1. Comprehension– that’s what it’s all about: Teaching students HOW to interact with texts across the curriculum Melissa Horn Katie Laver Jody Shaughnessy
2. Proficient readers use a number of different cognitive strategies in the process of interacting with texts and constructing meaning. (Harvey and Goudvis, 2000) Constructing meaning refers to building knowledge and promoting understanding. (Harvey and Goudvis, 2000) What Research Says
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6. What is it? Strong readers ask questions before, during, and after reading. Why is it important? The questions clarify our understanding and focus our reading. They also help us to move forward and dig deeper into the text. Questioning
19. Helps determine what students do and don’t do as they read. Reveals what strategies they use while reading and ways to improve. Think Aloud
20. Say Something Ask the Author Hand Gestures (DVD) Think Aloud Activities
21. What is it? Helping students recall information from their own experiences to make connections to texts. Why is it important? Making connections from the text to prior knowledge helps integrate new information with what is already known. Uses Prior Knowledge
22. “I Can Tell Because…” Beginning to Make Connections: It Reminds Me of… KWL Plus Extended Reaction Guide Uses Prior Knowledge Activities
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24. Inferencing is combining schema and background knowledge with clues provided in the text to form a new idea
44. Combining the author’s words with our background knowledge allows students to create mental images that enhance our understanding of the text and bring life to reading.
45. When we visualize, we are inferring, but with mental images rather than words and thoughts; like creating a movie in our mind.Visualizes
59. Synthesizing can be compared to a journey. The student begins with prior knowledge of the topic, gains new knowledge about that topic from a variety of sources, combines and analyzes this information, and as a final destination makes an evaluation and forms an opinion. Synthesizes
60. Why it’s important? Enhances understanding and better constructs meaning. What students say: “When I synthesize my mind is changing, my ideas are changing, my thinking is changing.” “When you synthesize you say in your head, I used to think this but now I’m thinking this.” Synthesizing
62. Melissa.horn@kannapolis.k12.nc.us Katie.laver@kannapolis.k12.nc.us Jody.shaughnessy@kannapolis.k12.nc.us Harvey, S. & Goudvis, A. 2007. Strategies that Work: Teaching Comprehension for Understanding and Engagement. Beers, K. 2003. When Kids Can’t Read: What Teachers Can Do. A Guide for Teachers 6-12. Wood, K. 2001. Literacy Strategies Across the Subject Areas. Oczkus, Lori, 2009. Interactive Think Aloud Questions. http://www.kbumreading.com/index.html Laverk.wikispaces.com login: laverk password: SBBulldogs Bibliography
Hinweis der Redaktion
No one envisions readers lying in bed with a great book and having to get up, find a pencil, and jotting a question on a sticky note. 1. The teacher first explains the strategy2. Teacher Modeling- the teacher thinks aloud to model the mental processes she uses when she reads3. Guided Practice- The teacher and students practice the strategy together; students share their thinking processes with each other during paired reading and the teacher gives feedback during conferences and classroom discussions.4. Independent Practice- students try to apply the strategy on their own and they receive regular feedback from the teacher and other students. 5. Application of Strategy- students apply a clearly understood strategy to a new genre/format. The demonstrate the effective use of a strategy in more difficult texts.
Expert Readers spontaneously think of questions, before, during, and after reading. They ask questions to clarify meaning, predict what will happen next, focus their attention on what is important and figure out what the author means.
Modeling- As suggested in Strategies that Work (p.82), teachers take a piece of adult text write questions on post-it notesScaffold- Listing/categorizing- Strategies that Work p 83-84- use with text with small amount of text on each pages
Think-Alongs- NC Reads (Core p.12)Topic vs. Detail STW p.134
In Strategies that Work, it is recommended that this strategy is first taught w/ nonfiction
Think-Alongs- NC Reads (Core p.12)Topic vs. Detail STW p.134
Perspectives- STW p. 137Open minds (NC reads- Core p.21