Beruflich Dokumente
Kultur Dokumente
Agenda
Narrative Expository
Instructional Strategies
Session Objectives
Participants will Be able to understand the research related to reading comprehension Be able to implement appropriate assessment techniques to inform instruction. Be able to determine when to apply narrative and expository text frames to reading material used for instruction. Be able to identify and use appropriate instructional strategies based on student needs.
What Is Reading
Comprehension?
In mechanistic studies, this form of equation appears whenever the rate-controlling step of a reaction is viewed to involve the association of reactant with some quantity that is present in limited but fixed amounts; for example, the association of reactant with enzyme to form a complex, or the association of gaseous reactant with an active site on the catalyst surface.
Snowballing Consequences of
Early Reading Failure
Exposure to W ords
Proficient Comprehension
3 primary grade comprehension skills literal comprehension sequencing summarizing 3 intermediate comprehension skills making inferences based on relationships comprehending sentences with complicated syntactic structures critically reading passages
Do I understand what I just read? Teach fix up strategies: reread, read ahead, adjust pace
Research Evidence
recognition instruction integrated with rapid processing of words, spelling skills, and strategies to improve comprehension
(Fletcher & Lyon, 1998)
Reading
is
q Re
s ire
Pri ogic l Phonolnessa ocabulary Aware nt V nes are Aw e s Knowledg icity Ph t on ma o i cs A ut y en c Flu
Comprehension
Requ ires
Is supported by
Req uires
eq R ui s re
Background Knowledge
Text Structure
Strategies
(Strong, 1988)
Woodcock Reading Mastery Test (WRMT-R) Stanford Diagnostic Reading Test (SDRT-4) Woodcock Diagnostic Reading Battery (WDRB) Dynamic Indicators of Basic Early Literacy
passages
Written retells are appropriate for narrative
subjectively or objectively
Oral Retells
Select a narrative text at the student's
words from the beginning of a chapter or where a major change of time or setting has just occurred within a chapter
cannot remember anything more about the story, you may give a natural prompt Is there anything more you can remember."
Directions: Place a 1 next to each item the student includes in his/her retelling. Credit the gist as well as the obvious recall. Place an * if you ask the child questions to aid his/her recall. A Story Sense Theme: Problem: Goal: Title: Setting When and where the story occurs Characters Name the main characters Events/Episodes Initiating event Major events (climax) Sequence Resolution Name problem solution for the goal End story (.5)
(.5)
(1) (1) (1) (1) (1) Main idea or moral of story Difficulty to overcome What the character wants to happen Name of the story (if possible) (1) (1) (1) (1) B Level C D
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Tell students to carefully read the selection Tell students that they will be asked to retell as much information as they can when they finish reading Tell students how their responses will be scored
statement of the problem summary of major points details attention to coherence completeness comprehensibility
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Maze
Probe Development Select a passage of approximately 250 words Leave the first and last complete sentence intact Delete every seventh word, starting with the second sentence Provide 3 alternate word choices for each blank Make sure one answer is clearly correct List the choices
Maze Selection
What are volcanoes? The word volcano comes from Vulcan. This/Many/Tiny was the name of a Roman bat/god/met. Centuries ago, people believed that Vulcan can/say/was the blacksmith of the gods. A simply/volcano/remain was the chimney of his forge.
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Maze
Administration Procedures Tell students to read the passage Tell students to circle the correct word from among the options Time the student for one minute if elementary or three minutes for secondary
Maze
Scoring Procedures Stop scoring after 3 consecutive incorrect choices Count the number of correct choices
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Scoring Activity
Maze Benchmarks
Grade 4 5 6 Benchmark (end of year) 20 correct replacements per 2.5 minutes 25 correct replacements per 2.5 minutes 30 correct replacements per 2.5 minutes
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90% accuracy or above represents independent or mastery level 60%-70% accuracy represents instructional level below 60% represents the frustration level.
6420 Flying Cloud Drive, Suite 204 Eden Prairie, MN 55344 888-944-1882 http://www.aimsweb.com http://www.edformation.com 30 graded and equivalent passages prepared in maze format for grades 2-8 23 graded and equivalent passages prepared in maze format for grade 1 23 graded and equivalent passages prepared in maze format for pre-primer level 256 total passages
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WebEdCo 7701 York Avenue South Suite 250 Edina, MN 55435 952-229-1440 http://www.edcheckup.com
Diana Phillips Peabody #328 230 Appleton Place Nashville, TN 37203-5721 615-343-4782
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Text Structure
Text Structure
. . .students who are knowledgeable about and/or
follow the authors structure in their attempts to recall a text remember more than those who do not. Second, more good than poor readers follow the authors text structure in their attempt to recall a text (Pearson & Fielding, 1991, p. 827).
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Text Structure
students Knowing the patterns provides students with shared understandings (Englert & Mariage, 1991) At youngest levels, narrative comes first, then expository (Gleason, 1995) Apply text structures and self-instructional training to any text structures
Text Genre
Can be classified in many ways, such as Fiction Non-fiction Fairy Tales Fables Plays
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character have?
4. How did the problem get solved?
Problem:
Response:
The Outcome:
The Conclusion:
Figure 1. Story grammar map. Note. From Cognitive Strategy Instruction in Writing Project, C.S. Englert, T.E. Raphael, and L.M. Anderson, 1989, East Lansing, MI: Institute for Research on Teaching. Reprinted by permission.
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Strategy to Categories
Character Information
Conflict or Problem
Attempts/Resolution/Twist
Reactions and Theme
Model with transparency Questioning of students at designated points in story Completion of note sheet by teacher and students based on student responses Monitoring of student responses by teacher Correction of responses on note sheet
Carnine, Silbert, Kameenui, 1997
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Notesheet for Advanced Story Reading Comprehension Strategy Student Notesheet Name Story 1. Name the problems or conflict. Date
6. What is the theme or the story? What is the author trying to say?
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Organizational Frames
visually Used to review and reinforce specific content area material Involve students in writing about content area material
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pattern
Rooney, 1998
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Clouds are ______________________________. Sometimes I see ____________________ when I Look at clouds. I like clouds because _________ _______________________________________.
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Loch Ness
Rooney, 1998
Fat body
Thin neck
Plesiosaurus
8 foot tail
Rooney, 1998
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Seidenberg, 1989
Many things must be done before a plane can take off from an airport. First, the mechanics check each plane. Next, passengers board the plane. Then the pilot checks the planes instruments and the people in the control tower make sure the runways are clear. Finally, its time to takeoff.
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Since early times people have sent messages and packages to one another. Today things are mailed at a post office. First, __________________________ _______________________________. Next, ____________________________________. Finally,______________________________ ___________________________. After this, ___________________________________.
Chocolate is made from cacao tree beans. After the beans are unloaded at the factory,____________________________________ ____.Then,_________________________________ _______________________.Next,______________ _____________________________. Finally,______ __________________________________________ After this, _________________________________ _________________________________________.
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Bats are unusual animals for several reasons, First,_____________________________________ Second,__________________________________ Third,____________________________________ Finally,___________________________________ As you can see, bats are unique in the animal word.
Illustrate with a picture of what you consider to be the most unusual thing about the bat.
Cudd & Roberts, 1999
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Cause
Effects
Pause here and read the passage on Volcanoes in your Activities Packet.
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Volcanoes
When volcanoes erupt they usually cause a great deal of damage to the land around them. Often the damage has a great impact on people, animals, and buildings. The ash from a volcano can suffocate animals and people in moments. When the ash falls on streams it can clog their flow and kill all the fish. The ash also can pile so high and be so heavy that it collapses buildings. However, volcanoes also cause good along with the damage. The volcanic ash enriches the soil and acts as a fertilizer when it is plowed into the earth. Volcanic eruptions help rebuild and replenish the earth that weather and erosion wear away. So in spite of their hazards, volcanoes are beneficial and leave a positive impact on the earth.
(Stephens, 2004)
Cause
Effects
ash suffocates animals and people ash clogs streams
Volcanoes
ash kills fish ash makes buildings collapse ash enriches the soil ash rebuilds the earth
(Stephens, 2004)
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Differences
Land Turtles
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What is the problem? Who has the problem? What is causing the problem? What are the effects of the problem? Who is trying to solve the problem? What solutions are recommended or attempted? What results from these solutions? Is the problem solved? Do any new problems develop because of the solutions?
Buehl, 2001
PROBLEM/SOLUTION
Questions
What is the problem?
Answers
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Problems?
What problems did
they face?
ca us
before learning about I learned that a fascinating thing was I would like to learn more about
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Reaction Frame
What Do You
Know you know? Think you know? Think you will learn? Know you learned?
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selected material is appropriate Use material that is well structured and has appropriate, understandable language Begin strategy instruction with small segments of text Decide which student will need specific instruction in specific strategies
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Pre-Reading Strategies
Preview the text Ask the following questions What is this text about? What do I know about this topic? Make predictions What is this going to tell me that I dont already know?
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Step 2: Read the headings and subheadings. List the headings and subheadings you found in this chapter.
Step 3: Read the chapter summary. Does this chapter have a summary?
Based on the summary, what are two things that you will learn in this chapter?
Step 4: Read the questions at the end of the chapter. Does this chapter have questions at the end?
Based on the questions, what are the two things that you will learn in this chapter?
Step 5: Tell yourself. "This chapter will talk about" Read this sentence. This chapter will talk about
guide
Have students respond to statements that challenge or support their prior knowledge about key concepts in the content material Evaluate responses after reading content material Correct errors
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KWL
What do you What do you think you What did you
Know?
Will learn?
Learn?
2000-2001
Know
Whales are mammals. Whales live in the sea. Whales can swim. Whales are the biggest mammals in the ocean. Whales can make strange sounds that are scary. Whales move their tails in the water and make a big splash.
Want to learn
How much do whales weigh?
How do whales breathe?
What do whales eat?
Where do whales live?
Do whales lay eggs?
Do whales eat people?
How do whales talk to each
other?
Learned
Blue whales are the biggest creatures on earth. Whales can weight 150 tons. Whales breathe air through blow-holes on top of their heads. Blue whales eat krill with help from their baleen plates. Whales have mouth with baleen plates for eating. Whales have springy, slippery skin that is smooth to touch. Whales have eyes and ears. Whales live at the North and South Poles and the Equator.
Author unknown
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A - B- C Brainstorming
Topic
A
B
C
D
E
F
G
H
I
J
K
L
M
A - B- C Brainstorming
Topic World War II
A
B
C
D
E
F
G
H
I
J
K
L
M
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A - B- C Brainstorming
Topic World War II
A B C D E F G H I J K L M
Axis, Allies, Aircraft, A-Bomb Belgium Churchill, Concentration Camps D-Day Encampments France, Anne Frank Germany, Goebels Hitler, Holocaust Invasion of Normandy Japan
Warm Up Strategy
Based on the title, this chapter will be about_____. Turn headings and subheadings into questions Based on the summary and questions, what are two things you will learn about in this chapter?
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To _____the _____.
(verb) (noun)
Translate goal into action statement While I read, I need to pay attention to the_____so that I can_____.
(noun) (verb)
Translate goal into action statement While I read, I need to pay attention to the size of the planets so that I can write them from largest to smallest .
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Goal Statement list the characteristics of fish . To Action Statement While I read, I need to pay attention to the characteristics of fish so that I can remember them.
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Why am I reading this text? How should my purpose affect the way I read the text? What does this text appear to be about? What are some of the major topics covered in the text? How is the text organized? What do I already know or think I know about this topic? I think this text is going to be about
Neufeld, 2005
Vocabulary
One of the most critical pre-reading activities Limited to words that are crucial to understanding of the text Words should be taught through a direct instruction format
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Woodruff, 2004
Regulating Comprehension
to reach his reading goal Reader monitors to see if he understands text Reader checks to see if he is making progress toward his reading goal
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Visualization Strategy
Read the text Picture the information in your mind Plan how to draw it on paper Draw and label the picture on paper
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Visualization Activity
Read the selection about the granods Draw and label a picture showing what it
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Naming the most important who or what Telling the most important details about the who or what Saying the main idea in 10 words or less
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Naming the most important who or what Telling the most important details about the who or what Saying the main idea in 10 words or less
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What do you predict will happen next? Student reads half a page Did the prediction come true?
Read
Check
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Second student asks him to predict what will happen in the next half page First student continues the process until timer goes off Teacher says, Time to switch roles. Teacher sets timer for five minutes Second student becomes reader and continues the process until the timer goes off
Fuchs, Mathes, Fuchs
Make a predictionone point Reads half a pageone point Checks predictionone point
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When you understand what you read, everything clicks along smoothly.
Clunk:
When you dont understand what you read, clunk, you stop. When you get a clunk, must use the fix-up strategies to try to figure out what the word means.
Reread the sentence with the clunk and look for key ideas to help you understand the word. Think about what makes sense. Reread the sentences before and after the clunk, looking for clues. Look for a prefix or suffix in the word that might help. Break apart the word and look for smaller words that you know.
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POSSE Strategy
Using a strategic processing graphic
Questioning Strategies
Asking Questions Circle of Questions SQ3R Question/Answer/ Relationships (QAR) Generating Questions
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Asking Questions
Guidelines for asking questions
Avoid low level single correct answer questions Ask lots of speculative and predictive questions Wait 3-5 seconds after asking a question, allowing students to process the question and formulate a response
Conley, 1987
Circle of Questions
Students read narrative or expository text Students work in small groups Teacher identifies topic Students brainstorm questions about the topic
for three minutes Teacher draws a circle on chalkboard/chart paper/transparency and writes the topic in the circle Students share their questions and teacher records them on spokes around the circle
Sampson, Sampson, & Linek, 1994
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and placed in categories Groups select categories in which to become expert Students use the questions that are in their category and use the text to answer them Answers are recorded by students Groups share their answers
Pennsylvania
Rooney, 1998
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W re hat so ar ur e ce th s? e n at ur al
te?
Pennsylvania
W
ho
is
s ti ha
e th
th e
Categories
go ve rn or ?
W n he did ec it b
w Ho y an m te sta s? rk pa
h ap gr po to
y?
e om a ? te sta
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Categories
Geography Government Recreation Economy History
Categories
Geography Government
What is the topography? What states border it? What are the largest cities? Who is the Governor? Who are the State representatives to the Senate? Who are the State representatives to the House of Representatives?
Recreation
Economy History
When did it become a state? What are the National landmarks?
How many state What are the parks? natural resources? What are the sports teams? What is the population?
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SQ3R
S- Survey Q- Question R- Read R- Recite R- Review
Question/Answer/Relationships (QAR)
Right There answer is in the text; answer is usually within a single sentence Think and Search answer is in the text, but answer may be found in more than one sentence or paragraph On My Own answer is not in the text, and answer is generated from background knowledge Writer and Me- answer is not in the text, but reader requires the information provided in text to answer the question
Raphael, 1984
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questions. Students provide the QAR label and the reason why the label is appropriate
Teacher provides the questions. Students provide the
answers, the QAR label, and the reason why the label is appropriate
Students develop and ask the questions, answer the
questions, supply the QAR label, and the reason why the label is appropriate
Dimino, 2000
questions, the QAR label and the reason why the label is appropriate
Teacher provides the questions, the answers to the
questions, the QAR label and the students give the reason why the label is appropriate
Dimino, 2000
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QAR Activity
Types of QAR: Right there Think and search Author and you On your own
QAR Question Do you know someone who sets out to solve his problems like Mike? Explain yes or no. What grade was Mike starting in the Fall? Who were all the people who helped Mike get his bike? Whats a problem youve had to solve?
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QAR Activity
Types of QAR: Right there Think and search Author and you On your own
QAR Question
Do you know someone who sets out to solve his problems like Mike? Explain yes or no. What grade was Mike starting in the Fall?
Think and Search Who were all the people who helped Mike get his bike? On your own Whats a problem youve had to solve?
Generating Questions
Strategies for Teaching Students the
Procedural Prompts List of Question Stems Think Alouds Anticipate Potential Difficulties Regulate the Difficulty of Material
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Neufeld, 2005
Post-Reading Strategies
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Check purpose, goals, and predictions Return to text selectively Connect ideas to previous knowledge Summarize meaning Extend reading through discussion and
writing
Purpose of Summarization
To understand the main idea To understand the supporting details To condense information for remembering
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Summarization Strategy
Delete trivial information Delete redundant information Use single category label to replace list of
smaller items/actions Summarize paragraphsselect topic sentences or, if there are none, invent them
Stewart & Tei, 1983; Tei & Stewart, 1985
Summarization Strategy
Read the text material Create a semantic map Turn the map into a formal outline Use the major headings of the outline to
write a summary
Marshall, 1988
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Summarization Checklist
Used by students to judge qualities of
3-2-1 Strategy
text Allows students to provide information on interesting ideas in text Allows students to ask question that they have about the text
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3-2-1 Strategy
3 things you learned 2 interesting things you discovered 1 question that you still have
and details of this paragraph? Put the main idea and details in your ow words.
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Conclusions
reading comprehension Text structure and student awareness of text structure are highly related to reading comprehension Explicit instruction in the physical presentation of text facilitates reading comprehension Explicit instruction of text structure facilitates reading comprehension
Resources
Fuchs, D., Mathes, P. G., & Fuchs, L. S. (n.d.). Peer-
Assisted Learning Strategies: Reading Methods for Grades 2-6. Washington, DC: Office of Special Education Programs, U.S. Department of Education and the National Institute of Child Health and Human Development.
Rooney, K. (1998). Independent Strategies for Efficient
instruction. In J. W. Lloyd, E. J. Kameanui, & D. Chard (Eds.), Issues in educating students with disabilities (pp. 197-221). Mahwah, NJ: Erlbaum. [Online]. Available: http://epaa.asu.edu/barak.barak.html.
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Resources
Buehl, D. ((2001). Classroom Strategies for Interactive
Direct instruction reading (3rd ed.). Upper Saddle River, NJ: Prentice-Hall, Inc.
Websites
www.interventioncentral.org www.nationalreadingpanel.org www.pattan.k12.pa.us www.readingquest.org
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