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SJSD Comprehension Strategy Professional Development
The document outlines a secondary professional development plan focused on comprehension strategies for 6th grade ELA students, specifically targeting the topic of invasive plants. Students are tasked with reading multiple sources and drafting an essay, while also learning various strategies for questioning, inferring, and determining importance in texts. The document emphasizes the need for active reading and metacognition to enhance understanding and engagement with the material.
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SJSD Comprehension Strategy Professional Development
- 1. SJSD Secondary Professional Development February 19, 2013
- 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
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- 4. Part 1: 35minutes Students 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. Part 2: 70minutes Review 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.
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- 7. Reading Activity Think aboutyour thinking - "metacognition" Purpose - actively read to understand how this applies to you Article: Common Core Standards Set the Stage for New State Accountability Tests
- 8. Who are weas readers? onne ctions Ma k ing C ortance Questioning in g Imp De termin thes izing Inferring Syn
- 9. Comprehension Strategies Making connections Questioning Our Visualizing Focus Inferring Determining importance Synthesizing
- 10. Comprehension Strategies Making connections Questioning Our Visualizing Focus Inferring Determining importance Synthesizing
- 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. Why teach Questioning? "Readerswho ask questions when they read assume responsibility for their learning and improve their comprehension in 5 ways: 1. By interacting with the text 2. By motivating themselves to read 3. By clarifying information in the text 4. By inferring beyond the literal meaning." 5. By drawing conclusions at the end of the text. I Read It, But I Don't Get It by Chris Tiovani
- 13. How do Iteach Questioning? • Set a purpose for reading. • Annotate by writing questions as the text is read.
- 14. Thick and ThinQuestions Thin Thick • asked to clarify/ • digs deeper into a understand reader's thinking • answered with one • addresses large, word or a number - universal concepts simple • scratch the surface of a reader's thinking
- 15. Thick vs. ThinQuestions
- 16. Time for a Break http://taildom.com/blog/pictures/bathroom-break-at-cesar-millans/#.T5ls0MvRz0Q.pinterest
- 17. Comprehension Strategies Making connections Questioning Our Visualizing Focus Inferring Determining importance Synthesizing
- 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 reader's prior knowledge and questions to point toward a conclusion about an underlying theme or idea in the text." --Stephanie Harvey & Anne Goudvis
- 19. Inferring is notpredicting! "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 to enhance understanding, Stenhouse Publishers.
- 20. Why teach Inferring? Inferringrequires 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 thinking during reading.
- 21. Inferring Schema Clues from (Background Knowledge) + Text (Words and = Inference Pictures)
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- 29. Let's practice inferring.... Inferring Schema Clues from (Background Knowledge) + Text (Words and = Inference Pictures)
- 30. BLOCK PARTY What are the most interesting things that we have discussed so far this morning?
- 31. What are the mostimportant things that we have discussed so far this morning?
- 32. Comprehension Strategies Making connections Questioning Our Visualizing Focus Inferring Determining importance Synthesizing
- 33. What is DeterminingImportance? 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="http://www.flickr.com/photos/43207063@N06/4895552597/">n.hewson</a> via <a href="http://compfight.com">Compfight</a> <a href="http://creativecommons.org/licenses/by/2.0/">cc</a>
- 34. Why teach DeterminingImportance? 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 reading Determining 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 skills Did 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. http://www.ohiorc.org/adlit/strategy/strategy_each.aspx?id=5#how teacherweb.esu1.org/files/ahill/DeterminingImportance.ppt
- 35. How do Iteach 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. Photo Credit: <ahref="http://www.flickr.com/photos/44773781@N00/151293521/">MadMup</a> via <a href="http://compfight.com">Compfight</a> <a href="http://creativecommons.org/licenses/by-nc-sa/2.0/">cc</a>
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- 38. Photo Credit: <ahref="http:// www.flickr.com/photos/ 28233229@N00/1213300234/">Sakurako Kitsa</a> via <a href="http:// compfight.com">Compfight</a> <a href="http://creativecommons.org/ licenses/by-nc-nd/2.0/">cc</a>
- 39. Next Steps 4th Quarter Text Complexity, Vocabulary, and Comprehension Strategy Plan Template http://goo.gl/sBivt Photo Credit: <a href="http://www.flickr.com/photos/10508943@N00/169187125/">extranoise</a> via <a href="http://compfight.com">Compfight</a> <a href="http://creativecommons.org/licenses/by/2.0/">cc</a>