Reading Comprehension at MCDS
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Transcript of Reading Comprehension at MCDS
Reading Comprehension
at MCDS
Thursday, August 21 2008Mark Childs and Beth Hall
Strategic Reading
Strategic Reading
Strategic Reading
Reading with a purpose
Monitoring comprehension
Reading with a Purpose
Is reading without a purpose enjoyable, meaningful?
(is anything?)
Active reading increases engagement, understanding, retention
Monitoring Comprehension
“Do I understand this?”
All readers struggle: proficient readers use strategies to achieve understanding
Surface vs. structure problem?
Monitoring Comprehension
• Readers need to be:
Flexible
Adaptive
Independent
Schema: Mental Frame
Activating Background Knowledge
Active schema before, during, after
Engage with reading
Relate to long-term memory
Activating Background Knowledge
Text to Self, Text, World
Authors, genres, text structure
Activating Background Knowledge
Questioning
Inner Voice
Monitoring Comprehension?
Content?
Questioning
Clarifying
Speculative
Rhetorical
Authorial
Visualizing
Emotional
Senses
Propensity to create images = increased proficiency
Understand and engage
Inferring
Something the reader knows, but is not in the text
Reader : text : schema
Reflect on ideas, not people or things/events
Summarizing
Main idea
Reader’s purpose
Summarizing
Content or function?
Word > sentence > text
Logical Structure
Cause/effect
Chronological
Problem/solution
Comparison
Synthesizing
Creating coherent meaning from text
Revise according to evidence
Text > multiple texts
What it Looks Like
Monitoring
Schema
Schema
Questioning
Visualization
Visualization
Inferring
Schema
Summarizing
Synthesizing
Reading with a Purpose
MCDS Students
Preview texts
Read with a purpose
Monitor and fix understanding
Summarize main ideas
Connect new ideas with prior knowledge
Teaching Process
Two Clips (Tape 1, Part 2 & 3)
Teaching Process
Teach one strategy
Accumulate strategies
Practice using strategies
Teacher Modeling
Explicit use of terms
Think aloud
Familiar books, new strategy
Quick
Make Thought Visible
Teaching Process
One Clip (Tape 2, Part 1)
Guided Practice
Independent reading
Conferences (1-3 Minute)
One strategy at a time
Collaborative Practice
Turn & share
Need-based groups (5-10 minutes)
“make thought visible”
Anchor charts
Keep track of students’ thoughts
Independent Practice
Post-it notes
Graphic organizers
K-W-L chart
Double column notes
Application in Authentic Reading
Use the strategies
Metacognition
“what was this passage about?”
“how did you gain meaning from this passage?”
Process or Content?
If a student is not engaged with the subject or does not understand how to learn from the text, will the student learn the content?
Teach the Reader, not the Reading
Reading Comprehension at
MCDSHow will these strategies fit into your classroom, subject area?
How will these strategies become part of your daily practice?
• Daily practice: 175 days x 8 periods x 14 years = lots of practice*
*19,600 opportunities
Teaching Monitoring
Umbrella strategy
“What is reading?” chart
Think-aloud of a proficient reader
Conclusion
Explicit teaching of strategic reading
Process to engage, understand with reading
Model, incorporate into practice