Overview and the ABCD A practical application of researchbased principles Overview Day 1 Literacy Where were going Day 1 Planning instruction using ABCD Day 2 Reading strategies Day 3 Higherorder thinking Facilitating discussion ID: 562259
Download Presentation The PPT/PDF document "Building Reading Comprehension in Adults" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Building Reading Comprehension in Adults
Overview and the ABCD
A practical application of
research-based principlesSlide2
Overview
Day 1: Literacy: Where we’re going
Day 1: Planning instruction using ABCD
Day 2: Reading strategies
Day 3: Higher-order thinking … Facilitating discussionSlide3
Literacy: OverviewSlide4
The Simple View of Reading
Reading =
Language comprehension
Word recognition skill
+
Hoover & Gough, 1990Slide5
Breaking Down Reader Skills Involved in Reading ComprehensionSlide6
components of Language
Comprehension
Text structures
Background knowledge
Information learned before reading this text
Vocabulary
Word knowledge important for this text
Language structures
Knowledge of how sentences work (passive voice, objects, anaphora)
Verbal reasoning
Ability to make connections among spoken/written ideas
Literacy knowledge
Information about how books work that helps comprehension (text structure)Slide7
Reading strategies
Cognitive tools readers use to confirm and repair comprehension
Slide8
PAUSE: What have we learned?
What is the simple view of reading?
What are the elements of language comprehension?
Which do we have a good chance of changing? Which are immutable?
What does it mean to become “increasingly strategic”?
Can we teach this?Slide9
Where we’re goingSlide10
What does Bloom’s Taxonomy tell us about instruction
How do the levels differ?
What should we infer about instruction?
Cognitive complexitySlide11
Is higher always better?
low-order questions, at least to some degree, do appear to serve the positive functions of (a) engaging students at high rates of responding, (b) providing students with high rates of success, and (c) increasing student achievement levels” (Ellis & Worthington, 1994, p. 87)
“Although higher-order questions (e.g., those aimed at synthesis and evaluation) are superior,
The ultimate goal is to ask challenging higher level questions, but it may take time to get there.Slide12
Long-term memory is composed of the links between many concepts
Memories are stored in neural networks
Neurons contain information and link to other neurons
Neurons each have thousands of connections
Connection strengths can be increased
This happens at a fine-grained level! It starts at the level of
knowledgeSlide13
How we’re getting there
Today:
Introducing texts: Setting your students up for success
Day 2:
Strategies for actually reading texts with students
Strategies that support comprehension
Day 3:
Linking back to higher-order thinking skillsSlide14
ABCDSlide15
ABCD
Prereading
Process
Four simple steps to success
A
ctivate prior knowledge
B
uild background
C
oncentrate on vocabularyDescribe purpose for readingSlide16
Yesterday, we talked about Trajan’s era in Rome. Turn and talk with your neighbor: What was his greatest accomplishment?
This
was a great accomplishment.
Today
, we’re talking about his successor, Hadrian.
Trajan’s success created some problems for Hadrian… we’re going to learn what those were.
Trajan expanded Rome to its largest size in history.
Activate
prior knowledge: World HistorySlide17
Activating Prior Knowledge: Best Practices
DO:
Relate the text to students’ lives
“Sell” the text
Link to recent learning (especially if themed)
Make it quick (5 minutes)
Have students share their knowledge with each other
DO NOT:
Spend a long time on this
Ask students to tell you what they know when it’s clear they know very littleSlide18
Build Background
Before reading, provide information you don’t expect your students to know and will make the reading easier
To get water, they had aqueducts instead of pipes. This is an aqueduct.
Roads were one form of infrastructure, to move people and goods from place to place. Here’s a very well-built Roman road.
In today’s text, the authors explain that Hadrian built a lot of infrastructure. Infrastructure describes things built to help people get what they need.Slide19
Building Background: Best practices
Use short video clips
Show images related to the topic
Build interest
Relate to students
Make it quickSlide20
Do this:
Plan carefully (choose content and figure out how to engage students in it)
Make it snappy
Be direct, simple, clear, and excited
Get students talking and discussing
Not this:
Spend all your time finding the content (organizationally plan)
Take a long time (5 minutes is probably good)
Use images/videos/graphics mostly because they are fun and not because they are useful … best if they are both!
Get fancySlide21
Let me model with a text about medicineSlide22
Beginning to plan a lesson with a text about RomeSlide23
VocabularySlide24
Choosing vocabulary wordsSlide25
25
Choosing words to teach
Is the word
useful
?
In this particular text?
Low frequency (i.e., Tier 3) words must be taught for certain texts
Science and social studies texts often have many of these words
In general?
Academic words (i.e., Tier 2) that will benefit students are good to teach
rodents, wheelies, barged, announcedSlide26
26
Choosing words to teach (continued)
Is this a word my students know?
Students sometimes don’t know words we expect they will know (i.e., Tier 1 words)!
If you think students might not know a word, teach it
Words should be “Goldilocks words” (Baumann &
Kame’enui
, 2004)... Not too easy, not too hard.
vetSlide27
27
Think of two types of words
Type #1 ...
Deep
instruction words
You want to teach these thoroughly because they are central to understanding the text
Very important (in this story)
and/or
Very useful (in general)
Type #2 ...
Quick
instruction words
You want to make sure students are familiar with them
Somewhat important in this story (they will be confusing if students do not know them)Slide28
28
Choosing words to teach: An adult text example
Which words are useful? Likely to be unknown to you?
From
A Tale of Two Cities,
by Charles DickensSlide29
29
Ar
e you ready to
choose some words?
Choose words for…
Deep instruction
Quick instructionSlide30
30
PAUSE: What have we learned about choosing words? Slide31
Key points about choosing words
There are two types of words to choose
Words for quick instruction
Words for deep instruction
Choose words that
Are useful
Students are unlikely to know (but aren’t too difficult)Slide32
Model with RomeSlide33
Practice with Medicine Past and Present
Choose words that you will teach deeply and quickly
Come up with a rationale for each oneSlide34
Teaching words quicklySlide35
Teach some words quickly
Highly
imageable
words students may need should be taught quickly and simply
Long discussions of them are not needed
aqueduct
a structure to carry water from place to place, like an open pipeSlide36
Teaching words deeplySlide37
37
What does it mean to teach words deeply?
This instruction takes more time
The teaching sequence takes longer
You provide multiple examples
You practice word meanings
You assure multiple exposures
Students review words many times across instructional unit
This is the model advocated by Beck, McKeown, and colleagues
You should choose this strategy with
very important, useful
words
Because this is so intensive, limit the number of words to just a few (3 to 5) per weekSlide38
38
How to provide deep instruction
Provide a clear, simple definition
Synonyms are best, if they are a good fit
Use a picture to help students understand word
Do this only if it really fits!
A flag is not a good picture for
patriotism
Elaborate on definition
Examples
Non-examples
Sentence
Group practice
Review word in text and afterwards Slide39
39
Clear definitions
Very clear and simple!
Synonyms best
As few words as possible
But don’t distort it!
escutcheon
Technically: The shield part of a coat of arms
Simply: A shieldSlide40
40
Elaborating on definitions: Examples, Non-Examples, and Sentences
Examples (good instances of the word’s use)
Give examples for
all the
meanings of the word students should know (skip ones that are too hard)
principal
2. Noun: Original amount of a debt
1. Noun: A school leader
4. Noun: Lead person (of a company or dance group)
3. Adjective: Most importantSlide41
41
Elaborating on definitions: Examples, Non-Examples, and Sentences
Examples (good instances of the word’s use)
Give examples for
all the
meanings of the word students should know (skip ones that are too hard)
Make the examples short and information-rich
Let’s look at two examples of
metaphor
. If I say, “That car is a dinosaur! It’s time to get a new one,” that’s a metaphor, a creative description. The car isn’t a dinosaur really; I’m using a metaphor to say the car is old creatively. Another metaphor would be, “Our principal, Mr. González, is a walking encyclopedia.” I’m using a metaphor to say Mr. Gonzalez knows a lot in a creative way.Slide42
42
Elaborating on definitions: Examples, Non-Examples, and Sentences
Examples (good instances of the word’s use)
Give examples for meanings of the word students should know
in the given text
“If you had to choose between walking 3 miles to work and driving an hour, you might be ambivalent because it’s hard to choose”
“In the text, Americans felt ambivalent about participation in World War II because they wanted to defeat the Axis but felt frightened about possible casualties.”
Non-examples
Clarify subtleties
“If someone does not care who wins the election and does not vote, that person is
not
ambivalent. An ambivalent person cares who wins but is torn between the two sides.”
Sentence
Help with fast mapping!
“I felt ambivalent about choosing a restaurant. I really wanted sushi, but Indian food sounded amazing as well!”Slide43
43
Elaborating on definitions: Group Practice
Ask questions that encourage thinking
(Kame’enui, 2006):
Which word goes with
fabulous
- o.k. or super?
Why does super go with
fabulous
?
Is it
fabulous
if you fall and scrape your knee?
What would it be?
Maria thought her car was
fabulous
because. . .
The family had a
fabulous
time at the park.
How could a family have a
fabulous
time?
When have you had a
fabulous
time?
Is a
masterpiece
fabulous
? Why?
The concert was the best he had ever heard. Every note seemed perfect. Am I talking about
fabulous
or
discover
?Slide44
44
An example of deep word instruction
A circus company is peripatetic because they are always moving from place to place. (
Peripatetic
is most often associated with walking, but this is less common today.)
You might feel peripatetic for a day if you were running lots of errands and had to visit lots of different stores.
peripatetic
always travellingSlide45
45
An example of deep word instruction (continued)
Questions:
A person who is lost in the desert will wander around looking for water and shelter. Is this person peripatetic? Why or why not?
Which person is peripatetic: A person who travels from New York to Paris for a month-long visit or a person who spends a month visiting different presidential homes in the U.S.? Why?
From
Uneasy Money
by P.G. Wodehouse:
Supping in New York has become a peripatetic pastime. The supper-party arranged by Nutty Boyd was scheduled to start at Reigelheimer's on Forty-second Street, and it was there that the revellers assembled. Slide46
Meticulous
Definition: very careful about small details, and always making sure that everything is done correctly.
Example: Someone who checks over her writing assignments two or three times, until they are perfect, is meticulous.
Non-example: Someone who does not put the dot above the letter “
i
”
is not meticulous.
Questions: Am I meticulous in grading your writing? Is spelling your name wrong an example of something that is done in a meticulous way?Slide47
Pause: What have we learned about vocabulary instruction?Slide48
48
Key points
There are three keys to good vocabulary instruction
Teach a lot of words broadly
Teach a few words deeply
Choose words carefully and plan instruction on them carefullySlide49
Model with RomeSlide50
Practice with Medicine: Past and Present
Come up with definitions, examples (and non-examples if appropriate), and questions for each of the deep instruction words you chose
Create PowerPoint slides (or paper posters) that you could use to teach these wordsSlide51
Describe the purpose for reading
Remind the students why this might be interesting
Link to their experiences, back to your activation of prior knowledge
Give hints about what students should focus on
Make clear how they will use the information later
Many of you said Trajan was a great Roman emperor. As we read about Hadrian today,
pay attention to
his
different accomplishments
. When we’re finished reading, we’ll discuss whether Trajan or Hadrian was a better emperor.Slide52
Model with RomeSlide53
Practice with Medicine: Past and Present