TCH 264: Comprehension and Guided ReadingMarch 31, 2014
Today’s Class
Reading Workshop• Discuss Guided Reading • Plan a Guided Reading Lesson •Writer’s Workshop• Review 6-Traits•Write using “Show Don’t Tell”• Describe Voice in Writing•Write using Voice
Mindful Comprehension Instruction
• Comprehension is difficult to measure because people understand texts differently• Focus less on “if” a student comprehended a text
and more on “how” she comprehended it.• Focus on efforts to build students’ metacognitive
awareness—their awareness of the strategies they use to think about texts
• Be wary of teaching comprehension strategies in lock-step or uniform ways• Flexibility• Intentionality
Explicit and Strategic InstructionExplicit Instruction• Demonstration (modeling) • Guided Practice• Independent PracticeStrategic Instruction• Explains what to do• Shows how to do it• Explains when to use the strategy and when it might be useful
(When and Why we’re doing it)Inferring Word Meaning (#9, 2:00)Questioning and Discussion (#5, to 10:00)
Say Something
Guided Reading-What does it look like in classrooms you’ve observed?
Read-AloudThink Aloud
Shared Reading
Guided ReadingIndependent Reading
What is Guided Reading
Guided Reading occurs when a teacher guides a small group of children (3-5) in using word identification or comprehension strategies• Students are grouped based on needs • Groups change based on their needs
• Teachers select a strategy to focus onhttp://www.sanjuan.edu/webpages/gguthrie/balanced_literacy.cfm?subpage=116133
What are the skills we can teach in Guided Reading?
Materials• Leveled Books• Class sets of Children’s Literature• Big Books• Children’s Magazines or Newspapers• Charts (Poems or Plays)• Selections of science or social studies materials (maps,
charts, graphs)• Sentence Strips• White Boards• Word Cards/Flash Cards• Post-its, Highligters
What Happens During Guided Reading
• Reader’s Workshop• About 15 minutes• Other students are working independently or with other adults
in the classroom• Guide Students through Pre-reading strategies• Introduce words• Model the Reading Strategy• Read (Whisper Reading or Taking Turns)• Avoid the Round Robin or Popcorn Reading
• Discussion about the book• During Reading the teacher can guide students in using the strategy• Ask questions to check for understanding
What it looks like…
1st grade (#9, 13:00)5th gradeKindergarten (14:48)DiscussionNon-fiction TextInference LessonMaterials, Pre-reading, During Reading, What Comprehension
Skills are the teachers working on, Noticing and Naming the comprehension strategies (Academic Language), Modeling Think-aloud
Before ReadingTeacher will:• Motivate students through activities that may
increase their interest (book talks, dramatic readings, or displays of art related to the text), making the text relevant to students in some way.• Activate students' background knowledge related to
the content of the text by discussing what students will read and what they already know about its topic• Discuss the organization of the text
Before Reading
Students will:• Establish a purpose for reading.• Identify and discuss difficult words, phrases, and concepts in
the text.• Preview the text (by surveying the title, illustrations, and
unusual text structures) to make predictions about its content.
• Think, talk, and write about the topic of the text.
During Reading• Remind students to use comprehension strategies as they
read and to monitor their understanding.• Ask questions that keep students on track and focus their
attention on main ideas and important points in the text.• Focus attention on parts in a text that require students to
make inferences.• Have students to summarize key sections or events.• Encourage students to return to any predictions they
have made before reading to see if they are confirmed by the text.
After Reading
Teachers-• Guide discussion of the reading.• Ask students to recall and tell in their own words important
parts of the text.• Offer students opportunities to respond to the reading in
various ways, including through writing, dramatic play, music, readers' theatre, videos, debate, or pantomime.
After Reading
Students-• Evaluate and discuss the ideas encountered in the text.• Apply and extend these ideas to other texts and real life
situations.• Summarize what was read by retelling the main ideas.• Discuss ideas for further reading.
Questions
Thin Questions:• Where?• When?• Who?• How many?
Thick Questions:• What if…?• How did…?• What would happen
if…?• How would you feel
if…?• Why do you think…?
Reader Response….schools shouldn’t be about handing down a collection of static truths to the next generation but about responding to the needs and interests
of the students themselves -Alfie Kohn
Transactional Theory- the act of reading involves a transaction between the reader and the text. Each "transaction" is a unique experience in which the reader and text continuously act and are acted upon by each other.A written work does not have the same meaning for every readerEach reader brings individual background knowledge, beliefs,
and context to a reading
From the work of Louise Rosenblatt
Reader Response & Close ReadingThink about your literature circles, how did comprehension fit into that? What worked, what would you want to include when doing this with students?
Reader Response Close Reading
6+1 Writing Traits
A writing assessment framework developed by Northwest Regional Education Laboratory
Purpose:• Develop common language to communicate
about writing• Develop a common vision of what effective
writing looks like
Assessing Voice
What is Voice? How do we recognize it? How do we teach it?• Mentor Texts• Model telling a story• Turn and TalkExampleshttp://apps.educationnorthwest.org/traits/scoring_examples.php?search=1&t=3&s=5&g=0
Characteristics of Strong Voice in Writing
• Shows emotion• You hear the character or writer’s personality• Sounds like spoken language• Choice of words sounds natural and matches the
character/writer• Connects with the audience• Figurative language (hyperbole, metaphor, simile,
onomatopoeia) • Can take a number of angles: Humorous, Sarcastic, Serious,
Mysterious• Sentence variety and structure• Action verbs
Show Don‘t Tellhttps://www.youtube.com/watch?v=Hzgzim5m7oU#aid=P98JF3Zp1FQ 1. Word Choice2. Action3. Figurative Language4. Sensory Details5. Let Reader Feel the Emotion (Invites
a Deeper Understanding)6. Interaction between characters
I clasp the flask between my hands even thought the warmth from the tea has long since leached into the frozen air. My muscles are clenched tight against the cold. If a pack of wild dogs were to appear at this moment, the odds of scaling a tree before they attacked are not in my favor. I should get up, move around, and work the stiffness from my limbs. But instead, I sit, as motionless as the rock beneath me, while the dawn begins to lighten the woods. I can’t fight the sun. I can only watch helplessly as it drags me into a day that I've been dreading for months.
Katniss was awake before sunrise. She was so nervous about this day she had difficulty moving.
We Do It1. Select a noun2. Brainstorm using the GO (You
can select any noun you want)3. Write 3- showing sentences and
end with the telling sentence
Lion
You do it
• My room was messy.• I am not a morning person.• It’s a bad hair day• I saw the car accident • The room was crowded
-or-• Revise a place writing• Revise a character• Revise your POV writing to show
your emotion
Henjun, K. & O’Hagan, L. (n.d.) Show what your mind sees. The Writing Fix. Retrieved from http://writingfix.com/Chapter_Book_Prompts/Twits3.htm
Next Class
Readers’ Workshop• Read Wiki Article: Show Me: Principles for
Assessing Visual Literacy• Visual Elements Reading Strategies
Writer’s Workshop: • Visual Elements in our Writing• Draft something in your notebook (See previous
slide for Show Don’t Tell writing ideas