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why think-alouds are important and what they do.

build fluency among students, students are able to hear how the teacher reads and how to mimic that in their reading

Monitoring

asking yourself questions while you read, modeling for children how to do this by pausing and using a think aloud. "hmmmm... wait, what happened? What is going on?"

Comprehension definition

both a process and a product. Cognitive action as a problem-solving process used to take and make meaning from from print and non-print texts. Involves extracting and constructing generalizations, theme statements, or big ideas. Also the end product of the problem-solving process The content or ideas learned from reading, viewing, or listening to a text.

emphasized CCSS reading behaviors.

close, attentive reading. critical reading. reasoning and use of evidence. comprehend, evaluate, synthesize. question. refer to details and evidence in text.

Persuasive

convincing particular audience to change behavior or ideas

Comprehension Problem Solving

is a part of an inquiry-based approach to comprehension. It acknowledges that the ultimate goal of comprehension instruction is for readers to know how, when, where, and why to use problem solving strategies to understand. (Before, During, After)

Dramatic

not characters are talking meant to share the experiences of humankind, how they live/work through conflict and interaction opportunity for people to gather and interact as a community Characteristics: characters setting plot narration monologue or dialogue expository material

Narrative

personal experiences (past or present) related to other people's experiences characteristics: designed to share and interpret a wide range of experiences (personal, family, communal, fictitious, historical) by people who lived through it, conducted research or have a deep knowledge of it through people they come in contact with it interpreted by someone who is interested in learning about others' past and present experiences

five main components of reading

phonological awareness, phonics and word study, fluency, oral language and vocabulary, and comprehension.

Summarizing and synthesizing:

pick out the most important information put it in your own words add that information to your background knowledge When can you teach it? do it as you go along throughout the book Why: too many details at once are overwhelming-easier to jot down How: retelling the story, writing down keywords that go with the main idea, merging new information with what you already know Does it give you a new perspective or confirm what you already know?

The goal of a good question

probe for meaning

Comprehension strategy

A tool for understanding and constructing meaning

Question should focus on:

Big ideas Supporting evidence for big ideas Inferences that must be made in order to form big ideas Skinny vs. Fat Questions (open-ended vs. closed) connective/elaborative thinking is your goal

Comprehension and the Common Core State Standards

Emphasis on deep comprehension and higher level thinking. Instruction in meaning construction at every grade level. Less personal, more analytical. Equal emphasis on literary and informational texts. Discussion and conversations are critical. Explicit instruction and practice in strategies.

CPS: During

Determine important concepts. Infer conclusions. Image (Imagine the visual images, sounds, tastes, feelings, smells that come to mind.) Questions and wonder Monitor. Analyze/critique. Incubate. (Take time out to review and reconsider.) Synthesize big ideas together.

Level 3 Examples:

Determine the author's purpose and describe how it affects interpretation of the text Identify causal relationships in a text Analyze how the text structures information and ideas into categories and demonstrate understanding of the information and ideas Analyze or evaluate the effectiveness of literary elements (e.g., characterization, setting, point of view, conflict and resolution, plot structures) Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer Compare consumer actions and analyze how these actions impact the environment

Effective comprehension strategy instruction

Explicit and systematic Gradual release of responsibility model Modeling, guided practice, collaborative and independent practice Teaches one strategy at a time AND coordination of strategies Provides application of strategy in authentic reading situations Allows practice toward automaticity

Webb's levels of Questioning.

Four Levels of Cognitive Complexity: 1.Recall and Reproduction 2.Basic Application of Skills and Concepts 3.Strategic Thinking and Complex Reasoning 4.Extended Thinking and Complex Reasoning

Level 4 Examples:

Gather, analyze, organize, and interpret information from multiple (print and non print) sources to draft a reasoned report Analyzing author's craft (e.g., style, bias, literary techniques, point of view) Describe and illustrate how common themes are found across texts from different cultures

Text factors that affect fluency:

Genre Text structure Content Themes & ideas Language & literary features Sentence complexity Vocabulary Words Book & print features

Anchor chart

Is a record of our instruction Explicit language that demonstrates strategic thinking Makes thinking visible and concrete An "ideal" example of using a strategy Provides a reminder to refer to about how to apply a strategy

Inferring

Merging background knowledge with text clues to come up with an idea that is not explicitly stated in the text. Reading in between the lines. Have kindergartners practice inferring feelings. Create anchor charts to infer word meanings (word, inferred meaning , clue, sentence). Have students make inferences from the cover and illustrations. Construct inference charts while reading with students (Background Knowledge + Text Clues = Inference). Use inferences to find themes.

Different Genres

Narrative Procedural Persuasive Informational/Expository Dramatic

CPS: After

Organize and shape big ideas. Reflect and revise. Publish comprehension.

The importance of activating prior knowledge

Predicting involves recalling and using prior knowledge or background experience to anticipate or hypothesize about what will happen next or the purpose of something. An overview of a text activates areas of the brain (called schemata) that store prior knowledge. This process helps... generate questions about what the text is about and how it is organized. make connections to personal experiences, other texts.

Teaching genre/structure

Provide exposure and experience with texts in the genre. Teach characteristics and features explicitly. Teach genre-specific strategies (when and how to use them). Continued support, practice, and feedback. Apply to authentic, meaningful activities.

Questioning

Purpose/goal: to gain knowledge and understand what is being read asking questions when you read is to fully understand what you are reading-monitoring yourself How can you teach it? to model to students what questions they could ask teacher can ask the student, "what questions might you have and what made you wonder about that?" When: Throughout their day and whenever we all read a book together or when reading independently Why: construct knowledge and get an understanding of what you are reading

Comprehension strategy examples

Questioning Prediction Making connections Monitoring Summarizing Synthesizing Visualizing Inferring Determining importance

Level 1 Examples

Recognize and name punctuation Identify figurative language in a reading passage Recognize the correct order of events from a text List animals that survive by eating other animals Locate or recall facts found in text Describe physical features of places

Level 3: Strategic Thinking and Complex Reasoning

Requires deep understanding exhibited through planning, using evidence, and more demanding cognitive reasoning Requires students to explain, generalize, or connect ideas The cognitive demands are complex and abstract An assessment item that has more than one possible answer and requires students to justify the response would most likely be a Level 3

Level 1: Recall and Reproduction

Requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure Basic recitation or verbatim recall Answering a Level 1 item can involve following a simple, well-known procedure or formula

CPS: Before reading a text

Set purpose. Predict and connect

Level 2 Examples:

Summarize a text Determine the main idea and supporting details in text Identify and summarize the major events, problems, solutions, conflicts in literary text Predict a logical outcome based on information in a reading selection Explain the cause-effect of historical events Compare desert and tropical environments Explain how good work habits are important at home, school, and on the job Classify plane and three dimensional figures Describe various styles of music

Procedural

Teach people explicitly how to do something. Characteristics: step by step, inquiry questions, goal in mind. Instructions are explicit and clear. Pictures or graphics and headings to teach people what to do.

Informational/Expository:

To convey info about natural or social world, reading to obtain info, written by someone who knows about that information. Explicitly teach genre features and strategies. Texts and projects should be interesting. Projects should relate to real world, have an authentic audience.

Visualizing

When we visualize we are inferring, but w/ mental images instead of words. Teach with wordless texts (Kids need to figure out what happens in between pictures.) and descriptive texts (Readers take the words of the text and combine them with background knowledge to create pictures in their minds.)

Making connections

Why? Our brains organizes knowledge by grouping ideas together. The brain seeks connections between new & old ideas. How can you teach it? make sure on topic reference relevant connections Why: activate background knowledge When: text to self: personal connection to the text text to text: when they are comparing two different books text to world: when they can apply to another subject area

Level 4: Extended Thinking and Complex Reasoning

high cognitive demand very complex Students are expected to make connections, relate ideas within the content or among content areas, and select or devise one approach among many alternatives on how the situation can be solved Extended activities, but activities that are not repetitive - due to the complexity of cognitive demand, DOK 4 often requires an extended period of time

Comprehension

is often described as the end goal of reading and requires mastery of all of the other components to occur.

Questions should

require evidence from the text Good questions are asked at key points before, during, and after reading a text

Fluency is closely tied to comprehension because

students must be able to dedicate their attention to understanding while reading instead of decoding if they are to make meaningful connections with the text

Vocabulary is tied to comprehension because

students must understand at least ninety percent of the words in a text to understand it

Prediction

using background knowledge to make a hypothesis about what might happen next or the purpose of something. Evidence is important! Always verify your predictions.

Level 2: Basic Application of Skills and Concepts

•Includes mental processing beyond recalling or reproducing a response. Requires reader to attend to context clues and process various portions of the text Requires students to make some decisions as to how to approach the question or problem. Actions imply more than one mental or cognitive process/step