Session 9

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Session 9

  1. 1. Competency 2 Component # 1-013-311 Center for Professional Learning Session 9 Instructor: Carmen S. Concepcion readingsetgo.blogspot.com Application of Research-Based Instructional Practices Reading … Set … Go
  2. 2. Fluency Share Investigative Activity
  3. 3. Strategies for Successful Fluency Development in Students  Procedures for Most Fluency Lessons  Learner Modifications  Content Area Considerations  Provide Direct Instruction and Feedback
  4. 4. Sentence Tunes  We did not tell them you brought rotten apples.  We did not tell them you brought rotten apples.  We did not tell them you brought rotten apples.  We did not tell them you brought rotten apples.  We did not tell them you brought rotten apples.  We did not tell them you brought rotten apples.  We did not tell them you brought rotten apples.  We did not tell them you brought rotten apples. (You brought something else rotten)
  5. 5. Gettysburg Address Fourscore and seven years ago our fathers brought forth on this continent a new nation conceived in liberty and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war testing whether that nation so conceived…
  6. 6. Gettysburg Address Fourscore / and seven years ago / our fathers / brought forth /on this continent / a new nation / conceived in liberty / and dedicated / to the proposition / that all men / are created / equal. / Now / we are engaged / in a great / civil war / testing whether / that nation / so conceived /…
  7. 7. Phrase-Cued Weekly Practice Sessions  Discuss weekly plan at your table  Discuss implementation ideas  Highlight key ideas
  8. 8. Assessing Fluency  Qualitative Assessments: Used to identify, describe, and measure reading behaviors 1. Observation as Evaluation 2. Student’s Self-report Checklist 3. Reading Miscue Inventory • Quantitative Assessments: Used to measure fluent reading in numerical terms 1. Multidimensional Fluency Scale 2. 5-point Fluency Scale for Oral Reading 3. One minute Read 4. TOWRE 5. Speed Drills
  9. 9. Fluency Strategy: Seed Discussion*  Each student prepares an index card.  Student pairs read their cards to each another.  The partners ask questions to clarify.  The two students trade cards and move to a new partner.  Repeat the process with the new card. * This variation is called “The Party”
  10. 10. Fluency Vocabulary Hot Seat
  11. 11. Summing UP Fluency is a separate yet integral part of a reading process. Fluency results from a complex interrelationship of processes that are more than the sum of these components. Teachers who make fluency a part of their comprehensive reading program and implement instruction with engaging materials help students solve the reading puzzle.
  12. 12. Comprehension Outcomes  Knowledge  Participants will be able to:  Define comprehension  Identify benefits of explicit and systematic morphemic instruction (affixes, base words, word origins) on vocabulary development in relation to comprehension.  Identify principles of syntactic function as they relate to language acquisition and reading development.  Describe the impact of text variations on the construction of meaning.  Identify cognitive task levels and the role of cognitive development in constructing meaning using a variety of texts. (e.g.) knowledge, comprehension, application, analysis, synthesis, evaluation).  Identify fundamental comprehension strategies and instructional practices that scaffold development of these
  13. 13.  Skills  Participants will be able to:  Utilize instructional practices that promote the use of comprehension strategies with narrative and expository text.  Plan for explicit, systematic instruction for scaffolding development of comprehension skills and cognition (e.g., reciprocal teaching, questioning the author, etc.). Comprehension Outcomes
  14. 14. “Comprehension is an end product of meaning making. As teachers we cannot teach comprehension; readers themselves bring meaning to the text they read. What we can do is teach readers strategies that help activate the process of comprehending, which results in comprehension.” K. Goodman, 1994
  15. 15. Metacognition  An awareness of one’s own learning process.
  16. 16. Four Levels of Metacognitive Knowledge  Tacit learners/readers: Readers that lack awareness of how they think when they read  Aware learners/readers: Readers who realize when meaning has broken down but who may not have sufficient strategic actions for fixing problem  Strategic learners/readers: Readers who use effective thinking and comprehension strategies to enhance understanding and acquire knowledge. They are able to monitor and repair meaning when it is disrupted  Reflective learners/readers: Readers who are strategic about their thinking and are able to apply strategic actions flexibly depending on their goals or purpose for reading. Perkins, 1992
  17. 17. Word Splash on Comprehension Strategic Actions  Determining Importance  Summarizing  Questioning  Visualizing  Inferring  Making Connections  Comprehension Monitoring
  18. 18. What is Comprehension?  Comprehension is constructing meaning from text or, making meaning from print.  The click of comprehension occurs only when the reader evolves a schema that explains the whole message.  Comprehension is the process in which the reader constructs meaning (in) interacting with text … through a combination of prior knowledge and previous experience; information available in text; the stance (taken) in relationship to the text; and immediate, remembered or anticipated social interactions and communications.  Helping students increase comprehension of content area text involves teaching them how to connect new information to what is already known, read between the lines, and apply learning to new situations.  Teaching reading in the content areas, therefore, is not so much about teaching students basic reading skills as it is about teaching students how to use reading as a tool for
  19. 19. Reading for Key Points  Read Implementation of Instruction in Reading Comprehension from Report of the National Reading Panel  Read FLaRE Professional Paper “Comprehension”  Highlight main points and jot down your reflections about those points on the margins
  20. 20. Teacher Modeled Mapping – Science
  21. 21. Concept Map
  22. 22. Follow Up Assignment  Explore the use of the concept map strategy with your students  Make a plan for assessing students use of concept map strategy  Bring samples of students’ work to next session

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