INTERVENTION CONVENTION: COMPREHENSION

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Kelley Strickland
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1 INTERVENTION CONVENTION: COMPREHENSION Facilitated by Jennifer Gondek Instructional Specialist for Inclusive Education TST BOCES

2 SESSION OBJECTIVES Participants will: Understand the importance of reading comprehension in literacy development. Be able to describe and implement three research-based interventions to increase reading comprehension. Share teacher-created interventions that have successfully improved reading comprehension. Locate additional resources for further support. J. Gondek 2012

3 WHAT IS READING COMPREHENSION? Comprehension is defined as intentional thinking during which meaning is constructed through interactions between text and reader (Harris & Hodges, 1995).

4 THE RESEARCH explicit or formal instruction in the application of comprehension strategies has been shown to be highly effective in enhancing understanding. teaching a combination of reading comprehension techniques is the most effective suggests that teaching comprehension in the context of specific academic areas for example, social studies can be effective National Reading Panel, 2000, pp 4-27 J. Gondek 2012

5 7 INDIVIDUAL STRATEGIES Mental Imagery and Mnemonic (Keyword) Strategies Curriculum-Plus Strategies, Psycholinguistic, and Listening Actively Cooperative Learning Graphic Organizers Question Answering Question Generation Story Structure Multiple Strategy Instruction National Reading Panel, 2000, pp 4-27

6 QUESTION-GENERATION STEP 1- MODEL: Locate the Explicit Main Idea Find Key Facts Write a "Gist" Sentence Generate Questions STEP 2-APPLY Give students a passage and have them apply this strategy

7 TRY IT OUT!

8 RECIPROCAL TEACHING Teachers model, then help students learn to guide group discussions using four strategies: summarizing, question generating, clarifying, and predicting. Students become the teacher in small group reading sessions. Encourages students to think about their own thought process during reading. Helps students learn to be actively involved and monitor their comprehension as they read.

9 RECIPROCAL TEACHING _F8_FastStart_512k.swf

10 TRY IT OUT! Predict Clarify Summarize Question & Connect

11 CLICK OR CLUNK? Did I understand this sentence? Keep Reading? Refer to the Strategy Chart!

12 CLICK OR CLUNK? What did the paragraph say? State the main idea and Keep Reading? Refer to the Strategy Chart!

13 CLICK OR CLUNK? What do I remember? (end of page) Sufficient information! Keep Reading? Refer to the Strategy Chart!

14 The dominant explanation for the Black Death is the plague theory, which attributes the outbreak to Yersinia pestis, also responsible for an epidemic that began in southern China in 1865, eventually spreading to India. The investigation of the pathogen that caused the 19th-century plague was begun by teams of scientists who visited Hong Kong in 1894, among whom was the French-Swiss bacteriologist Alexandre Yersin, after whom the pathogen was named Yersinia pestis. [40] The mechanism by which Y. pestis was usually transmitted was established in 1898 by Paul-Louis Simond and was found to involve the bites of fleas whose midguts had become obstructed by replicating Y. pestis several days after feeding on an infected host. This blockage results in starvation and aggressive feeding behaviour by the fleas, which repeatedly attempt to clear their blockage by regurgitation, resulting in thousands of plague bacteria being flushed into the feeding site, infecting the host. The bubonic plague mechanism was also dependent on two populations of rodents: one resistant to the disease, which act as hosts, keeping the disease endemic; and a second that lack resistance. When the second population dies, the fleas move on to other hosts, including people, thus creating a human epidemic. [40]

15 READING ACTIVELY Read passage/paragraph attending to topic and key details. Cover up passage and state key details. Reread passage to check for understanding. Check off each detail remembered.

16 MAIN IDEA MAPS Main Idea of each Section Main Idea of each Section Main Idea of the Article Main Idea of each Section Main Idea of each Section

17 MAIN IDEA VIDEO

18 ANNOTATE THE TEXT:

19 ANNOTATION VIDEO:

20 CLOSE READING:

21 CLOSE READING VIDEO:

Phonemic Awareness. Jennifer Gondek Instructional Specialist for Inclusive Education TST BOCES

Phonemic Awareness. Jennifer Gondek Instructional Specialist for Inclusive Education TST BOCES Phonemic Awareness Jennifer Gondek Instructional Specialist for Inclusive Education TST BOCES jgondek@tstboces.org Participants will: Understand the importance of phonemic awareness in early literacy development.