Downloaded 15 times
More Related Content
Similar to Scaffolding Reading Comprehension ENG101A.ppt
Scaffolding Reading Comprehension ENG101A.ppt
- 1.
- 2. Comprehension is theprocess of simultaneously extracting and constructing meaning through interaction and involvement with written language. It consists of three elements: The reader The text The activity or purpose for reading (Rand Reading Study Group, 2002) OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING Before During After
- 3. OFFICE OF SPECIALPROGRAMS, EXTENDED AND EARLY LEARNING What should happen before, during and after reading?
- 4. SCAFFOLDING READING IN THEELEMENTARY GRADES The Scaffolding Reading in the Elementary Grades modules provide the instructional routines and strategies teachers need to help students extract and construct meaning. OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
- 5. BEFORE READING Teachthe pronunciation of difficult to read words Teach the meaning of critical, unknown vocabulary words Teach or activate any necessary background knowledge Preview the story or the article OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING Module Contents
- 6. DURING READING Utilizepassage reading procedures that provide adequate reading practice Ask appropriate questions during passage reading Teach strategies that can be applied to passage reading Use graphic organizers to enhance comprehension OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING Module Contents
- 7. AFTER READING Provideintentional fluency building practice Engage students in a discussion Have students answer written questions Provide engaging vocabulary practice Have students write summaries of what they have read OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING Module Contents
- 8. OFFICE OF SPECIALPROGRAMS, EXTENDED AND EARLY LEARNING SNAPSHOTS OF THE INSTRUCTIONAL PRACTICES AND ROUTINES
- 9. BEFORE READING OFFICE OFSPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
- 10. BEFORE READING If studentscan read the words in a passage accurately and fluently, their reading comprehension will be enhanced. OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING BIG IDEA
- 11. TEACH THE PRONUNCIATIONOF DIFFICULT TO READ WORDS. Procedures for telling the word(s). This word is ____________________ . What word _____________________? Spell and read the word. _________________ focus inspector glimpse spectator OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
- 12. A STRATEGY MODELED DecodingInstruction, 1st Grade OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
- 13. If students understandthe meaning of critical vocabulary in the passage, their comprehension will be enhanced. OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING BIG IDEA
- 14. TEACH THE MEANINGOF CRITICAL, UNKNOWN WORDS Tier One: Basic words Chair, bed, happy, house Tier Two: Words in general use, but not common Concentrate, absurd, fortunate, relieved, dignity Tier Three: Rare words limited to a specific domain Tundra, igneous rocks, weathering OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
- 15. KEY CONCEPTS INTEACHING CRITICAL, UNKNOWN WORDS Select words that are unknown and critical to passage understanding. Select words students are likely to encounter in the future Tier 2 words Academic vocabulary Student-friendly explanations OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
- 16. EXAMPLE: TEACHING CRITICAL, UNKNOWNWORDS Reading Level: 2nd Series: Harcourt Trophies Passage: Lemonade for Sale announced members neighborhood arrived rebuild lemonade glum squawked clubhouse OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING Select three words for robust explicit instruction.
- 17. STUDENT-FRIENDLY EXPLANATIONS OFFICE OF SPECIALPROGRAMS, EXTENDED AND EARLY LEARNING Dictionary Definition Relieved – (1) to free wholly from pain, stress, pressure. (2) to lessen or alleviate, as pain or pressure Student Friendly Explanation When something that is difficult is over or never happened at all, you feel relieved.
- 18. STUDENT FRIENDLY DEFINITIONS Dictionary DefinitionStudent-Friendly Definition Disgusting – to cause to feel disgust; be sickening, repulsive, or very distasteful to Fragile – easily broken, damaged, or destroyed Gratitude – a feeling of thankful appreciation for favors or benefits received Loitering- to linger in an aimless way; spend time idly OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
- 19. ACTIVITY: CREATING STUDENT- FRIENDLYEXPLANATIONS Gape - to open the mouth wide involuntarily, as the result of hunger, sleepiness, or absorbed attention Glimpse – 1) momentary or slight appearance, 2) a vague idea; inkling. Scrutinize - to examine in detail with careful or critical attention OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
- 20.
- 21. A STRATEGY Vocabulary Instruction,2nd Grade OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
- 22. If students havethe background knowledge required by a passage, their comprehension will be enhanced. OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING BIG IDEA
- 23. Strategy #3 Example Prior to passage reading, select and read aloud a book that provides necessary background knowledge Passage: Me and Uncle Romie Background knowledge needed: Life in a big city OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING TEACH OR ACTIVATE NECESSARY BACKGROUND KNOWLEDGE.
- 24. ACTIVATING BACKGROUND KNOWLEDGE OFFICE OFSPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING Activate background knowledge using a research validated strategy Ask students questions and engage in a discussion Activate knowledge using the KWL strategy Brainstorm the topics/questions that might be covered
- 25. BACKGROUND KNOWLEDGE OFFICE OFSPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING B-K-W-L-Q Background Knowledge What we want to know Language needed for writing Questions we can now answer Front load, front load, front load!! (Adapted from Ogale’s KWL by J. Allen)
- 26. If students previewa passage, their comprehension is enhanced. OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING BIG IDEA
- 27. DURING READING OFFICE OFSPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
- 28. Asking students questions duringpassage reading has proven effectiveness in improving the comprehension of students. OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING BIG IDEA
- 29. QUESTIONING THE AUTHOR:AN APPROACH FOR ENHANCING STUDENT ENGAGEMENT WITH TEXT (BECK, MCKEOWN, HAMILTON & KUCAN, 1997) Comprehension strategy to teach students to construct meaning during reading Queries, or discussion questions, encourage students to engage with ideas in text to build meaning Queries help teachers facilitate group discussion and student-to-student interaction OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
- 30. QUERY EXAMPLES Whatis the author trying to say? Why do you think the author used the following phrase? Does this make sense to you? OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
- 31. Instruction in specificcognitive strategies can improve reading comprehension for all students and, most particularly, can assist struggling readers. (RAND Reading Study Group, 2002) OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING BIG IDEA
- 32. COGNITIVE STRATEGIES CompetentReaders Strategies Text Structure Strategies Fix-Up Strategies Reread Look back Read ahead Restate in your own words OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
- 33. The ability toidentify and take advantage of text organization can contribute to students’ comprehension. (Dickson, Simmons, & Kameenui, 1998) OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING BIG IDEA
- 34. TEXT ORGANIZATION StoryGrammar Title, author, setting, main characters, conflict resolution, events, conclusion Patterns of Expository Text Each paragraph is a body of knowledge Determine topic of paragraph Determine critical supporting details OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
- 35. STRATEGY EXAMPLE ParagraphShrinking Name the who or what. Tell the most important thing about the who or what. Say the main idea in 10 words or less. OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
- 36. The main effectof graphic organizers appears to be on the improvement of the reader’s memory for the content that has been read. (Dickson, Simmons, & Kameenui, 1998) OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING BIG IDEA
- 37. GRAPHIC ORGANIZERS NarrativeText (Story Maps) Expository Text (Flow charts, compare/contrast) OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
- 38. AFTER READING OFFICE OFSPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
- 39. Fluency is relatedto reading comprehension. (Cunningham & Stanovich, 1998; Fuchs, Fuchs, & Maxwell, 1988) OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING BIG IDEA
- 40. FLUENCY Repeated Reading Cold-timing Accuracy Practice Fluency Building Hot-timing OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
- 41. Engaging students ina discussion can increase their depth of text processing and subsequent comprehension. OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING BIG IDEA
- 42. DISCUSSION Teach discussionbehavior. OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING Looks Like Sounds Like Facing peers Using a pleasant voice Making eye contact Sharing opinions and supporting facts Participating Sharing positive comments Listening Staying on topic
- 43. Writing aboutwhat you have read can improve your comprehension. Expressing your ideas in writing helps the reader organize ideas. OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING BIG IDEA
- 44. Writing aboutwhat you have read can improve your comprehension. Expressing your ideas in writing helps the reader organize ideas. OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING BIG IDEA
- 45. Students must Read, And read, And read, And read, And read some more! OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
- 46. WVDE LESSON PLANTEMPLATE Reading Lesson Plan OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
- 47. CONTACT INFORMATION Phyllis Veith,Assistant Director, Office of Special Programs pveith@access.k12.wv.us Linda Palenchar, Coordinator, Office of Special Programs lpalench@access.k12.wv.us OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
Editor's Notes
- #3 There are very explicit processes, strategies and routines used before students read, while they read, and after they read. During this session we’ll provide an overview of the elements of effective before, during and reading instruction.
- #4 Introduce the ACTIVITY by telling participants you will present a series of instructional activities used before, during and after reading. Read each statement to them and ask them to hold up 1, 2 or 3 fingers to indicate whether each instructional practice would occur before (1), during (2), or after (3) reading. Provide the correct answers (listed on notes pages) as you go.
- #13 Activity: In this clip participants will watch Dr. Anita Archer modeling pronunciation strategies just presented. Ask participants to take notes on the teaching procedure as they watch. Debrief at conclusion of video. (Click on the photo to launch the video.)
- #20 Give participants 5 minutes to create three student friendly explanations. Time permitting, ask #1’s to share examples for each word.
- #21 This is a great resource for use in generating your student friendly explanations. It is NOT for students as it published in Great Britain and contains British terms, etc. It is, however, an easy reference tool for you to use as you plan your vocabulary procedures work. Cost is $28.95.
- #22 This is the same video we watched at the beginning of this session. Watch it again and use your new knowledge about teaching vocabulary to expand your original lists of effective instructional strategies for preparing students to read.
- #24 Me and Uncle Romie brings the world of art to life for children, through Claire Hartfield's story based on the life and work of world-renowned African-American collage artist, Romare Bearden. This fictional tale follows a young boy as he travels by train from his smalltown home in North Carolina for a visit with his Uncle Romie, an artist in New York City. Through the boy's experiences, readers will discover the City's wonders and learn, in a lively and personal way, about the connection between life experiences and art. Students likely need more background information on NYC. Selecting and reading aloud to students prior to having them read Me and Uncle Romie gives them necessary information for understanding and enjoying the book. Without this “front loading”, children may encounter difficulty in their reading due to lack of background knowledge.
- #25 Review the three strategies on the slide.
- #26 Using this strategy helps level the playing field for students with limited background knowledge and gives students universal knowledge.
- #30 Students are taught that text is simply someone’s written ideas which may or may not be clearly expressed. This knowledge gives students “permission” to question the text and place responsibility for building the text on students.
- #31 To introduce the strategy, display a short passage to students along with one or two queries you have designed ahead of time. Model for your students how you think through the queries. Invite individual students or small groups to read and work through the queries you have prepared for their readings. Remember that your role as the teacher during this strategy is to facilitate the discussion, not lead it. When students ask questions that go unanswered, try to restate them and encourage students to work to determine the answer. (http://www.adlit.org/strategies/19796 )
- #35 story grammar" addresses the elements of a story. These include but are not limited to: the title, author, setting, main characters, conflict and resolution, events, and conclusion. Some additional elements that may be specified under "events" are: the initiating event, internal response, attempt, consequence, and reaction.
- #40 When students read fluently, decoding requires less attention. Attention, therefore, can be given to comprehension. Additionally, reading begets reading behavior – an accurate fluency reader will read more! What are the benefits of more reading?
- #41 We must provide intentional fluency building practice. It’s easily managed in the well-designed reading classroom and students love it. Some specific strategies are noted. Cold timing = 1 minute timing without practice Accuracy Practice = Chorally read the material with your students. Fluency Building = Have students whisper-read as you time them for one minute. Hot-timing = Students exchange papers with partners. First reader reads for 1 minute, second student marks errors and circles last word read. Repeat for second reader. Have partners determine the number of correct words read for their partner. Have students graph their cold and hot timings.
- #42 It is important to teach students the behaviors of discussion.