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Highfield parent evening reading.ppt
 

Highfield parent evening reading.ppt

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    Highfield parent evening reading.ppt Highfield parent evening reading.ppt Presentation Transcript

    • Reading Comprehension Strategies Highfield School 1
    • Our session tonight Some background What are the strategies? The importance of vocabulary learning Revision of main pointsEach of us – write on a post it – what you think is reading! 2
    • Key areas of reading• Phonemic awareness• Phonics• Fluency• Comprehension• Vocabulary 3
    • Someone is not truly reading if they don’t understand what they are reading.Medical text 4
    • Multiple research studies were summarized by Pearson, Dole, Duffy, and Roehler (1992) who analysed what active, thoughtful readers do when they construct meaning from text.Always had good readers – teaching all readers what ‘ good readers do’A bit of background 5
    • Proficient readers use specific strategies to construct meaning from text. Good readers are active readers.What is a reading strategy? (or reading comprehension strategy)A strategy is a plan to help you achieve something.So a reading strategy helps you achieve understanding of the text.Another word for understanding is comprehension. 6
    • Can teach individually but good readers use these together dependent upon what they are currently read.Rereading is a great comp strategyThink of when you read – how often you reread a passage or exertOur struggling readers sometimes struggle to see this –Talk about what we are doing – our metacognition – what is happening inside our heads 7
    • What are the strategies? 8
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    • Prior knowledge is the unique set of knowledge each individual student brings to the reading experience. It is a combination of the students’ attitudes, experiences, and knowledge. By knowledge we mean; • what the student already knows about the reading process • vocabulary knowledge • topic knowledge • concept knowledge • and text types/genres and language features of these.Importance of language experiences – go to park, go fishing, cooking, feeding the ducks, learning to ridea bike… these experiences add to our prior knowledgeThe importance of talking about these experiences – even watching a TV programme and talking about itLinks between doing it, talking about it, reading about it, and later writing about it. 10
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    • Self monitoring supports comprehension by giving the reader control over the reading process. Before reading, they might clarify their purpose for reading and preview the text. During reading, they monitor their understanding, perhaps adjusting their reading speed to fit the difficulty level of the text and using "fix up" strategies to deal with any comprehension problems they may have. After reading, they can monitor their understanding of what they have read. 13
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    • Predicting is a key pre-reading strategy as it helps to set a purpose for reading. Continuing to make predictions and confirming or revising them throughout the reading process encourages students to become active readers who have expectations of the text. This also keeps them actively engaged in the reading process. This engagement is crucial for comprehension. By thinking about their predictions and confirming or revising them, students remain motivated and focused.Nicola – wonderings…. Do not have to be right? Sometime better not being ‘right’Can be used to keep us focused – “aha I thought this was going to happen…” 15
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    • Questioning is when the student poses questions before, during and after reading a text. Questioning plays an important part in the process of self monitoring as students ask themselves, “Does this make sense?” Encouraging students to become aware of and value the questions they ask naturally is a way of helping them to engage with the text.Before, during and afrer 18
    • Asking and answering questions helps toengage the reader with the text. It provides apurpose for reading and gives the student a reason to clarify meaning. This connection helps to deepen comprehension. 19
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    • What is making connections? text to self text to text text to worldLinks to what I may already know… in my world, from something else I have read, what I actually knowabout the world.The more I read the more I know 22
    • Making meaningful connections helps studentsrelate the text to their own prior knowledge. Themore connections, the more likely the student isto comprehend the text. For example, if astudent is reading a book about snorkelling andthey have had that experience, they are morelikely to make more meaningful connectionsthan a person who has not had that sameexperience.Making connections helps to deepencomprehension and create personal links withwhat is being read. These connections impacton a student’s motivation to read. 23
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    • Robyn – nordet?? 27
    • What is visualising? (pictures in your mindcreating mental images = the movie in your head) 28
    • Visualising supports comprehension asstudents create their own unique mentalimages of what they are reading. By doing this,they feel more connected to the story, enjoy thestory more and understand it more deeply.Visualising is also useful for self monitoring. Ifthe ‘movie in your head’ stops, you realise youhave stopped understanding and need to stopand use a strategy to repair meaning. 29
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    • In order to summarise, the student must attend closely to the text and be able to include information that gives the essence of the text. Summarising also plays a part in the ability to synthesise – if the students are able to articulate the main points and ideas of a text, they are more ready to synthesise.Jamie – key notes and summarizing 32
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    • Inferring requires that readers merge their background knowledge with clues in the text to come up with an idea that isn’t explicitly stated by the author. Inferences are based on text evidence.What else do I know that the text hasn’t told me – we went to beach and had a swim – ie it was summerThe boys dragged their feet through the door ( maybe they are not very happy) 36
    • Some people say it’s like Reading between the lines or evenReading between the ears! 37
    • Students develop deeper understandings of the text when they ‘read between the lines’ to draw their own conclusions by using prior experience. They create their own unique meaning of the text. As they read, these understandings may be revised as the reader is exposed to new information and confirms or adjusts their thinking.Develops as experiences develop – as you get more experiences you are able to infer more deeply.Anna – cartoons 38
    • Putting it all together – taking old ideas and making something new with them….Makes the learning even more powerful ‘NZC states active, motivated, meaningful’Knowledge as a verb rather than knowledge as a noun 39
    • Synthesising is when the studentmerges new information with priorknowledge to form a new idea,perspective, or opinion or togenerate insight.Synthesis is an ongoing process.As new knowledge is acquired, it issynthesised with prior knowledgeto generate new ideas. 40
    • Synthesising (creating)• Useful Verbs create invent compose plan construct design imagine propose devise formulate• Sample Question Stems Can you design a ... to ...? Why not compose a song about...? Can you see a possible solution to...? If you had access to all resources how would you deal with...? Why dont you devise your own way to deal with...? How many ways can you...? Can you create new and unusual uses for...? Can you write a new recipe for a tasty dish? can you develop a proposal which would...Invent a machine to do a specific task.• Potential activities and products Design a building to house your study. Create a new product. Give it a name and plan a marketing campaign. Write a TV show, play, puppet show, role play, song or pantomime about...? Invent a machine for a specific task Sell an idea. Devise a way to... Write your prediction about how views on this topic would change in time or place 41
    • Synthesising supports reading comprehensionbecause it requires students to combine theirprior knowledge with new knowledge and putinto their own words.This creates ownership of the thinking. This canbe a powerful experience that makes it morelikely the student will remember the informationand transfer it to new situations which will helpto further reinforce their new thinking. 42
    • The importance ofvocabulary 43
    • “Vocabulary plays a significant role in students’ reading success. Without an understanding of the words in a sentence, paragraph, or passage, comprehension cannot occur, and without comprehension, one is not truly literate.” Block & Mangieri (2006)Adding to your own vocab and that of your children….My most boring favourite = WENT! 44
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    • How are reading strategies taught in the classroom? 47
    • from ‘The Learner as a Reader’. 48
    • • I’ll show you You watch me • I’ll show you You help me • You show me I’ll help you • You show me I’ll watch you Adapted from The Gradual Release of Responsibility Model – Pearson & Gallagher, 1983, Nicky Anderson 2008 •Read togeher – talk with me – share the load - maybe you do the reading and I’ll do the thinking –We have reading to, shared reading, guided reading… 49
    • Students need to beaware of what the strategies are and when to use them. Although they need to be explicitly taughtindividually – the aim is for students will use multiple strategies. 50
    • Word attack strategies 51
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    • To re-cap… 54
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    • We teach the strategies individually but will use multiple strategies at one time. 56
    • What is reading? 57
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