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Similar to Building Comprehension through Concrete Examples by Erin Case & Sarah Novacek--2014 UNOmaha K-8 MET Link conference presentation
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Building Comprehension through Concrete Examples by Erin Case & Sarah Novacek--2014 UNOmaha K-8 MET Link conference presentation
- 1. WELCOME!! Please come in and tear a piece of paper into small pieces. Write down qualities that are unique to you. Examples: Places you’ve been, important people, things that you like…
- 2. Building Comprehension Through Concrete Examples Erin Case & Sarah Novacek
- 3. “Where do I start when teaching comprehension strategies? It is all so abstract to the kids. I always thought that kids learned best when it is concrete for them… At least at first. It is true in Math and Science, anyway.” -Donna King 5th Grade Teacher
- 4. Learning Target • Teachers should use concrete examples of reading strategies to anchor their thinking.
- 5. Essential Questions: • How can I help my students remember the different comprehension strategies? • How can I show the students what the mind of a reader looks like?
- 6. Turn and Talk • What does schema mean? • How do readers use schema?
- 7. Comprehension Connections: Bridges to Strategic Reading By Tanny McGregor.
- 8. Schema Determiner • Schema makes all the difference. • It’s your feelings, experiences, thoughts, and opinions. • Every schema is unique • Increases a reader’s feeling of self- confidence and willingness to take risks
- 9. Why Concrete Examples? • Helps students understand their thinking and teaches them to think to understand • We think when we listen, we think when we view, and we think when we read. • Teaching thinking strategies outside of text before teaching them within may help students have more seamless transition as they apply strategies in their reading • Not only creative; but FUN for kids
- 10. Reading Strategies: • Making Connections • Inferring • Asking Questions • Determining Importance • Visualizing • Fix-Up Strategies • Monitoring Understanding • Synthesizing
- 11. Inferring Lesson • Thinking Stems: – My guess is… – Maybe… – Perhaps… – It could be that… – This could mean… – I predict… – I infer…
- 12. Inferring • Helps us make solid deductions in a short amount of time • The process of merging your schema with an evidence-based guess • Good inferences use both evidence and schema. • Students must explain the WHY!
- 15. Determining Importance Lesson • What is important in Erin’s purse? • Thinking Stems: – What’s important here… – What matters to me… – One thing that we should notice… – I want to remember… – It’s interesting that…
- 16. Determining Importance • Children need to –know how to single out and process what is meaningful –Recognize and set aside distractors • Children should know that all words, sentences, or paragraphs are not created equal. Some carry more weight than others. We need to separate the fact from the fluff.
- 18. Which Comprehension Strategies Are Your Kids Struggling With? • Making Connections • Inferring • Asking Questions • Determining Importance • Visualizing • Fix-Up Strategies • Monitoring Understanding • Synthesizing
- 19. Explore Comprehension Lessons! Synthesizing Inferring Questioning Determining Importance Fix-Up Strategies Visualizing
- 20. Reader’s Notebooks •Anchor Charts •Genre Blurbs •Small Group Discussion •Independent Reading – Graphic Organizers – Reading Response
- 25. How Do I Fit This In? • “Children are safe within the confines of something concrete.” –Georgia Heard, Poet & Author • Set time to cycle through each strategy • Objective based curriculum • Program with little focus on strategies • Other
- 26. How Do I Fit This In? • Day 1: Concrete Example • Day 2: Model with book • Day 3: Shared Reading • Day 4: Interactive Reading • Day 5 and beyond: Independent and Guided Reading practice
- 27. Turn and Talk • How can readers use these examples while reading? • How will you provide concrete examples for your students?
- 28. “But this bridge will only take you halfway there--The last few steps, you’ll have to take alone.” -Shel Silverstein from “This Bridge”
- 29. Questions?
Editor's Notes
- Have them read it. What are the concrete things we do in science and math? How can we use that in reading?
- Make sure to talk about how using correct vocabulary with students. Teach them the word “schema” so they know how to use it.
- Having schema allows our thinking to go deeper, faster. Just think of the implications for everything we teach. Using what kids already know can help us do what we do better. We just need to invite them to make meaningful connections, and they will rise to meet us. It is important to use the word schema with your students. Make sure they are hearing and using the vocabulary. Henry Doorly Zoo and Cichan Itza Henry Doorly Zoo and Cichan Itza
- The lessons we will show you are not merely reading strategies, but thinking strategies. We need to show our students that we make connections, ask questions, and infer every single day whether we pick up a piece of text or not
- Explain inferring. Do shoe lesson or trash bag lesson. Explain how to connect texts to inferring: No David! After you give a concrete lesson, you must model how to use the strategy during reading time. The ability to infer is crucial: in reading, in test taking, even in life. Some teachers expect students to do too many new things at once. Their instruction combines grasping new language, decoding, and processing challenging text with making solid inferences. Too much, too fast. By using concrete examples and modeled readings, however, you will provide students with a map for doling out responsibility in manageable pieces.
- We’ve learned not to assume that our students know how to filter out the fluff and focus on the facts. What is needed now is thoughtful conversation and explicit teaching around the strategy of determining importance.
- A tool students use to record their thinking.
- Letter to Teacher Lines I love Writing Long off of post-its Character map Graphic Organizers Characters I’m Meeting
- Discuss what curriculums are in place….
- A good inference uses both evidence and schema. They can’t just tell their inference, they must explain WHY!