Comprehension Strategy Instruction: The Differences That Make A Difference Mario Campanaro NCLB 2/6/09
Visit the website for Power Point Additional copies of the handout Lesson plans from all the tools we talk about today www.edbridge.org
If your Students have difficulty with Making inferences Summarizing Identifying the main idea Read words fairly well, but do not comprehend what they read Then you won t have buyer s remorse THIS SESSION IS FOR YOU!
Reading Comprehension A short time to discuss a complex topic Focus for this session will be on three factors that make a difference: researched-based solutions for teaching reading comprehension(don t be frightenedthe research discussion will be painless) THE TOOLS TEACHERS AND STUDENTS NEED how to develop self-regulated readers who love to read and can blow away high stakes tests
Based on recent Research 2003-2008 5 large and informative studies I have conducted How teachers teach comprehension What professional development model is useful What tools teachers need to support teaching comprehension Comprehension strategies students bring to class How students use and apply strategies
Students have difficulties comprehending text because They have not been taught to be a strategic/ metacognitive readers Many will never figure out how to be strategic on their own-particularly the struggling reader
How do I know Because: I taught struggling g readers I have studied the rich research available concerning reading comprehension and metacognition I have conducted research in reading comprehension and metacognition
How do I know Most teachers have not been trained to teach comprehension Most materials available do not teach comprehension- test comprehension Studies by Durkin(1978/79), Pressley(1995,2006), Campanaro 2006-2008. Today s presentation is based on the findings from recent EB studies
Comprehension-what have I learned? Some students will get it if we don t teach it All students will if we do! Teachers must receive professional development training to effectively teach students to comprehend and become self-regulated independent readers
Ih have learned dthat tresearch-based hb practices don t always work for teachers why? The studies The researcher The teacher reality principle Time Fit Lack of Expertise
Let s get going and observe a group of expert readers Let s explore what they do when they read Let s discover how they learned to be proficient self-regulated readers expert readers Oh Who are the expert readers
Practice Activity: 2 minutes What are the 3 grootste aantallen that can wordt gemaakt using the cijfers 3, 4, 6, and 7? Elk cijfer must be used only een en elk aantallen. Merk uw antwoord. A. 7643 B. 3467, 3476, 3647 C. 7643, 7634, 7463 D. 34, 36, 73 grootste aantallen = largest numbers wordt gemaakt = be created cijfer = digitit Merk uw antwoord = mark your answer
How did you learn to be a strategic reader? Discuss Share EB s vision
Bridge needed between research and practice Identify the research that works Conduct research that is needed Operationalize the research for teachers
Research Validated Strategies based on 30 years of research 1. Making predictions 2. Asking questions 3. Inferring 4. Activating prior knowledge- connections 5. Visualizing 6. Summarize 7. Monitor comprehension-fix up 8. Identifying Important Information 9. Set purpose for reading
Address the Teacher Reality Principle Time Fit to curriculum Lack of training i 1. Link strategy instruction to state/local curriculum. 2. Provide tools that do not require additional time to teach 3. Provide professional development training-not i t product orientation sessions. 4. Link standards to strategies
State Standards: 25 key standards recast as strategies Vocabulary: Author s Craft Context Clues Author s purpose Synonyms/antonyms Author s point of view Figurative language Genre Story Structure Main idea Summary Character traits Setting Order of important events Comprehension Cause/Effect Inference Fact/Opinion Comparing story variants
Instructional Model for Teaching Comprehension Strategies Gradual Release of Responsibility Approach Teacher Demonstration Concrete to Abstract (Modeling) Teacher Directed Practice (Guided Practice) Monitored Student Application (Independent Practice) Independent Student Application (Use in Everyday Reading)
Reading Comprehension: What Works Educational Leadership, Fielding and Pearson All Teacher Joint Responsibility All Student Guided Practice Modeling Independent
Educational Bridge:Research-based tools to accelerate comprehension For teachers Tools to diagnose Tools to teach For students Tools to support strategy development Tools to support strategy development Tools to support independence and selfregulation
EB Research Findings GRR Think-Alouds Conditional Knowledge Fast Mapping Multiple Strategies Provisions for Independent Practice and Student Application of Strategies All teachers in experimental groups demonstrated improved capacity to teach reading comprehension strategies Students of experimental group teachers out performed control in reading achievement and gains in metacomprehension
Comprehension is Taught, Not Caught A comprehensive plan/approach pp is required across grade levels and content areas Tools for teaching comprehension are needed based on the gradual release of responsibility instructional model and determining students levels l of comprehension and metacognition i
Third Grade Science Test
Metacomprehension Strategy Index (Schmidt, 1990) What it is? 25 items to explore how: How a student thinks about text Before, During, and after reading
Validated Strategies StrategiesQuestioning, etc.
G RR for State curriculum& assessment
Summary Foundations for teaching summary Not a one time event Start at the beginning of the school year-mentor texts The one minute read-alouds The Bio Pyramid
Probable Passages Before Reading After Reading
Probable Passages-Hot Stuff 1. Class Clown 2. School 3. No funny ideas 4. Ben 5. Disruptive 6. Humorous 7. Lunch room 8. Pizza 9. Hot peppers 10. Laughing students 11. Nurse s office
Bio Pyramid 1. Mario 2. Educational Publisher (2 words describing person) 3. English Language Learner(3 words/childhood) 4. Learning to Read Text(4 word/problem) 5. Earned A Doctorate in Reading (5 word/accomplishment) 6. Authored several professional books in reading(6 word second accomplishment) 7. Founded Celebration Press publisher of the DRA (7 word third accomplishment) 8. Students become strategic and metacomprhensive readers of text (8 word benefits of accomplishments)
You try Construct a bio pyramid about yourself Stop at line 5 Discuss
Summary Pyramid: Narrative Text: Hot Stuff 1. Character s name-ben 2. Two words describing Ben-Class Clown 3. Three-word phrase describing the setting-walking W to school 4. Four words indicating gproblem- needed funny idea quickly From: FastMapping for Comprehension
You try with a partner Complete steps 5-8 for Hot Stuff Identify the words your students may not know while completing the narrative pyramid for Hot Stuff
What s so Hot about Hot Stuff From: FastMapping for Comprehension
Fast Mapping What is it? Recent comprehension research by Dr Cathy Collins Block(2007) Learner requires 6 intensive in-depth experiences with a new strategy to form a neural pathway that enables application
Bridge to Reading Comprehension Chapter Books FastMapping applied to connected text Focus strategies-7 opportunities Maximize flexible use of texts-read- alouds, guided reading, independent reading. My Almost Perfect Life- T/G Chapter 3
Informational Pyramid Line 1-Topic Line 2-Two words describing the topic Line 3- Three words describing action of the topic Line 4- Four-word phrase telling about the environment of habitat Line 5 -Five-word phrase telling one important fact about the topic Line 6- Six-word phrase telling another important fact about the topic Line 7- Seven-word phrase stating a third important fact about the topic Line 8-Eight word question-what else you want to learn about the topic
You Try It in small group Perspectives anthologies Nonfiction section only
What s Perspectives Teaches critical thinking and deep comprehension K-6 Opposing points view explored through various genres-fables, fairy tales, nonfiction, fiction, etc. Apply all the comprehension(cognitive) strategies when exploring differing points-of-view
Sustaining the use of Strategies Developing Readers Lesson plans for the 25 key strategies found on state curriculums and high stakes assessments Strategies applied to all classroom texts Hot Stuff words-context Clues Developing Readers lesson plan for context clues-use your own materials
Inference He put down $10 at the window. The woman behind the window gave $ 4.00. The person next to him gave him $ 3.00, but he gave it back to her. So, when they went inside, she bought him a large bag of popcorn.
Skillful readers 1. Recognize the antecedents for pronouns 2. Figure out the meaning of unknown words from context clues 3. Figure out the grammatical function of an unknown word 4. Understand intonation of characters words 5. Identify characters beliefs, personalities, and motivations 6. Understand characters relationships to one another
Skillful readers 1. Provide explanations for events or ideas that are presented in the text 2. Offer details for events or their own explanations of the events presented in the text 3. Understand the author s viewoftheworld world 4. Recognize the author s biases 5. Related what is happening in the text to their own knowledge of the world 6. Offer conclusions from facts presented in the text
Skillful Teachers Follow a Gradual Release Model Think-Aloud Build Background Knowledge Teach the 3 types of strategy Knowledge(Declarative, Procedural, Conditional) Teach Multiple Strategies Make Provisions for Independent Practice
Student Recording Sheet George Miller (1957) Magical Number Seven Distributed practice Working Memory Long term memory
Vocabulary Development Common prefixes and suffixes Flip Dictionary (Developing Thinkers)
Flip Dictionary Flip Dictionary