back Revoicing

Modeling“Show me and I will understand.”

Annotating Recapping

Questioning the AuthorQuestioning the Author

What do you think the author is trying to tell you?

What makes you think that is the author’s message?

Was the author clear?

How might the author have written it more clearly?

How would you have preferred the author restate the message?

Planning for a QtA LessonPlanning for a QtA Lesson

Identify major points and potential problems in the text

Segment the text for building knowledge (areas of difficulty)[determine concept]

Develop Queries that promote comprehension

What does the author mean here? Does the author explain this clearly? Does this make sense with what the author mentioned before? How does this connect to what the author mentioned before? Does the author explain why?

Planning for a QtA LessonPlanning for a QtA Lesson

Identify major points and potential problems in the text

Segment the text for building knowledge (areas of difficulty)[determine concept]

Develop Queries that promote comprehension

ReferencesReferences

• Beck, I. L., McKeown, M. G., Hamilton, R. L., & Kucan, L. (1997). Questioning the author: An approach for enhancing student engagement with text. Newark, DE: International Reading Association.

• PD’s Reading Strategy of the Monthhttp://forpd.ucf.edu/strategies/

stratQtA.html