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Coteaching Reading
Comprehension Strategies:
What’s In It for You
and for Your Students?
For TWU COPE Student Teachers
Spring 2014
Judi Moreillon, M.L.S., Ph.D.
School of Library and Information
Studies
Texas Woman’s University
jmoreillon@twu.edu
Becky McKee, M.L.S.
Doctoral Student and Teacher
John L. Patton Academic Center
Dallas Independent School District
becmckee@verizon.net
http://animoto.com/play/XGIyUfLHY32MGpDQdj6vKA
Objectives:
At the end of this workshop, you will be able to:
 Identify 16 “fix-up” options that can be used to
help readers regain comprehension.
 Model using these strategies with think-alouds.
 Cite the benefits of classroom-library coteaching
to educators and students.
All of photographs, examples, and testimonials used in this presentation were
provided by classroom teachers and school librarians who cotaught lessons from
Coteaching Reading Comprehension Strategies in Elementary School Libraries:
Maximizing Your Impact (Moreillon 2013). All images and testimonials are used with
permission.
How could this coteaching strategy
benefit you and your students?
 One educator reads a text; the other records students’ ideas.
How could this coteaching strategy
benefit you and your students?
 Educators model the learning tasks with small groups.
How could this coteaching strategy
benefit you and your students?
 Educators provide think-alouds with the goal of showing a
diversity of responses.
How could this coteaching strategy
benefit you and your students?
 Educators demonstrate cooperative learning, discussion
procedures, and debating techniques.
How could this coteaching strategy
benefit you and your students?
 Educators jointly monitor small group or independent practice.
How could this coteaching strategy
benefit you and your students?
 Educators provide reading or writing conferences
with individual learners
or small groups.
The Metaphor of the Elephant
Analogy of Driving a Car
Reading Comprehension Strategies
The Metaphor of the Elephant
Analogy of Driving a Car
Using Fix-up Options
16 ways for readers
to regain comprehension
Using Fix-up Options:
Read the Signs
Animoto Video
Fast Side
Some of the Fix-Up Options
 Activating Background Knowledge
 Visualizing
 Drawing an Inference
 Using text features
Process
Reread.
Stop and think.
Talk aloud with your partner(s).
Mark your organizer.
Read on.
Part Four: Time and Eternity XXVII
Because I could not stop for Death,
He kindly stopped for me;
The carriage held but just ourselves
And Immortality.
We slowly drove, he knew no haste,
And I had put away
My labor, and my leisure too,
For his civility.
Emily Dickinson (1830–86).
Complete Poems. 1924.
We passed the school, where children strove
At recess, in the ring;
We passed the fields of gazing grain,
We passed the setting sun.
Or rather, he passed us;
The dews grew quivering and chill,
For only gossamer my gown,
My tippet only tulle.
Guided Practice
We paused before a house that seemed
A swelling of the ground;
The roof was scarcely visible,
The cornice but a mound.
Since then 'tis centuries, and yet each
Feels shorter than the day
I first surmised the horses' heads
were toward eternity.
Guided Practice
ELA-R TEKS
Reading/Inquiry Standards Example: 2nd
Grade
§110.13.
b.(14)
Reading/Comprehension of Informational
Text/Expository Text
Students analyze, make inferences and
draw conclusions…
(A) identify the main idea in a text and
distinguish it from the topic;
(D) use text features (e.g., table of
contents, index, headings) to locate
specific information in text.
ELA-R TEKS
Reading/Inquiry Standards Example: 2nd
Grade
§110.13.
b. (14)
Reading/Comprehension of Informational
Text/Expository Text
Students analyze, make inferences and
draw conclusions…
(A) identify the main idea in a text and
distinguish it from the topic;
(D) use text features (e.g., table of contents,
index, headings) to locate specific
information in text.
ELA-R TEKS
Reading/Inquiry Standards Example: 5th
Grade
§110.16.
b. (11)
Reading/Comprehension of Informational
Text/Expository Text
Students analyze, make inferences and draw
conclusions…
  (A) Determine the facts in text and verify 
them through established methods.
(E) Synthesize and make logical connections 
between ideas within a text and across two or 
three texts representing similar or different 
genres.
ELA-R TEKS
Reading/Inquiry Standards Example: 5th
Grade
§110.16.
b. (11)
Reading/Comprehension of Informational
Text/Expository Text
Students analyze, make inferences and
draw conclusions…
  (A) Determine the facts in text and verify them 
through established methods.
(E) Synthesize and make logical connections 
between ideas within a text and across two or
three texts representing similar or different 
genres.
ELA-R TEKS
Reading/Inquiry Standards Example: 8th
Grade
§110.18.
b.(13)
Reading/Media Literacy
  Students use comprehension skills to 
analyze how words, images, graphics, and 
sounds work together in various forms to 
impact meaning.
ELA-R TEKS
Reading/Inquiry Standards Example: 8th
Grade
§110.18b
(13)
Reading/Media Literacy
  Students use comprehension skills 
to analyze how words, images,
graphics, and sounds work 
together in various forms to impact 
meaning.
ELA-R TEKS
Reading/Inquiry Standards Example: 12th
grade
§110.34.
b. (2)
Reading/Comprehension of Literary Text/Theme
and Genre.
Students analyze, make inferences and draw 
conclusions about theme and genre in different cultural, 
historical, and contemporary contexts and provide 
evidence…
(C) relate the characters, setting, and
theme of a literary work to the historical,
social, and economic ideas of its time.
ELA-R TEKS
Reading/Inquiry Standards Example: 12th
grade
§110.34.
b. (2)
Reading/Comprehension of Literary Text/Theme
and Genre.
Students analyze, make inferences and draw
conclusions about theme and genre in different 
cultural, historical, and contemporary contexts and 
provide evidence…
(C) relate the characters, setting, and theme of a
literary work to the historical, social, and
economic ideas of its time.
28
Digital Image created by Anna Darst, TWU Student
LS5443: Librarians as Instructional Partners, Spring 2013
Used with permission.
Resources for
Classroom-Library Coteaching
A ripple? Or a wave? It’s up to us!
Works Cited
ACT. “College Readiness Benchmarks Over Time.” The Condition of
College & Career Readiness 2012. Web. 4 Mar. 2014
<http://www.act.org/research/policymakers/cccr12/readiness2.html>.
Coteaching Photographs. All Used with Permission. ©2014 Judi
Moreillon
Darst, Anna. “You Are Not Alone.” Digital Image. Used with permission.
Moreillon, Judi. Coteaching Reading Comprehension Strategies in
Elementary School Libraries: Maximizing Your Impact. Chicago: ALA
Editions, 2013. Print.
_____. Coteaching Reading Comprehension Strategies in Secondary
School Libraries: Maximizing Your Impact. Chicago: ALA Editions,
2012. Print.

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Classroom Teachers and School Librarians Coteaching Reading Comprehension Strategies: What's In It for Your Students?

  • 1. Coteaching Reading Comprehension Strategies: What’s In It for You and for Your Students? For TWU COPE Student Teachers Spring 2014 Judi Moreillon, M.L.S., Ph.D. School of Library and Information Studies Texas Woman’s University jmoreillon@twu.edu Becky McKee, M.L.S. Doctoral Student and Teacher John L. Patton Academic Center Dallas Independent School District becmckee@verizon.net
  • 3. Objectives: At the end of this workshop, you will be able to:  Identify 16 “fix-up” options that can be used to help readers regain comprehension.  Model using these strategies with think-alouds.  Cite the benefits of classroom-library coteaching to educators and students.
  • 4. All of photographs, examples, and testimonials used in this presentation were provided by classroom teachers and school librarians who cotaught lessons from Coteaching Reading Comprehension Strategies in Elementary School Libraries: Maximizing Your Impact (Moreillon 2013). All images and testimonials are used with permission.
  • 5. How could this coteaching strategy benefit you and your students?  One educator reads a text; the other records students’ ideas.
  • 6. How could this coteaching strategy benefit you and your students?  Educators model the learning tasks with small groups.
  • 7. How could this coteaching strategy benefit you and your students?  Educators provide think-alouds with the goal of showing a diversity of responses.
  • 8. How could this coteaching strategy benefit you and your students?  Educators demonstrate cooperative learning, discussion procedures, and debating techniques.
  • 9. How could this coteaching strategy benefit you and your students?  Educators jointly monitor small group or independent practice.
  • 10. How could this coteaching strategy benefit you and your students?  Educators provide reading or writing conferences with individual learners or small groups.
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  • 12. The Metaphor of the Elephant Analogy of Driving a Car Reading Comprehension Strategies
  • 13. The Metaphor of the Elephant Analogy of Driving a Car Using Fix-up Options 16 ways for readers to regain comprehension
  • 14. Using Fix-up Options: Read the Signs Animoto Video Fast Side
  • 15. Some of the Fix-Up Options  Activating Background Knowledge  Visualizing  Drawing an Inference  Using text features
  • 16. Process Reread. Stop and think. Talk aloud with your partner(s). Mark your organizer. Read on.
  • 17. Part Four: Time and Eternity XXVII Because I could not stop for Death, He kindly stopped for me; The carriage held but just ourselves And Immortality. We slowly drove, he knew no haste, And I had put away My labor, and my leisure too, For his civility. Emily Dickinson (1830–86). Complete Poems. 1924.
  • 18. We passed the school, where children strove At recess, in the ring; We passed the fields of gazing grain, We passed the setting sun. Or rather, he passed us; The dews grew quivering and chill, For only gossamer my gown, My tippet only tulle. Guided Practice
  • 19. We paused before a house that seemed A swelling of the ground; The roof was scarcely visible, The cornice but a mound. Since then 'tis centuries, and yet each Feels shorter than the day I first surmised the horses' heads were toward eternity. Guided Practice
  • 20. ELA-R TEKS Reading/Inquiry Standards Example: 2nd Grade §110.13. b.(14) Reading/Comprehension of Informational Text/Expository Text Students analyze, make inferences and draw conclusions… (A) identify the main idea in a text and distinguish it from the topic; (D) use text features (e.g., table of contents, index, headings) to locate specific information in text.
  • 21. ELA-R TEKS Reading/Inquiry Standards Example: 2nd Grade §110.13. b. (14) Reading/Comprehension of Informational Text/Expository Text Students analyze, make inferences and draw conclusions… (A) identify the main idea in a text and distinguish it from the topic; (D) use text features (e.g., table of contents, index, headings) to locate specific information in text.
  • 22. ELA-R TEKS Reading/Inquiry Standards Example: 5th Grade §110.16. b. (11) Reading/Comprehension of Informational Text/Expository Text Students analyze, make inferences and draw conclusions…   (A) Determine the facts in text and verify  them through established methods. (E) Synthesize and make logical connections  between ideas within a text and across two or  three texts representing similar or different  genres.
  • 23. ELA-R TEKS Reading/Inquiry Standards Example: 5th Grade §110.16. b. (11) Reading/Comprehension of Informational Text/Expository Text Students analyze, make inferences and draw conclusions…   (A) Determine the facts in text and verify them  through established methods. (E) Synthesize and make logical connections  between ideas within a text and across two or three texts representing similar or different  genres.
  • 24. ELA-R TEKS Reading/Inquiry Standards Example: 8th Grade §110.18. b.(13) Reading/Media Literacy   Students use comprehension skills to  analyze how words, images, graphics, and  sounds work together in various forms to  impact meaning.
  • 25. ELA-R TEKS Reading/Inquiry Standards Example: 8th Grade §110.18b (13) Reading/Media Literacy   Students use comprehension skills  to analyze how words, images, graphics, and sounds work  together in various forms to impact  meaning.
  • 26. ELA-R TEKS Reading/Inquiry Standards Example: 12th grade §110.34. b. (2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw  conclusions about theme and genre in different cultural,  historical, and contemporary contexts and provide  evidence… (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time.
  • 27. ELA-R TEKS Reading/Inquiry Standards Example: 12th grade §110.34. b. (2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different  cultural, historical, and contemporary contexts and  provide evidence… (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time.
  • 28. 28 Digital Image created by Anna Darst, TWU Student LS5443: Librarians as Instructional Partners, Spring 2013 Used with permission.
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  • 32. A ripple? Or a wave? It’s up to us!
  • 33. Works Cited ACT. “College Readiness Benchmarks Over Time.” The Condition of College & Career Readiness 2012. Web. 4 Mar. 2014 <http://www.act.org/research/policymakers/cccr12/readiness2.html>. Coteaching Photographs. All Used with Permission. ©2014 Judi Moreillon Darst, Anna. “You Are Not Alone.” Digital Image. Used with permission. Moreillon, Judi. Coteaching Reading Comprehension Strategies in Elementary School Libraries: Maximizing Your Impact. Chicago: ALA Editions, 2013. Print. _____. Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact. Chicago: ALA Editions, 2012. Print.

Editor's Notes

  1. Goals and Objectives