Time – 2 minutesHandout of Outcomes and !2 Systems of Strategic Actions
Time - 2 minutesOn the handout form previous slide
Time – 1 minuteAll information shared today is located on the wiki
Time 3 minutesRAD assesses:Retrieval of informationRecognize meaningInterpret textAnalyze textStrategies that are evident:PredictingText featuresMain ideas and supporting detailsAnalyzeComprehension strategiesWord solving strategies
Predicting and InferringTime: 3 minutesHandout – purple Commit and Toss paper
Time – 2 minutesBoth slides9 & 10Predictions are what you think will happen-an educated guess- occurr before and during reading
Text FeaturesTime: 3 minutesWhat text feature can tell us about predicting and inferringStudents need to be taught HOW to use text features AND be able to use the specific language of text features.
Inferring Time: 25 minutes (4 minutes to read, 20 minutes to conduct activity)Handout: Ch 5 Predictions and Inferrring handout (chart is on top of handout)Individual then moveGive One, Get One, Move OnNumber participants 1 – 12Inform them to read their selected section that corresponds to the Give One, Get One, Move On using Chapter 5 headings and added instructional strategies.Provide 4 minutes to readProvide 15-20 minutes to conduct activity.
Group SummarizingTime: 25 minutes Handout: Chapter on Connecting and Summarizing handoutSlides 12 & 13
Time: 20 minutesGroups of 4Handout Connecting chapter from Comprehension Shouldn’t Be Silent to grade 7 teachers (then grade 8 teachers)Participants to have Group Summarizing templatesNumber/have participants in groups of 4 – each to take a section, read it, and conduct summary activity.Allow 7 minutes to read and respondAllow 15 minutes to conduct activity.
DiscussTime: 2 minutes-Students need to understand how to take notes and be taught how to take notesVerbatim notes are the LEAST effective notetaking strategy- encourage different forms of notetaking – what works for one student may not work for another
DiscussTime: 2 MinutesStudents need to Sift ----- Synthesize ----- then Restate (notice – restate, not copy – this means in their OWN WORDS)
DiscussTime: 2 minutes
Time to read
Video is 10 minutesTime: 13 minutesAllow 10 minutesTurn and Talk for 3 minutes
GraffitiTime: 25 minutesGroups: 5 in a groupExplain and conduct activity
Time: 25 minutesGroups – 6 in a groupHandout - JigsawParticipants will be able to choose from a sampling of documents.Read for 7-10 minutesCreate groups – Review/share text follow Jigsaw strategy. (15 – 20 minutes)
DiscussTime: 3 minutesFollow the gradual release of responsibility
RADReadingAnswers thatDon’t Make SenseHow to target instruction forreading comprehension
Allow yourself to be a learner andparticipant.We will begin and end on time.Everyone deserves a right to beheard, and everyone deserves theright to hear.Technology use is important,please use it when required to.Norms
1 What will I be able to do when Ivefinished the lesson?I can identify and implement instructionalstrategies that will help studentscomprehend and thereby increase studentlearning outcomes.2. What is important for me to learn andunderstand? To be able to do this?I must learn and understand that I need tomodel and provide multiple opportunitiesfor students to practice comprehendingtext in a variety of ways. I need to be ableto use formative assessment along the wyto see if they are ‘getting it’.3. What will I do to show that I understandthe target and how well will I have to do it?I can show this by implementing effectiveinstructional strategies that meet andassist student learning outcomes and useformative assessment to monitorprogress.Learning TargetsSetting aLearning Target
The assessment requires students to retrieve information, recognizemeaning, interpret text, and analyze text.Question 1 assesses students’ ability to set a purpose for reading by makingpredictions and anticipating content using text features.Question 2 assesses students’ ability to retrieve information and recognizemeaning by locating main ideas and details that are explicitly stated in the textand then reformulating these in their own words.Question 3 assesses students’ ability to interpret text by making inferences ordrawing logical conclusions based on their understanding of the information inthe text.Question 4 assesses students’ ability to analyze text by making connectionsbetween new information and prior knowledge.Question 5 assesses students’ metacognitive awareness of their comprehensionstrategies.Question 6 assesses students’ metacognitive awareness of their word-solvingstrategies.Questions
Commit and TossWhy is predicting importantto teach, prompt, andreinforce?
A prediction is what you think will happen basedupon the text, the author, and backgroundknowledge.Prediction is an educated guess as to what willhappen.As a reader, you can make predictions a textBEFORE reading.As a reader, you can make predictions a textDURING reading.Anticipation GuidePrediction
Group SummarizingPages 104-106- What Does It Mean to MakeConnections?-Importance of Connecting-Problems with Teaching Connecting-How We Connect and the ConnectingComponents-Making Connections and theMetacognitive Teaching FrameworkPages 107 – 110- Explicit Instruction of MakingConnections- Explaining and Defining Componentsof Making Connections-Noticing and Applying Components ofMaking Connections With a Text-Refining Strategy Use: Activities forTeaching Connecting-Connections ContinuumPages 110 – 113-I connect to the characters.-I connect to the plot.-I connect to the settings or place.-I connect to visualize, taste, smell, feel,or hear the text.-I connect to predict or infer what willhappen in the textPages 113 – 117-I connect to what I know about a topicor word-I connect to help me feel emotionsrelated to the text-I connect to text organization and textstructure-Self-Assessment and Goal Setting
Summarizing andNotetaking* Requires that students distill information into aconcise, synthesized form and focus on important points.* Research emphasizes the importance of breaking downthe process of summarizing into a structure that can beeasily understood by students.* Verbatim note taking is the least effective note-takingtechnique* Students should be encouraged to revisit and revise theirnotes after initial recording them.* They should use different formats and make notes ascomplete as possible.Main Idea andSupporting Details
* Both require students to distill information into aconcise, synthesized form.* Effective learners are able to sift through a greatdeal of information, identify what is importantand then synthesize and restate the information.
Effect Size* Effect size is a unit of measure used with meta-analysis that expresses increase or decrease instudent achievement.* Small - 0.02 - 0. 49* Medium - 0.59 – 0.79* Large – 0.80 and above* Summarizing and Note-taking has 1.0 ES
Main Ideas andSupporting DetailsMarzano’sInstructionalStrategiesSummarizingTurn and Talk:What did you find interesting?
Main Ideas OrganizerCornell NotesQuick WriteTwo Column Note TakingInteractive NotesReporter’s NotesSum It UpMain Ideas andSupporting DetailsGraffitiPros?Cons?Use?Other?
StrategiesModelled Commit and TossGive one, Get One, and Move OnGroup SummarizingTurn and TalkGraffitiModified JigsawQuick Write3-2-1
Quick WriteTopic:Reflect on what was covered.Write your thoughts, ideas, reactionsAsk Yourself:How am I going torecord this?
3-2-13 Things youfound interesting2 Strategies youare going to try1 Question youstill haveQuickWriteYou will have 3minutes to createa Quick Write:Topic:What did you findinteresting andwhat will you try?Thoughts? Ideas?Actions?OR
RADResponsesAnsweredDeliberatelyHow you can help your studentstarget reading comprehension