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Is he comprehending?

Is he comprehending?. Targets. Develop a deeper understanding of the difficulty of this task. Strategies and Tools for Intervention Support. Purpose Targets. Explore comprehension resources. Share the comprehension message and materials we have been giving. Anticipation Guide.

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Is he comprehending?

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  1. Is he comprehending?

  2. Targets Develop a deeper understanding of the difficulty of this task. Strategies and Tools for Intervention Support. Purpose Targets Explore comprehension resources. Share the comprehension message and materials we have been giving.

  3. Anticipation Guide

  4. Why are comprehension interventions so much more difficult than others? I A C dThdiffe Water…

  5. Critical? Travels? Routine?

  6. Do Routines and Strategies Travel?school-wide, class-wide, “intensified”class-wide, small-group, individuals 6

  7. TEACHER RESPONSIBILITY “I do it.” Focus Lesson (Modeling) Guided Instruction “We do it.” “You do it together.” Collaborative Independent “You do it alone.” STUDENT RESPONSIBILITY Explicit Instruction

  8. Intensifying Instruction • The Big Five • More Explicit • More Modeling • More Systematic • More Opportunities to Respond • More Review

  9. 1. More Explicit

  10. 2. More Modeling

  11. 3. More Systematic/Routine

  12. 4. Opportunities to Respond

  13. 5. More Review

  14. Comprehension (Boardman et al., 2008. Adapted from Denton et al., 2007; Pressley, 2006.)

  15. Component # 1: Activate Prior Knowledge Why is it important? Helps students make connections between what they already know and what they are reading.

  16. Activate Prior Knowledge:Effective Strategies Previewing Text Making/Monitoring Predictions

  17. Sites for Students Background Knowledge Building DE Streaming http://streaming.discoveryeducation.com/index.cfm?location=aea Learn360 (Login is at the top right) http://www.learn360.com/index.aspx American History in Video http://ahiv.alexanderstreet.com/

  18. Component #2: Answering and Generating Questions . Why is it important? Teaches students where and how to find answers.

  19. Answering and Generating Questions:Effective Strategies Levels of Questions (QAR) Self-Questioning

  20. Component #3: Monitoring Comprehension Strategies What are they? Strategies that enable students to keep track of their understanding as they read and to implement “fix-up” strategies when understanding breaks down. Why are they important? By monitoring their understanding, students become more independent in understanding what is being read.

  21. Effective Strategies forMonitoring Comprehension Main Idea “Fix-up” Strategies

  22. Strategy #1: Finding the Main Idea Paragraph Shrink (Klingner, Vaughn, & Schumm, 1998)

  23. Strategy #2: “Fix-Up” Strategies Rereading, restating Stopping when you come to a word that you do not know Using strategies to figure out unfamiliar words or phrases (e.g., context clues, breaking the word apart) (Klingner, Vaughn, Dimino, Schumm, & Bryant, 2001)

  24. Component #4: Graphic Organizers and Summarization Graphic organizers can be used to aid students with summarization.

  25. Graphic Organizer for Summarization Main idea of first section Main idea of second section Big Idea (provided by the teacher) Main idea of third section Main idea of fourth section (Simmons, Rupley, Vaughn, & Edmonds, 2006)

  26. Confirm/Disconfirm Predictions Confirmed? ___ Yes ___ No Many more can be found on beckyhinze.pbworks.com

  27. When all else fails…… SQ3R Survey Question Read Recite Review

  28. COI Meta-analysis FINDING The effect for reading comprehension strategy interventions was medium to large. IMPLICATIONS Reading comprehension interventions can have a significant impact on adolescent struggling readers. Providing comprehension strategy instruction throughout the day provides opportunities for multiple exposures and use of strategies with a variety of texts.

  29. Conclusions About Comprehension Instruction TEACH STRATEGIES Do not just ask comprehension questions. Eventually, show students how to combine these strategies and use them concurrently.

  30. Motivation Matters (Guthrie & Humenick, 2004)

  31. Motivational Instructional Practice #1: Content Goals A content goal is a question or purpose for reading. It emphasizes the importance of and increases interest in learning from what we read. (Guthrie & Humenick, 2004)

  32. Instructional Practice #2: Support Student Autonomy Provide opportunities for students to select which text they read, select partners or groups, or to work alone. Student autonomy refers to students making instructional decisions for themselves. (Guthrie & Humenick

  33. Instructional Practice #3: Use Interesting Texts (Guthrie & Humenick, 2004)

  34. Instructional Practice #4: Increase Collaboration During Reading Collaboration increases the number of opportunities struggling readers have to respond. (Guthrie & Humenick, 2004)

  35. Anticipation Guide

  36. beckyhinze.pbworks.com

  37. Things to remember….. This isn’t easy. You are not in this alone! Use ME! beckyhinze.pbworks.com I’m blessed to be able to work with such wonderful and talented people! You are APPRECIATED!

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