Sharing Knowledge Through Interactive Reading a reading comprehension training module.

Sharing Knowledge Through Interactive Readinga reading comprehension training

module

Teachers have so much information to share.

How well are you sharing

yours with students?

Discuss with your neighbor how you share information in your

class.

Read handout # 1 and get ready for a pop quiz.

1. What differentiates a plow agricultural system from a hoe agricultural system?

2. Why was there a reduced value placed on women in colonial Virginia?

3. What does the word exigencies mean?

4. What were the Renaissance scientific theories about women and work?

5. How did the skewed sex ratio contribute to failure to diversify?

Let’s list the problems this instructional procedure created.

The Components of Reading Comprehension Instruction

Before Reading

•Setting purpose

•Activating Prior Knowledge

•Predicting

•Questioning

During Reading

•Self-Monitoring

•Self-Correcting

•Clarifying

•Inferring

•Visualizing

•Supporting peers

After Reading

•Reteaching peers

•Discussing

•Summarizing

•Writing in Response to Reading

It is during the process of interaction among components that reading comprehension is most likely to occur.

Setting a Purpose for Reading

Before Reading Activities

•Activating Prior Knowledge

•Predicting

•Questioning


Establishing a reason to read, comprehend, remember, and then apply to the future.



You have just purchased a new grill. Of course, it comes disassembled with directions for assembling it. What is your purpose for reading the directions?


For what purposes might you read the following?


•Recipes

•Scripts

•Book or movie reviews

•Memos from the boss

•Menus

•Magazines

•Newspapers


Activating Prior Knowledge

Recalling information processed and stored by the reader(s) provides links to new knowledge.

Can your prior knowledge tell you what this graphic means?


Activating Prior Knowledge

Let’s revisit the article about women in Colonial Virginia and let’s set a purpose for reading and activate our prior knowledge.

Handout #1



•Activating Prior KnowledgeWhat I alreadyKNOW

What I WANT toknow

What I LEARNED What I DID to getthe information

What I STILLneed to learn


Predicting

Making a forecast of what the text contains based on patterns and prior knowledge.

Predict what will happen next to Old Faithful and to Reggie.

Predicting


Before Reading ActivitiesPredicting

Examine the cover art for The Whipping Boy by Sid Fleischman and predict what the story will be about.

Then listen to the first chapter and predict which character is going to be the protagonist. Discuss your ideas with those around you.

Cover Art by Broeck Steadman used with permission from Troll School and Library, 100 Corporate Drive Mahwah, New Jersey



Predicting

citizenship

Read the paragraph which follows and predict what the rest of the passage will contain.


Predicting and Purpose Setting

Being a citizen means being a part of a country or community. Citizens usually share a common history, common customs, and common values. They agree to abide by a set of rules and to accept the government’s authority.

Record your predictions on the graphic organizer.



Questioning

Developing inquiries about the text that will direct readers toward the purpose for reading.

Questioning

Ciardiello, A. V. (1998).“Did you ask a good question today? Alternative cognitive and metacognitive strategies.” Journal of Adolescent and Adult Literacy 42:3.

Four types of questions:

•Memory

•Convergent thinking

•Divergent thinking

•Evaluative thinking

Questioning

Ciardiello, A. V. Journal of Adolescent and Adult Literacy 42:3.

Memory questions:

Signal words: who, what , where, when

Cognitive operations: naming, defining, identifying, designating

Examples:

What is the definition for democracy?

When does the 21st century begin?

Ask a memory question of your partner.

Questioning

Ciardiello, A. V. Journal of Adolescent and Adult Literacy 42:3

Convergent thinking questions:

Signal words: why, how, in what ways

Cognitive operations: explaining, stating relationships, comparison/contrast

Example: In what ways is the anti-apartheid movement in South Africa similar to the civil rights movement in the United States?

Ask a convergent thinking question of your partner.

Questioning


Divergent thinking questions:

Signal words: imagine, predict, if…then, how might, what are some possible consequences

Cognitive operations: predicting, hypothesizing, inferring, reconstructing

Example: What are some possible consequences of the fall of communism in Eastern Europe?

Ask a divergent thinking question of your partner.

Questioning


Evaluative thinking questions:

Signal words: defend, justify, judge

Cognitive operations: valuing, judging, defending, justifying choices

Example: What do you think of capital punishment for drug dealers?

Ask an evaluative thinking question of your partner.



QuestioningTurn these headings into questions

•The New England Colonies

•The Pilgrims

•The Puritans and the Great Migration

•Massachusetts Bay Colony

•Discontented Colonists Establish New Colony



QuestioningTurn more headings into questions

•The Experiment at Jamestown

•The Early Years

•Tobacco and Prosperity

•Warfare and Native Americans

33%

44%

1%

10%

12%

Air pollutions

Runoff and pointdischarges

Off shore oil and gasproduction

Dumping

Shipping

Major Sources of Marine Pollution

Formulate questions and answer them with partners.

During Reading Activities

Predicting while reading

Making a forecast of what the text will contain based on patterns and prior knowledge.


Predict what will happen to Old Faithful and to Larry.


A 60-year-old couple was celebrating their 40 years of marriage. During the celebration a fairy appeared and said, “Because you have been such a loving couple all those years, I would like to give you each one wish.”



The wife quickly chimed in, “I want to travel around the world.” The fairy waved her wand and POOF! She had the tickets in her hand.

Next it was the husband’s turn. He paused for a moment and then said shyly,



“ Well, I’d like to have a wife 30 years younger than me.” The fairy picked up her wand and POOF!

He was 90...


Self-Monitoring

A reader recognizing his own level of understanding and knowing what to do when the text does not seem to match up with what he presumes to be correct.


Self-Correcting

A reader fixing his own miscues and/or rereading text because it seems to contradict his predictions and assumptions.


Self-MonitoringSelf-Correcting


Two parts:

Pronunciation - the reader recognizes that something sounds wrong.

Meaning - the reader recognizes that he has missed the meaning.

In either case the reader must correct himself!



The reader must notice and correct his own errors!

If readers do not notice an error, partners and coaches can say, “Try that again,” but should refrain from correcting the reader.



Read aloud with partners “Nature of the Covalent Bond.” Find and correct your own pronunciation errors.

Also, stop at the end of each paragraph to monitor your own understanding by restating the main idea. Trade roles.

Handout #2

This is the end of part 1 of Interactive Reading

Please load part 2 and continue.

Sharing Knowledge through

Interactive Readinga reading comprehension training module

Created by

Kay Grandstaff Harrisonburg City Schools

Catherine Rosenbaum Virginia Department of Education

Kathleen Smith Virginia Department of Education

Maria Tsuchiya Richmond City Schools

Piloted at

Lancaster Middle School under the direction of Charlene Winter, reading specialist and Sandy Spears, principal.

Sharing Knowledge Through Interactive Reading a reading comprehension training module.

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Transcript of Sharing Knowledge Through Interactive Reading a reading comprehension training module.