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Welcome! . Every reader has a story… Think of something you experienced as a “child reader” or an “adult reader” that gave you insight into how to best foster literacy in your classroom…. Session 3 Assessments and Strategies for Comprehension & Read Aloud/Children’s Literature.

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  1. Welcome! • Every reader has a story… Think of something you experienced as a “child reader” or an “adult reader” that gave you insight into how to best foster literacy in your classroom…

  2. Session 3Assessments and Strategies for Comprehension& Read Aloud/Children’s Literature Fort Bragg Schools “Elements of Literacy” October 21, 2008

  3. Phonemic Awareness Phonics, Word Study Fluency Vocabulary Comprehension Elements of Literacy

  4. Phonemic Awareness Phonics, Word Study Fluency Vocabulary Comprehension Conventions Conventions Sentence Fluency Word Choice, Voice Ideas, Organization Elements of Literacy

  5. Today’s Topics include…Comprehension and Read Aloud

  6. What is “comprehension?” • “Comprehension is the reason for reading: to make sense of and understand what is written” (White 152). • Comprehension involves decoding, phonics skills, vocabulary, fluency, and understanding.

  7. 3 Reasons… • 3 reasons children don’t comprehend • They are bored • They are frustrated • They are confused • Nancie Atwell, The Reading Zone

  8. “The goal is to read for pleasure but not for idleness; for pastime, but not to kill time; to seek delight, and find enlargement of life in books.” • Robertson Davies, 1959 • This sounds to me like language for a job description: Wanted: A teacher who can help children seek delight and find enlargement of life in books. • Nancie Atwell, The Reading Zone

  9. Comprehension (White 153) • Good readers: • Are active • Have goals in mind for their reading • Preview a text and its structure before reading and make predictions as they read • Integrate prior knowledge with the text • Monitor their understanding and make adjustments in speed and style as necessary • Think about the author • React to the text

  10. Comprehension (White 154) • What components should be in place to effectively teach comprehension strategies? • An explicit description of the strategy (when and how to use it) • Modeling of the strategy by the teacher and students • Collaborative use of the strategy in action • Guided practice with the strategy • Independent use of the strategy

  11. Launching Sequence (McGregor 5)

  12. Example for Inferring • Launching Sequence: Inferring • Concrete Experience: an interesting shoe (p. 53 chart) • Sensory Exercise: old magazine ads with missing pieces • Wordless Picture Books:Zoom! by Istvan Banyai • Time for Text

  13. Gets kids talking about inferring… • “What I like in a good author isn’t what he says, but what he whispers.” • Logan P. Smith, essayist

  14. Most successful strategies Predicting Questioning Visualizing Connecting Monitoring Summarizing Inferring Using Text Structure

  15. Before Reading (White 178) • Before Reading Strategies: • Previewing • Making predictions • Setting a goal • Accessing background knowledge • Before Reading Activities: • Picture walk • Text features stroll • KWL charts • Important words • Prediction papers • I Wonder

  16. During/After Reading (White 183-202) • During/After Reading Strategies: • Monitoring understanding • Using fix-up strategies • Visualizing • Questioning • Inferring • Summarizing • Making connections • Using text structure • During/After Reading Activities: • Sketch it • Where did that come from? • Read a handful and retell • Question-Answer Relationship (QAR) • Roll and Ask • Retelling cards • Somewhere, Sometime, Somebody Retell • ERT

  17. Patterns of Text Structure in Informational Text

  18. During/After Reading • Graphic Organizers • Main Idea • Summarize • Sequence of Events • Read for Detail • Draw Conclusions • Make Inferences • Cause/Effect • Compare/Contrast • Problem/Solution • Analyze character, setting, or plot

  19. Comprehension • Test-Taking Strategies • Making an educated guess • Answering fill-in-the-blanks • Restating the question • Previewing questions • Using vocabulary strategies • Using cue words or text evidence to answer questions • Justifying and checking your answer

  20. Related Read Alouds • Any books that lend themselves to thinking would be good to use to develop comprehension… • YOU PICK! • THEY PICK! • Wordless Picture Books: • Zoom by Istvan Banyai • Re-Zoom by Istvan Banyai • The Other Side by Istvan Banyai • Boy, a Dog, and a Frog by Mercer Mayer • The Red Book by Barbara Lehman • Tuesday by David Weisner

  21. Benefits of Read Aloud(Cohen, p. 5) • Implementation: • Teachers model strategies to give whole class by reading texts selected from various genres. • Benefits: • Allows teachers to demonstrate the application of essential reading and writing strategies • Allows teachers to model what good reading sounds like • Allows students access to a variety of genres at different levels of text difficulty

  22. Balance • Interactive Read Alouds • “Read to them. Take their breath away. Read with the same feeling in your throat after driving hours and hours to get there. Close the final page of the book with the same reverence you feel when you kiss your sleeping child at night. Be quiet. Don’t talk the experience to death. Shut up and let these kids feel and think. Teach your children to be moved.” • Cynthia Rylant • Blessing the book

  23. Classrooms that WorkbyRichard Allington and Pat Cunningham • “Teachers should read 4 types of material to children every day.” • Sprinkle these throughout your day: • Informational • Traditional and current favorites • Poetry • Easy books

  24. Lucy Calkins, The Art of Teaching Reading • “In the teaching of reading, there are only a handful of things that everyone agrees are essential. Perhaps the most important of these is the fact that children need to listen to the best of children’s literature read aloud to them.” • “The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children.” • “I see the read aloud as the heart of our reading instruction time and I want the kid’s full attention to be on what we do together.”

  25. Related Read Alouds • NC Children’s Book Award • http://www.plcmc.org/bookhive/nccba/ • IRA Choices (by children, teachers, young adults) • http://www.reading.org/resources/tools/choices.html • Nancie Atwell – Center for Teaching and Learning (lists by kids, separated into grade levels and gender) • http://www.c-t-l.org/kids_recommend.html

  26. Articles • We are going to break into 5 groups • You can choose your article, but try to spread your school out so everyone from your school is in a different group, reading a different article • When you are in your group (20 minutes), • Read/skim the article • Come up with 3-5 discussion questions related to the article • Write the questions on chart paper • Prepare to share a brief summary of your article and your questions (< 5 minutes)

  27. Articles • Group 1 • Conversation Connection • Group 2 • What’s a Teacher to Do? • Group 3 • Making the Very Most of Read-Alouds • Group 4 • Maximizing the Effectiveness of Read Alouds • Group 5 • Seven Strategies for Comprehension

  28. Articles • When you are in your group (20 minutes), • Read/skim the article • Come up with 3-5 discussion questions related to the article • Write the questions on chart paper • Prepare to share a brief summary of your article and your questions (< 5 minutes)

  29. Activities • We are going to break into 4 groups • You can choose your activity, but try to spread your school out so everyone from your school is in a different group, participating in a different activity • When you are in your group (20 minutes), • Follow the task card for your activity • Think about why this activity would be useful in developing comprehension • Think of other ways this activity could be adapted • Write the usefulness and adaptations on chart paper • Prepare to share a brief summary of your activity and your other thoughts (< 5 minutes)

  30. Related Activities • Group 1 • Sometimes, Always, Never • Group 2 • Text Feature Hunt • Group 3 • Kid’s picks for grades K-2 • Group 4 • Kid’s picks for grades 3+

  31. Activities • When you are in your group (20 minutes), • Follow the task card for your activity • Think about why this activity would be useful in developing comprehension • Think of other ways this activity could be adapted • Write the usefulness and adaptations on chart paper • Prepare to share a brief summary of your activity and your other thoughts (< 5 minutes)

  32. Related Assessments from Deborah White’s book Assessment First • Comprehension • Informal Reading Inventory • Retellings • Strategy Use Assessments • Additional Resources • Qualitative Reading Inventory • Developmental Reading Assessment

  33. /m/ mop /n/ nap /s/ sad /sh/ shut /z/ zoo Rhythmic PhoneticsCluster 3 (sound produced 3x on one breath)

  34. Rhythmic PhoneticsCluster 4 (intense pushing motion of the breath) • /y/ yellow • /v/ van • /f/ fan • /th/ that • /th/ thin • /j/ jump

  35. Wrap-Up • Feedback • Comments, Suggestions, Questions • Next session on November 4: • Share your professional book with the group • Send a brief summary and bibliography information for the annotated bibliography compilation • Thank you for your participation today 

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