Comprehension Can You Read The Following Words when contains factor form not this other inverse inequality have sides of with be adding do as negative terms variable both side additive equivalent ID: 467988
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Slide1
Read These……….
Comprehension Slide2
Can You Read The Following Words?
when contains factor form not
this other inverse inequality have
sides of with be adding do as
negative terms variable both side
additive equivalentSlide3
When the inequality contains terms that have the variable as a factor and terms that do not have the variable as a factor on both sides, form an equivalent in equality that has all the terms with the variable as a factor on one side and the terms not having the variable on the other side. This can be accomplished by adding the additive inverse (negatives) of the terms to both sides of the inequality.
Now Read This Passage and
Solve the ProblemSlide4
Were you able to solve the problem? Why or why not?Slide5
What Prevented You From Fully Comprehending The Passage?Slide6
Egregio
Michaelangelo
,
Mi
scuso
d’aver
tardato
cosi
tanto
a
scriverti
.
Ti
ringrazio
tanto
per la
tua
ospitalita
. Mi
sono
divertita
moltissimo
in Italia.
Spero
di
ritornare
in
molto
presto
.
Grazie,
AnnaSlide7
Why did Anna write the letter?
What did Anna say in the letter?
How did Anna feel about her trip?Slide8
What Prevented You From Fully Comprehending The Passage?Slide9
The woggly thenk squonked zurrily mire the herp.
What Squonked?
How did it squonk?Where did it squonk?What kind of thenk is it?Slide10
Where You Able to Fully Comprehending The Passage?Slide11
What Does This Tell Us About Comprehension?
It is affected by:
Understanding of genre or content
Familiarity with language & structure
Background knowledge
Vocabulary knowledgeSlide12
How Do We Get Kids To
Comprehend
When they lack vocabulary, background knowledge, genre experience?
We give them strategies
We model the strategies
We give them time to practice the strategies while readingSlide13
COMPREHENSION
Explicit Instruction for Developing Strategic, Active, Critical ReadersSlide14
The “BIG FIVE”Slide15
Comprehension
Comprehension is the reason for reading. If readers can read the words but do not understand what they read, they are not really reading. As they read, good readers are both purposeful and active.Slide16
THINK…PAIR…SHARE…
What is challenging about helping your students learn to read with comprehension?Slide17
What Does Research Say About the PROFICIENT READER?
Text comprehension can be improved by instruction that helps readers use specific comprehension strategies.
By using conscious plans- sets of steps to make sense of text
By helping students become purposeful, active readers
Students can be taught to use comprehension strategies.
Through explicit
or
direct instruction
Through cooperative learning
Through learning how to use multiple strategies flexibly and as they are needed
Slide18
Reading is Thinking!Slide19
Strategic Thinking!
“True comprehension goes beyond literal understanding and involves the reader’s
interaction with text. If students are to become thoughtful, insightful readers, they must extend their thinking beyond a superficial understanding of the text.”Stephanie Harvey and Anne GoudvisSlide20
What Strategies Should be Taught?
Researchers identified strategies that proficient readers use to construct meaning from text.
Pearson, Keene, Harvey, Goudvis, Robb and others summarized these strategies.Slide21
The Comprehension Strategies Identified through Research
Use your schema to make
connections
Make mental images
Ask questions
Make Inferences
Pick out Important Ideas
Synthesize InformationSlide22
Use your schema to make connections
Text to Self
Text to Text
Text to World
Making connections between the new and the known, building and activating background knowledge.Slide23
Make mental images
“Visualizing is a comprehension strategy that enables readers to make the words on a page real and concrete.”
Keene and ZimmermanSlide24
Ask questions
“Questioning is the strategy that keeps readers engaged. When readers ask questions, they clarify understanding and forge ahead to make meaning. Asking questions is at the heart of thoughtful reading
.”
Harvey and GoudvisSlide25
Make Inferences
“Inferring is at the intersection of taking what is known, garnering clues from the text, and thinking ahead to make a judgment, discern a theme, or speculate about what is to come.”
Harvey and GoudvisSlide26
Pick out Important Ideas
“Thoughtful readers grasp essential ideas and important information when reading. Readers must differentiate between less important ideas and key ideas that are central to the meaning of the text.”
Harvey and GoudvisSlide27
Synthesize Information
The Evolution of Thought
Synthesizing is putting together separate parts into a new whole….a process akin to working a jigsaw puzzle.
Harvey and GoudvisSlide28
Metacognition
“If confusion disrupts meaning, readers need to stop and clarify their understanding. Readers may use a variety of strategies to “fix up” comprehension when meaning goes awry.”
Harvey and GoudvisSlide29
Four Kinds of Readers/Learners
Tacit Readers/Learners
Aware Readers/Learners
Strategic Readers/Learners
Reflective Readers/LearnersSlide30
Four Kinds of Readers/Learners
Tacit Readers/Learners
Aware Readers/Learners
Strategic Readers/Learners
Reflective Readers/LearnersSlide31
Gradual Release of ResponsibilitySlide32
Irene C. Fountas and Gay Su Pinnell
Teaching for Comprehending and Fluency
Thinking, Talking, and Writing About Reading
Instruction in Action…Slide33
The Steps to Teaching Reading Comprehension
Scaffold to Success
MODEL
“THINK ALOUD”
PROVIDE
GUIDED
PRACTICE
ALLOW FOR
INDEPENDENT
PRACTICE
GIVE
MULTIPLE
OPPORTUNITIES
TO
EXPERIMENT USING
THE STRATEGIESSlide34
MODEL
“THINK ALOUD”
The teacher explains the strategy.
The teacher demonstrates how to apply the strategy successfully.
The teacher thinks aloud to model the mental processes she uses when she reads.
“I DO.”Slide35
Instructional Approach
Reading Aloud
Thinking Aloud and Coding Text
Lifting Text (overhead projector)
Reasoning Through Text (engaging in conversation)Slide36
Instructional Approach
Providing Anchor Experiences (mini lessons on strategies)
Rereading for Deeper Meaning (multiple readings of text)
Sharing Our Own Literacy by Modeling With Adult Literature (using more difficult text to teach)Slide37
Anchor ChartsSlide38
Magazines
Poetry
Newspapers
Short Stories
Essay
Picture Books
Using SHORT TEXTSlide39
PROVIDE
GUIDED PRACTICE
The teacher scaffolds the students’ attempts and supports student thinking, giving feedback during conferring and classroom discussions.
Students share their thinking processes with each other during paired reading and small - and large – group discussions.
“WE DO.”Slide40
ALLOW FOR
INDEPENDENT PRACTICE
After working with the teacher and with other students, the students try to apply the strategy on their own.
The students receive regular feedback from the teacher and other students.
“YOU DO.”Slide41
GIVE
MULTIPLE OPPORTUNITIES TO EXPERIMENT USING THE STRATEGIES
Whole class discussions
Pair shares
Small informal discussion groups
“Compass” group – four way share
Book Clubs or Literature Circles
Informational Study Groups
“I DO. WE DO. YOU DO.”Slide42
Authentic, Diverse, Open Ended
Responses to ReadingSlide43
Coding text with sticky notes
Making notes in the marginsCircling, highlighting, framing, bracketing, and underlining the text
Using two-and three-column note forms to explore thinking
Ways To Share
ThinkingSlide44
Writing and responding in notebooks – Steno notebooks, literature response journals, Think Books
Writing letters to teachers, classmates, others in the school community, authors, illustrators
More Ways to Respond to Reading
Read me again for deeper understanding!Slide45
CHILDREN’S CHOICES: Helping Children Choose TextSlide46
STOP!
And use the 5 finger rule when you choose a book!
Read a page in the middle of the book.
Put up one finger for every “clunk” you have.
0 fingers – too easy
1-3 fingers – just right
4-5 – quite hard – go slow!
5+ - too hard for nowSlide47
Helping our English Language LearnersSlide48
REFERENCES:
Strategies that Work
Harvey & Goudvis Mosaic of Thought
Keene & Zimmerman
Elkhart Community School District
Wisconsin Literary Education
Comprehension and Fluency
Fountas & Pinnell
Reading with Meaning
Debbie Miller
www.readinglady.com
What Really Matters for Struggling Readers
Richard Allington
QUESTIONS?
COMMENTS?