Super Six Comprehension Strategies Teaching students to become

Super Six Comprehension Strategies Teaching students to become good readers “The purpose of education is to enhance understanding. ”(1991) Howard Gardner, Harvard Psychologist

Why implement “Super Six”? n n n Common Core Rigor Writing Motivation Engagement in all Genres

Another reason “I dunno”

College and Career Ready n n n The ability to read complex text is considered a college and career readiness skill; thus, it is a central feature of the Common Core State Standards. The standards not only establish a staircase of increasing complexity in what students must be able to read. Not learning to read complex text points to a negative economic impact if we do not ensure that all students are college and career ready in regard to literacy.

n more than 20 percent of students who attend two-year colleges in Florida need remedial classes to boost skills in reading, English, or math that they should have mastered in high school.

n One of the largest differences between failing and successful students was that only the latter could express their thoughts on the page.

Dr. Robert Marzano n The solution is to increase your use of effective reading strategies to enhance active processing of information, thus providing the framework for students to tackle complex text.

Common Core Speaking and Listening n The standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media. n An important focus of the speaking and listening standards is academic discussion in one-on-one, small-group, and whole-class settings Language n The standards expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading. The standards will help students determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of words and phrases

Writing n The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the writing standards, with opinion writing basic form of argument extending down into the earliest grades

Student Responses n n n I only read when my teachers make me Why should I read when I can be doing other fun things? Books are boring I just like to watch movies-that’s more fun and it’s quicker I’ve never read a whole book Oh yeah, I’ve read a whole book -it was called Webster- it was about a spider

Five Pillars of Reading instruction Phonemic Awareness/Alphabetic Principle n Phonics n Vocabulary/Background Knowledge n Text Comprehension n Fluency n

+1 Motivation

Comprehension is complex Reading is a dynamic process in which the reader interacts with the text to construct meaning. The reader must be have the ability to activate prior knowledge, use reading strategies and adapt to the reading situation. 3 elements -the reader, the text and the activity or purpose for reading

Myths n n Myth #1: As long as students can decode text fluently, they will naturally come to understand what they read. Myth #2: Having students read a lot will improve comprehension. Myth #3: Reading comprehension is the domain of language arts and English teachers. Myth #4: Answering questions at the end of the chapter is teaching reading comprehension.

How to Bartle Puzballs There are tork gooboos of puzballs including laplies, mushos, and fushos. Even if you bartle the puzballs that tovo inny and onny of the pern, they do not grunto any lipples. In order to geemee a puzball that gruntos lipples, you should bartle the fusho who has rarckled the parshtootoos after humply fluflu.

Answer the following questions: n n How many gooboos of puzballs are there? What are laplies, mushos, and fushos? Even if you bartle the puzballs that tovo inny and onny of the pern, they will not what? How can you geeme a puzball that gruntos lipples?

Answer Key 1. 2. 3. 4. There are tork gooboos of puzballs Laplies , mushos, and fushos are tork gooboos of puzballs They will not grunto any lipples. You should bartle the fusho who has rarckled her parshtootoos after humply fluflu.

Struggling Readers A student who has not received the necessary reading assistance before 3 rd grade may need 150 -300 hours of intensive instruction over a one to three year period to close the gap

Good READERS n n n Good readers are purposeful Good readers are active Good readers use metacognition (thinking about one’s own thinking) Good readers are aware of what they do understand, what they do not understand, and use appropriate strategies to resolve problems when reading. Good readers are strategic thinkers

Reading IS Thinking “The purpose of reading is understanding. ”

The Six Comprehension Strategies used by Proficient Readers 1. Asking Questioning 2. Making Connections between prior knowledge and the text 3. Visualizing 4. Drawing inferences 5. Determining importance 6. Synthesizing information When students have mastered all 6 strategies, they are processing text at the highest levels of literacy.

Gradual Release of Responsibility Modeled Shared Independent Guided Teacher Ownership Student 22

Gradual Release of Responsibility Teacher Modeling n n n The teacher explains the strategy The teacher demonstrates the strategy The teacher thinks aloud to model the mental process Guided Practice §Teacher gradually gives the students more responsibility for the task completion. §Practice together §Teacher scaffolds §Students share their thinking Independent Practice § § § Students try the strategy on their own Teacher gives feedback Student reflects

Preparing to teach the strategy: Select a text, read the text ahead of time to plan your think aloud spots 1. Explain the strategy Focus on two questions What is it? Why is it helpful/necessary for comprehension? 2. Provide some examples 3. Decide where the guided support will occur 4. Decide how you will have them try the strategy-Independent practice 5. Reflect

Making Connections: A Bridge From the New to the Known A huge factor in literacy is learning to make connections between what we already know and the new information we are learning

What’s your story? n n Think of your favorite book- laugh out loud, cried, scream or shudder For one minute, Tell your neighbor why? ?

Connections

Asking Questions: The Strategy That Propels Readers Forward “Questioning is the strategy that keeps readers engaged. When readers ask questions, they clarify understanding and forge ahead to make meaning. Asking questions is at the heart of thoughtful reading. ”

Goldilocks in BLOOM Knowledge: What are some of the things that Goldilocks did in the bear's house? Comprehension: Why did Goldilocks like the little bear's chair best? Application: If Goldilocks had come into your house, what are some of the things she might have used? Analysis: What parts of the story could not have actually happened? Synthesis: How might the story have been different if Goldilocks had visited the three fish? Evaluation: Do you think Goldilocks was good or bad? Why?

Questioning n n QAR Question Starters Thick and Thin questions Coding the text

Question Stems n. This story reminds me of a holiday that I experienced. n. This character has the same problem that I read/saw/heard in another text. n. I watched a program on television that talked about the things in this story. n. This reminds me of a person, place n. Has something like this ever happened to me?

Answering … 1. 2. 3. 4. I agree/disagree with ___ because I have a different opinion I have something to add Can you explain your answer?

Visualizing: A Tool to Enhance Understanding “Visualizing is a comprehension strategy that enables readers to make the words on a page real and concrete. ” Keene and Zimmerman

“Inferring is at the intersection of taking what is known, garnering clues from the text, and thinking ahead to make a judgment, discern a theme, or speculate about what is to come. ” Harvey and Goudvis

Inferring is the defining strategy that separates good readers from struggling readers. The ability to read between the lines. Inferring requires complex thinking! Simple Equation Background Knowledge + Text =Inferring Let’s try inferring…

Conversation Piece First appeared in 1950 issue of Ellery Queen’s Mystery Magazine “No!” “Yes. ” “you didn’t!” “I did. ” “When? ” “Just now. ” “Where? ” “Bedroom. ” “Dead? ” “Yes. ” “Why? ” “You know. ” “I don’t !” “You do. ” “Unfaithful? ” “Yes. ” “With whom? ” “With you. ” “No!”

“Yes. ” “She didn’t…” “She did. ” “We didn’t. ” “You did. ” “You knew? ” “I knew. ” “How long? ” “Long enough” “What now? ” “Guess. ” “Police? ” “Later. ” “why later? ” “Guess Again. ” “Tell me!”

“Look. ” “Oh, no!” ‘Oh, Yes. ” “You can’t” “I can” “Please!” “Don’t beg” “Forgive me. ” “Too late” “Good, God!” “Good bye” --------“Operator? ” “Yes, sir. ” “The police. ” Question: What happened in the story?

“Thoughtful readers grasp essential ideas and important information when reading. Readers must differentiate between less important ideas and key ideas that are central to the meaning of the text. ” Harvey and Goudvis

The Evolution of Thought Synthesizing is putting together separate parts into a new whole…. a process akin to working a jigsaw puzzle. Harvey and Goudvis

Synthesis/Summarization n Summary + Prior Knowledge = Synthesis A combination of all strategies Story elements

Synthesizing Activities n. Group Summarizing n. Pairs Read n. Partner Retelling Activity n. Climatic Events n. Event/Story Pyramid n. Story Mapping through Circular Pictures n. Reflective Sharing

Why teach with short text? n n It is easily read out loud which gives everyone in the room a common literary experience. It is often well crafted with vivid language and striking illustrations or photographs It provides an intense focus on issues of critical importance Easily reread to clarify confusions Don’t underestimate the power of a rich picture book

Lesson Design Questionsleading to greatness in books n n n Have I provided enough background knowledge? Have I framed the book? Have I supported the students to help them make sense of difficult vocabulary? Have I helped them embrace their confusions? What is getting in the way of their discovering the greatness in this book?

Questions for planning n n n What support do my students need before they begin reading the book? What support do my students need before reading each chapter? What strategies will assist them to read the text with purpose and clarity? How can I encourage a second-draft reading to facilitate deeper meaning? Which collaborative activities will help deepen their understanding? How can I help students see the relevance this book plays in their world?

Implementation n n Dedicated Space Tools-prep Posters, books, prep, schedule, notebooks, markers, writing tools Space/time Books Strategy Posters

What is Schema?