writing, reading, and the comprehension of content area text mark weakland
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Writing, Reading, and the
Comprehension of
Content Area Text
Mark Weakland
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Advance Organizer Brief overview of reading
How do you teach content comprehension?Strategies: Activate and use prior knowledgeStrategy w/writing: SummarizeStrategies w/writing: Ask & answer questionsBreakStrategy assessment (w/writing)Vocabulary if time
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3www.MarkWeaklandLiteracy.com
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Please think and write
What are the fundamental components of reading?
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Phonemic Awareness
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Phonemic Awareness
The sounds of languageThat spoken words consist of individual sounds
or phonemes
Words can be segmented (pulled apart) into
sounds
Sounds can be blended (put back together) and
manipulated (added, deleted, and substituted)
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Alphabetic Principle
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Alphabetic principle
An understanding that the sequence of sounds or phonemes in a spoken word are represented by letters in a written word
Phonics elements (e.g., letter-sound correspondences, spelling patterns, syllables, etc)
Decoding / Encoding
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Fluency
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Fluency
Rate
Accuracy
Prosody
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Vocabulary
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Vocabulary
The meanings for most of the words in
a text so they can understand what they
read
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Comprehension
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Comprehension
The ultimate goal of reading!
Understanding both fiction and non-fiction texts
Understand and remember what you read
Relate your own knowledge and experiences to
the text
Communicate with others about what they read
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Anchor Standard 1: …make logical inferences…
Anchor Standard 2: …determine central ideas or themes…
Anchor Standard 3: …analyze how and why…
Anchor Standard 6: …assess the point of view…
Anchor Standard 7: …delineate and evaluate the argument and claims…
Anchor Standard 10: Read and comprehend complex … texts…
Standards
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Active Reading
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Important point
Good readers use strategies to gain a deeper understanding of text.
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Comprehension Strategies
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Good readers use strategies to
comprehend
Effective strategies are supported by,
enhanced through, and assessed with
writing.
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Yearlong focus on 5-6 strategies
Model, model, model
Guided practice
During shared and guided reading
Across grade levels and content areas
Formative assessment
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Metacognition• Thinking about your thinking!
– I know something about …
– Why would he do that?
– That character reminds me of my sister.
– In a nutshell, he’s afraid of the unknown.
– In my mind I can see then animals in the barn
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Close Reading (is the new metacognition)Text Dependent (is the new QAR)
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Metacognitive strategies22
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Today’s Focus23
• Activate and use prior knowledge (and build it if you don’t have it)
• Summarize
• Ask and answer questions
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Build it if it doesn’t exist!
Slide shows
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Build it if it doesn’t exist: anticipation guides
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Summarize26
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SummarizeSomebody-Wanted-But-So-Then (SWBST)
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Section Explanation Summary
Somebody
Wanted
But
So
Then
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SummarizeSomebody-Wanted-But-So-Then (SWBST)
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Section Explanation Summary
Somebody Willy Wonka Willy Wonka wanted to pass his factory on but he didn’t have an heir. So he held a contest and invited five lucky winners to his factory. The kids and parents got into predicaments and Charlie was the only one who didn’t have to leave. In the end, Mr. Wonka gavethe factory…
Wanted To pass his factory on
But He didn’t have an heir
So He held a contest and invited 5 lucky winners to the factory
Then Mayhem ensues, Charlie is the last one standing, and Mr. Wonka gave the factory to Charlie
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Think and write
Summarize the story of Rudolph the Red-Nosed Reindeer using the SWBST chart.
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Ask and Answer Questions32
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See, Think, Wonder
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In your handout
I Notice / I Wonder math article
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Thick and Thin Questions35
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Thick and Thin Questions36
THIN / closed THICK / open
What is 6-4 Tell me two numbers with a difference of two
What is 1/5 plus 4/5
Write six different ways of adding two numbers to get the sum of 1
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Your turn37
THIN / closed THICK / open
What is this shape
What is 2+6-3
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In your handout
Thin and thick (closed and open) math sheet
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Question-Answer Relationship39
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In your handout
QAR explanationDavid passageSenator passageI Break Stuff study guideKoala reading
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Model the cognitive process
•Stop and Talk
•Two Squares
•Thinking Cap
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Model the cognitive process
•Talking to the Text
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Vocabulary
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CCR Anchor Standard 4: Interpret words and phrases as they are used
in a textto determine technical meaningTo determine connotative meaningand to determine figurative meaning;
And analyze how specific word choices shape meaning or tone
Standards
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Vocabulary
How do you decide which words to teach?
How do you teach it?
Is the process cumulative? Are words taught to mastery?
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Vocabulary
Word selection is critical
Beck and McKeown’s Three Tiers
Other ways of selecting words are possible (SWIT)
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Three tiers
Tier I baby, clock, happy
Tier II coincidence, absurd, reality
Tier III isotope, lathe, peninsula
Adapted from Choosing Words to Teach by Beck, McKeown, Kucanhttp://www.readingrockets.org/article/40304
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Tier Two WordsJohnny Harrington was a kind master who
treated his servants fairly. He was also a successful wool merchant, and his business required that he travel often. In his absence, his servants would tend to the fields and cattle and maintain the upkeep of his mansion. They performed their duties happily, for they felt fortunate to have such a benevolent and trusting master.
Adapted from Choosing Words to Teach by Beck, McKeown, Kucanhttp://www.readingrockets.org/article/40304
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Tier Two Words?The servants would never comment on this
strange occurrence [finding the kitchen clean even though none of them were seen doing the cleaning], each servant hoping the other had tended to the chores. Never would they mention the loud noises they'd hear emerging from the kitchen in the in middle of the night. Nor would they admit to pulling the covers under their chins as they listened to the sound of haunting laughter…
Adapted from Choosing Words to Teach by Beck, McKeown, Kucanhttp://www.readingrockets.org/article/40304
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Tier Two WordsThe servants would never comment on this
strange occurrence [finding the kitchen clean even though none of them were seen doing the cleaning], each servant hoping the other had tended to the chores. Never would they mention the loud noises they'd hear emerging from the kitchen in the in middle of the night. Nor would they admit to pulling the covers under their chins as they listened to the sound of haunting laughter…
Adapted from Choosing Words to Teach by Beck, McKeown, Kucanhttp://www.readingrockets.org/article/40304
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Base words
Tend, not tended
Tending, intend, superintendent
Emerge, not emerging
Emerging, emergence,
emergency
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Introduce words with direct instruction routine
Don’t play the guessing game
Tell students what the word means
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EmergeT- “Who knows what emerge means?”
S- “When you get on the highway!”
T- “Get on the highway? Oh, that’s merge!”
T- “The word is emerge. What does that mean?”
S- “Is it like an e-book?”
S- “E- or!”
T- “No, that’s the donkey. OK. Listen, I’ll use it in a sentence. See if you can figure out what …”
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Emerge• Emerge means come out of or appear.
• What does emerge mean, everyone?
• Can a chick emerge from an egg, everyone?
• What does the chick do if it emerges?
• Can the sun emerge from the clouds, everyone?
• What else can emerge? And what does it emerge from? (TPS)
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Vocabulary card method
• Cumulative
• Mastery learning
• Direct instruction
• Model and practice
• Based on body of research
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torpedo
intelligent
mammal
cartilage
carnivore
predator
fluke
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vapor
crystal
condensation
evaporation
pressure
transparent
structure