February 27, 2013 Betsy Madison [email protected]
Betsymadison.com Reading Comprehension North Todd Elementary
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What can we do? Reading must be authentic (related to what you
will do tomorrow) Reading must be purposeful (you must be
responsible for something in class) Comprehension strategies must
be woven into content
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Literacy Strategies for Comprehension Determine Importance
Question Connect to Schema (Prior Knowledge) Synthesize Visualize
Monitor Infer
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Gradual Release of Responsibility I do it. We do it. Yall do
it. You do it.
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Connect to Schema (prior knowledge) Every child comes to school
with a frame made of their experiences since birth. Some students
have a frame that looks like garden lattice. Some students have a
skinny little frame.
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Using Schema All day long, we throw dirt clods at their
frames.
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New Knowledge has to have Prior Knowledge to stick to. Which
frame will more dirt clods stick to?
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The Role of WORDS in Schema By age 3, kids from well off
families have a working vocabulary of 1116 words. Kids from working
class families have 749 words. Kids from welfare have a mere 525
words. Word poverty leads to idea poverty. You have to know stuff
to read stuff. (New Knowledge has to have Old Knowledge to stick
to.)
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The Power of Reading to Build Vocabulary Reading 14 minutes a
day means reading 1,000,000 words a year. Preschool and childrens
books expose students to more challenging vocabulary than
prime-time television. For vocabulary development, children should
have text that is 3 years above their age/grade level.
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The limits of my language are the limits of my mind. All I know
is what I have words for. Ludwig Wittgenstein What can you do, at
NTES, to combat WORD POVERTY?
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Intentionally Activating Schema Text-to-Self Connections
Students compare what they are reading to their own prior knowledge
& experiences Students can better understand character,
setting, events, etc of a story because theyve had a similar
experience These connections can be made by young students.
Engaging: I like learning when its about ME
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Text-to-Text Connections Students compare what they are reading
to something theyve already read. Encourage connections across
genres (article to story, story to poem) Helps students understand
the concept of character, setting Helps students learn to make
predictions, anticipate problems and solutions These connections
can be made by young students
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Text-to-World Connections Students compare what they are
reading to a Real World Event May require a little more teacher
direction with young students Helps students better understand both
the Real World Event and the text
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Schema Thinking/Discussion Stems That reminds me of Im
remembering I have a connection to I have schema for I can relate
to I already know
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Visualize Creating a mental image Making a picture in your head
MODEL, MODEL, MODEL Ask students to draw the picture they see in
their head Ask students to write about the picture they see in
their head
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Visualizing Thinking Stems Im picturing I can imagine I can
feel I can see I can smell I can taste I can touch I can hear My
mental images include
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Questioning Students ask questions, while reading, If they are
curious about something in the text If they want to predict what
will happen If they want to make something more clear Asking the
right questions allows good readers to focus on the most important
information in a text.
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Questioning Thinking Stems I wonder What if? Why? I dont
understand It confused me when How could?
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Talk Time If you have to talk, you have to think. The
importance of dialogic talk By the age of 4, the child of
professional parents in the US will have had nearly twice as many
words addressed to it as the working-class child, and over four
times as many as a child on welfare. For the middle-class child,
encouragement from parents vastly outweighs discouragement; but for
the child on welfare the climate of adult reaction is an
overwhelmingly discouraging one. While talk is essential for
intellectual and social development, for some children, the talk
which they engage in at school is nothing less than a lifeline.
(Robin Alexander, 2004)
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Where did we practice? What are you going to try?
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Resources Hello Literacy blog
(www.helloliteracy.blogspot.com)www.helloliteracy.blogspot.com
Reading Resource.net
(http://www.readingresource.net/strategiesforreadingcomprehensio
n.html)http://www.readingresource.net/strategiesforreadingcomprehensio
n.html Florida Center for Reading Research
(www.fcrr.org)www.fcrr.org Reading to Learn
([email protected])[email protected]
www.julieballew.com