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Making the Trip More Meaningful:
Deeper Comprehension
The Next ChapterSession 9
Barb Mick - COOR ISDJackie Fry - COP ESD
Time for a roadmap check…
We’ve introduced assessment, thought about our literacy histories and those of our students, looked at the developmental progression of readers and how to determine the level of our students, and taken a deeper look at comprehension. We looked at writing from a number of angles, and began to practice assessing our students’ writing. We’ve looked more closely at formative assessment and goal setting, and practiced using tools to score our students’ writing and confer with individual writers. We’ve been down the path of oral language and talked about talk as the foundation of comprehension. We looked more closely at phonemic awareness, phonics, spelling, and vocabulary and examined the Digging Deeper Tools
Tonight we will complete our journey with yet another look at comprehension through the continuum: the earliest acquisition of comprehension to the deepest levels of understanding.
Your Turn…
1. Appoint a time-keeper at your table. (You will have 15 minutes total for discussion, so make sure everyone gets a chance to share.)
2. Talk in your group about the results of your Spelling Inventory. Talk about ideas for teaching “what’s next” for your case study students. Talk about how you think you might manage the different spelling levels in your classroom.
3. Show the group the other assessment you chose to use and discuss why you chose that particular one. What did you learn from it?
Goals for Session 9
1. Understand the connection between the stages of literacy.
2. Learn (or review) how to use the Sulzby Storybook Classification Scheme.
3. Understand the importance of retelling in comprehension assessment, and learn to use assessments that inform our instruction.
4. Understand deep comprehension and learn to use the Profundity Scale for Narrative and Expository for assessment.
A Continuum of Comprehension
Reading Conventionally
Three inseparable components during early elementary:
Comprehension
Letter-Sound Relationships (Alphabetic Principle)
Fluency
Reading Emergently
The Reading (and Writing) Concepts and Behaviors that Precede and Develop into Conventional Literacy (Sulzby, 1996)
Three Aspects that Develop Emergently and Come Together in Conventional Reading:
Comprehension/Understanding
Letter-Sound Knowledge (AP)
Concept of Word
When a child begins to read conventionally, he or she uses all three aspects FLEXIBLY and in a COORDINATED way in order to interpret text.
The Sulzby Classification Scheme of Emergent Storybook Reading
Comprehension entails linking what is being learned to what is already known.
It is the process of constructing meaning through the dynamic interaction between a reader’s existing knowledge, the information suggested by the written language, and the context of a situation in which the learning is taking place.
WHAT: An assessment measuring the rudimentary forms of written language comprehension.
WHY: Allows us to understand how literacy is developing, up to conventional reading.
WHEN: Preschool and Kindergarten
A Pre-Reading Activity for Non-fiction
(an alternative to K-W-L)
Equador
10 year olds
banana tree
sharp, heavy knives
poor country
harmful chemicals
250 million kids
banning child labor laws
12-hour days
as little as $27 a week
no longer attend school
forced to work
Questions you could ask at this point to “score” their work:
Do you have 5 sentences?
Did you use all the words and phrases?
Are they all nonfiction?
Each question receives a or a +, or do again.
Remember…
RIGOR is the energy and attention you bring to the text. Until someone wants to
know, it doesn’t matter.
This activity builds relevance.
Rigor without relevance is JUST HARD!
Retelling
Definition:
A retelling is an oral or written recount of a text in a child’s own words.
It is an assessment and an instructional strategy that provides information on comprehension, sense of story, and oral language.
Rationale
Retelling builds comprehension skills in students
Provides teachers with insights on how students organize and process text
Shows how students interpret and comprehend text
A retelling can reveal a particular element that confuses or interferes with a child’s comprehension
Retellings can enhance both comprehension and oral reading proficiency
Children naturally love to share stories or information they have read or heard
Remember the GRR…
Webb’s Depth of KnowledgeLevel 1: Recall; Level 2: Skill/Concept;
Level 3: Strategic Thinking; Level 4: Extend Thinking
Profundity
a theoretical construct (developed by Sargent, Huus and Anderson- 1970)
Two Profundity Scales
…are explicit teaching tools to
develop deep thinking in:
Narrative readings
Expository readings (a distinct skill in Content reading)
Steps to Deeper Understanding for
NARRATIVE Text
Steps to Deeper Understanding for
EXPOSITORY Text
Why bother with Profundity?
It is an explicit series of strategies to take students from simple to abstract.
It starts by reducing complicated things to simple principles.
It allows for the realization that 2 different ideas can share attributes.
It transforms thinking into themes and universal truths.
Your Assignment
1. Do at least one lesson from the Profundity Scale heuristic for both Narrative text and Expository text.
2. Assess your case study students’ depth of comprehension using the Narrative Profundity Scale and the Expository Profundity Scale.
3. Fill out the TNC Student Summary Data and Analysis packet for ONE of your case study students. Bring this, along with the artifacts you have been collecting throughout the course, to our final session. Be ready to share with colleagues.
4. Bring all of your Reflections Sheets from the previous sessions.
Ticket Out the Door & Wrap Up
Make sure to clean up your area and recycle your water bottles.
Please complete your Exit Ticket and turn it in as you leave.
Our next meeting will be: Destination Achieved! Sharing Our Journey
Thank you for your hard work, thoughtful contributions, and professionalism.
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