SJSD Comprehension Strategy Professional Development


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Slides from Professional Development on February 19, 2013 in the St. Joseph School District regarding the importance of Comprehension Strategies in the implementation of the Common Core.

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SJSD Comprehension Strategy Professional Development

  1. 1. SJSD Secondary Professional Development February 19, 2013
  2. 2. Text  Complexity  Comprehen sion  Strategies     ading E  Re CLOS Reader  and  Task    Considera8 on     Qualita8ve Quan ta8ve   Tier  2   Tier  3   The  SJSD  Learner  
  3. 3. 6th GradeELASmarterBalancedAssessment
  4. 4. Part 1: 35 minutesStudents will read three sources (article, fact sheet, and blog entry), taking notes on what they read, and answer the following questions in preparation for writing an informational essay about invasive plants:1. Explain what invasive plants are and why people should be concerned about them. Use details from the sources to support your answer.2. Evaluate which source, the article or the fact sheet, would be most helpful to the blog writer. Use details from the sources to support your answer.3. Analyze why some people might not want to get rid of invasive plants. Use details from the sources to support your answer.
  5. 5. Part 2: 70 minutesReview your notes and sources, plan draft, and revise your essay. Your assignment:A local newspaper is publishing student essays about important environmental topics. You are invited to submit an essay about invasive plants, which have become a serious problem in your state. Your essay should be informative and interesting to read, and it should give readers a basic introduction to the issue of invasive plants.
  6. 6. Three Stay...One Stray
  7. 7. Reading ActivityThink about your thinking - "metacognition"Purpose - actively read to understand how this applies to youArticle: Common Core Standards Set the Stage for New State Accountability Tests
  8. 8. Who are we as readers? onne ctions Ma k ing C ortance Questioning in g ImpDe termin thes izing Inferring Syn
  9. 9. Comprehension Strategies Making connections Questioning Our Visualizing Focus Inferring Determining importance Synthesizing
  10. 10. Comprehension Strategies Making connections Questioning Our Visualizing Focus Inferring Determining importance Synthesizing
  11. 11. What is Questioning? •  Readers generate questions before, during, and after reading. •  Questions pertain to the text’s content, structure and language. •  Readers ask questions for different purposes including those that clarify their own developing understanding. •  Readers wonder about the choices the author made when writing.
  12. 12. Why teach Questioning?"Readers who ask questions when they read assume responsibility for their learning and improve their comprehension in 5 ways:1.  By interacting with the text2.  By motivating themselves to read3.  By clarifying information in the text4.  By inferring beyond the literal meaning."5.  By drawing conclusions at the end of the text. I Read It, But I Dont Get It by Chris Tiovani
  13. 13. How do I teach Questioning?•  Set a purpose for reading.•  Annotate by writing questions as the text is read.
  14. 14. Thick and Thin Questions Thin Thick •  asked to clarify/ •  digs deeper into a understand readers thinking •  answered with one •  addresses large, word or a number - universal concepts simple •  scratch the surface of a readers thinking
  15. 15. Thick vs. Thin Questions
  16. 16. Time for aBreak
  17. 17. Comprehension Strategies Making connections Questioning Our Visualizing Focus Inferring Determining importance Synthesizing
  18. 18. What is Inferring?•  "Inferring allows readers to make their own discoveries without the direct comment of the author." --Susan Hall•  "Inferring occurs when text clues merge with with the readers prior knowledge and questions to point toward a conclusion about an underlying theme or idea in the text." --Stephanie Harvey & Anne Goudvis
  19. 19. Inferring is not predicting!"Predicting" and "inferring" are closely related, but there is a difference between these two skills. A prediction is a guess about the outcome of the action based on your prior knowledge or factual information in a text. A prediction can be confirmed or denied within the text. An inference is a way to figure out the deeper meaning of a text by "reading between the lines".Harvey, S. & Goudvis, A. (2000), Strategies that work: Teaching comprehension toenhance understanding, Stenhouse Publishers.
  20. 20. Why teach Inferring?Inferring requires higher order thinking skills, which makes it a difficult skill for many students.Researchers have confirmed that thoughtful, active, proficient readers are metacognitive; they think about their own thinkingduring reading.
  21. 21. Inferring Schema Clues from(Background Knowledge) + Text (Words and = Inference Pictures)
  22. 22. Practical Arts
  23. 23. Fine Arts
  24. 24. PE
  25. 25. Social Studies
  26. 26. Math
  27. 27. Science
  28. 28. Communication Arts
  29. 29. Lets practice inferring.... Inferring Schema Clues from(Background Knowledge) + Text (Words and = Inference Pictures)
  30. 30. BLOCKPARTY What are the most interesting things that we have discussed so far this morning?
  31. 31. What are themost importantthings that wehave discussedso far thismorning?
  32. 32. Comprehension Strategies Making connections Questioning Our Visualizing Focus Inferring Determining importance Synthesizing
  33. 33. What is Determining Importance? Determining importance is like panning for gold. You need to get rid of nonessential material and focus on separating the interesting from the important.Photo Credit: <a href="">n.hewson</a> via <a href="">Compfight</a> <a href="">cc</a>
  34. 34. Why teach Determining Importance?Determining importance...-assists readers in identifying important idea and facts, which enables them to mentally organize information and ultimately more easily comprehend the essence of what they are readingDetermining importance becomes even more critical with Common Core implementation due to...-an emphasis change from literary to informational texts-a greater emphasis on independent learning and the use of study skillsDid you know?-The more well-written a text is, the more difficult it is to determine what is important vs. what is interesting. Textbook material tends to be the most difficult of all.
  35. 35. How do I teach Determining Importance? 1. Annotation 2. VIP - Very Important Point 3. THIEVES - Title, Headings, Introduction, Every 1st sentence in paragraph, Visuals, Vocabulary, End of chapter questions, Summary 4. FQR - fact/question/response
  36. 36. Photo Credit: <a href="">MadMup</a> via <a href="">Compfight</a> <a href="">cc</a>
  37. 37. Exit Slip
  38. 38. Photo Credit: <a href="">SakurakoKitsa</a> via <a href="">Compfight</a> <ahref="">cc</a>
  39. 39. NextSteps 4th Quarter Text Complexity, Vocabulary, and Comprehension Strategy Plan Template Photo Credit: <a href="">extranoise</a> via <a href="">Compfight</a> <a href="">cc</a>