Monitoring Comprehension
Upcoming SlideShare
Loading in...5
×
 

Monitoring Comprehension

on

  • 6,514 views

This presentation examines the strategy of comprehension monitoring.

This presentation examines the strategy of comprehension monitoring.

Statistics

Views

Total Views
6,514
Views on SlideShare
6,153
Embed Views
361

Actions

Likes
4
Downloads
181
Comments
1

2 Embeds 361

http://read6310.wikispaces.com 349
http://www.slideshare.net 12

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Monitoring Comprehension Monitoring Comprehension Presentation Transcript

  •  
  • Agenda: Comprehension Monitoring
    • Monitoring Defined: Review and Reflect
    • Why Begin There?
    • What to Teach?
    • How?: Exploring Lessons that Last
  • Readers View slide
  • Good GREAT! The part of a text, magazine, that articulates the authors message or ideas about the underlying topic or theme (may or may not be explicitly stated) View slide
  • The BIG Idea is:
    • The part of a book, magazine, argument,
    • film, poem, text, etc… that articulates the authors message or ideas about the underlying topic or theme which may or may not be explicitly stated.
  • Reading is like a puzzle…
    • because GREAT READING is about putting
    • all the pieces of information together to see the whole BIG PICTURE !
  • How Do Readers Put the “Pieces” Together?
    • 2.
    • 3.
    • 4.
  • THE PUZZLE LESSON
    • Look Cover
    • 2. Peek Inside-Get Ready
    • 3. Sort and Group Pieces
    • 4. Find and Think about the Whole
  • Fiction is like an apple…. Because you begin reading stories with one bite all the way to the end until the “core ” life topic is revealed. Theme Life Topic Universal
  • FICTION TOPICS(THEME): Universal understandings authors write about in their story growing up jealousy making friends success fear siblings romance trickery failure change overcoming injustice power arrogance death superficial love courage acceptance selfishness being ordinary moving on family relationships (beginning, ending, trials within) wealth
  • Nonfiction is like an orange… Because nonfiction is about reading and connecting The sections to the writers whole idea about the topic. BIG Topic Section Topic Section Topic
  • Anchor What it Means to Me as a Reader Fiction is like an apple. Non fiction is like an orange. Text features are like gifts. Text structures are like “roads to meaning.” Reading is like a puzzle. Because you begin reading stories with one bite all the way to the end until the “core ” life story is revealed. Because nonfiction is about reading and connecting The sections to the writers whole idea about the topic. Because they “unwrap” meaning by pointing out to us What the author thinks is really important about the topic Because they lead us through the text to the authors meaning. Because great reading is about putting all the pieces Of information together to see the whole BIG PICTURE ! © Maiers, 2007
  • “ It’s About the Thinking ” Comprehension Strategy Instruction  
    • Monitoring
    • Comprehension
  • Monitoring WHAT and the WHY?
  •  
    • Full Disclosure : Clarify Expectations
    • Explicitness : Describe the Practice
    • Demonstrate : Make it Visible
    • Practice w/ Guidance : Scaffolding
    • Private Practice : Student Application
    • Share and Reflect
    SUCCESS Guaranteed
  • Defining Comprehension Monitoring
    • Successful readers expect reading to make sense so they monitor understanding at all times, and are prepared with strategies to clarify and/or “fix up” understanding whenever it breaks down.
  • ANCHOR LESSONS
    • The Reading Toolbox
    • Other Ideas ?
      • Driving-Wipers
      • Remote Control
  •  
  •  
  • Monitoring Is…
    • Learners capacity to plan, guide, and manage their behavior within and flexibily across changes in text and circumstances
    • Maiers, 2007
  • Learners who monitor…
    • Counscious of the Uncouncious
    • Mindful
    • Purposeful
    • Flexible
    • Strategic
    • Focused
    • Courageous
  • OSMOSIS or TEACH???
  • TEACHING MONITORING
    • And Fix-Up
    • Strategies
  • Monitoring Comprehension Requires…
    • Awareness
    • Attention
    • Actions
  • “Tracking Thinking” Awareness
  • TRACK THNINKING
    • Make predictions
    • Connect to personal experiences
    • Visualize
    • Identify the main idea
    • Ask questions
    • Recognize sequence
    • Compare and contrast
    • Identify cause and effect
    • Summarize
    • Draw conclusions
    • Express opinions
    • Identify and interpret the meaning of figurative language
    •   Identify and analyze problems and solutions
    • Identify author’s purpose
    • Would you know my name If I saw you in heaven Will it be the same If I saw you in heaven I must be strong, and carry on Cause I know I don't belong Here in heaven Would you hold my hand If I saw you in heaven Would you help me stand If I saw you in heaven I'll find my way, through night and day Cause I know I just can't stay Here in heaven Time can bring you down Time can bend your knee Time can break your heart Have you begging please Begging please Beyond the door There's peace I'm sure. And I know there'll be no more... Tears in heaven Would you know my name If I saw you in heaven Will it be the same If I saw you in heaven I must be strong, and carry on Cause I know I don't belong Here in heaven
  • ATTENTION Where? When? What?
    • "I noticed I lost focus when…“
    • “ This part was confusing…“
    • "I reread that because…“
    • "I had to stop, go back and clarify my thinking because…“
    • "A part I had trouble with was…"
    Comprehension
  • Altered Text Activity
    • Thomas Alva Edison was one of the greatest inventors of the 19th century.
    • He is most famous for inventing the light bulb in 1879. He also developed the
    • world's first electric light-power station in 1882.
    • Edison was born in the village of Milan, Ohio, on Feb. 11, 1847. His family
    • later moved to Port Huron, Michigan. He went to school for only three
    • months, when he was seven. It is warm in the summer. After that, his
    • mother taught him at home. Thomas loved to read. At twelve years old, he
    • became a train-boy, selling magazines and candy on the Grand Trunk
    • Railroad. He spent all his money on books and equipment for his
    • experiments.
    • At the age of fifteen, Edison became manager of a telegraph office. His first
    • inventions helped improve the telegraph, an early method for sending
    • messages over electric wires. At twenty-one, Edison produced his first major
    • invention, a stock ticker for printing stock-exchange quotes. He was paid
    • $40,000 for this invention. He took this money and opened a manufacturing
    • shop and a small laboratory in Newark, N. J. Later he gave up manufacturing,
    • and moved his laboratory to Menlo Park, New Jersey. At this laboratory, he
    • directed other inventors.
    • During the rest of his life he and his laboratory invented the phonograph,
    • film for the movie industry, and the alkaline battery. By the time he died at
    • West Orange, New Jersey on Oct. 18, 1931, he had created over 1,000
    • inventions.
  • ACTIONS Thinking Toolbox
  • “ Tools” of Action
    • Reread
    • Pause
    • Connect
    • Reflect
    • Question
    • Draw Conclusion
    • Anticipate
    • Activate Schema
  • “ Selective Action” I used the fix-up strategy…
    • Ask Myself:
    • Does it make sense?
    • Are my predictions confirmed?
    • I am getting the important points?
    Yes No Notice: When did I get off course? When did things go wrong? Read
    • Problem Solve:
    • Words
    • Connections
    • Image
    • Fast/Slow
    • Organization
    Check Understanding: Do I have the BIG Idea? Can I express it in my own words? Can I connect it know, do? Can I write it?
  • Supporting Learners
  • In our subject or grade level…
    • Choose a segment to read.
    • Put yourself in the shoes of a student reading this selection.
    • Read it, and fill in the t-chart.
    • This is hard! We do it proficiently, now slow it down and write what you are doing/thinking.
    • Group Anchor Chart
  • Genre: Format: Task/Purpose: “ ONE TEXT/TASK AT A TIME” Attitude/Stance Strategies/Tools Behaviors/Actions TEXT
  • Checking Understanding
    • This information is really about…
    • This story is really about…
    • Can I say this is in my own words?
    • Can I connect this to something I know?
    • Can I state this in my own words?
    • Can I explain this to someone else?
    • Can I explain the big idea?
    • What is this information is really about?
    • What is this story is really about?
    • Is there something that has happened in your own life
    • that is similar to this book?
    • How can you use this information in another subject?
    • What have you learned from this
    • passage/text/information?
    • How has this text changed what you think or know?
    • How does this passage make you feel and why?