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Thoughtful Literacy: Holding Conversations for Narrative Story Comprehension

Goals or Objectives

• What reading strategies do good readers use in the comprehension process?

• What specific reading strategies can be taught to help struggling readers?

• How can teachers teach comprehension strategies? What are effective teaching practices?

• How can you design and implement an effective comprehension lesson?

Comprehension is…

The ability to construct meaning and learn from text using a variety of applied strategies.

Comprehension is the ultimate purpose of reading.

Effective teachers take a 2‐pronged approach to the problem:

Teach strategies that successful readers use when creating meaning from text; and

Employ effective instructional methods to teach such successful strategies (National 

Reading Panel, 2000).

What is the extent of the overall problem?

•Only 38% of 4th graders are proficient readers.

•Only 40% percent of eighth‐graders are proficient readers.

• Comprehension instruction is lacking

Greatest Gap: 11% (G4) and 9% (G8) Students with disabilities are proficient.   Comprehension problems?

• Fail to consider reading purpose or set goals; plan

• Do not activate or apply their background knowledge

• Fail to make predictions

• Do not ask questions that might help them develop an anticipatory set

• Fail to preview to predict text structures or content organization

Before Reading/Writing

• Fail to connect ideas or             activate background knowledge

• Do not ask relevant questions

• Do not clarify, self‐monitor, or use fix‐up strategies

• Fail to create mental images as they read

• Do not recognize or construct organizational structures

• Inability to recognize or comprehend the main ideas and details

• Fail to summarize, paraphrase, and self‐monitor

• Difficulty in using metacognitive and reading strategies 

During Reading: Metacognition

What are some reading problems of students with LD?

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What are some reading problems of students with LD?

• Fail to reflect on information

• Fail to summarizemajor ideas and recall supporting details

• Fail to connect or synthesize information

• Do not self‐check or self‐test• Fail to self‐monitor, use fix‐

up strategies or seek additional information

• Do not employ rehearsal strategies (e.g., organizers, mnemonics)

After Reading

Ss Lack Metacognition?  Inner Voice!

Tovani, 2000

Reciting Voice:  We hear our voice reading the words.

Conversation Voice:  We talk back to the text and interact with it. 

Commanding Voice: We talk to ourselves to monitor and direct our actions. 

• Interactive Voice:  Makes connections, asks questions, identifies confusions, agrees and disagrees. This voice deepens understanding.

• Distracting Voice:  Thinks about other things and pulls the reader away from the meaning of the text. 

• No Voice: Reader is simply reading words, and notinteracting or talking to the text or self

Good Readers Talk to the Text (and self)

▪ Before reading▪ Preview text – read clues and get information

▪ Predict information 

▪ Activate background knowledge

▪ Ask questions

▪ During reading▪ Ask questions – question the author, self,  & text

▪ Clarify and confirm

▪ Summarize (check understanding)

▪ Connect to what we know

▪ After reading▪ Synthesize

▪ Map and rehearse information

Why is teaching comprehension difficult?

• Teachers cannot simply ask students to read more  and expect comprehension to improve. Practice in the absence of explicit instruction is not effective

• Asking comprehension questions does not improve comprehension since this “tests” rather than “teaches” comprehension.

• Comprehension must be developed through interactions with teachers, texts and peers, and thru participation in thoughtful conversations

• More than telling: Teachers must model the comprehension strategies (make them visible) for students to learn: explicit instruction. 

Chris Tovani HOW YOU TEACH

Develop the student’s inner voice and thinking: Talk to the text

▪ Good readers are not silent.  Students must learn to talk their way to meaning and understanding & develop their inner voice 

▪ Talk needs to reflect the process (strategies before, during, after) which is an important part of good comprehension. WHAT and HOW

▪ Good teachers  help students develop an inner reading voice and develop the ability to use self‐talk while reading, such as:

▪ Talk to the author (“Why are you saying that to me?” “Why is that important”))

▪ Talk to the self (“I need to slow down and take my time. I can figure this out”)

▪ Talk to the text or character (“Something like this happened to me, too. I remember feeling scared.”)

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Model: Read, Write and Talk

The Inner Conversation

Mark up the text: Use plastic overlay

During Reading

Mark-up Text in the margins and page with Strategy Notations AND Annotations

“Think and Talk to the text through marginal 

annotations

Tips for Modeling (Principles on pg. 26, 31)The teacher models and directly teaches students 

▪ Model strategy and process using book or text; & using post‐its

▪ Think –aloud [signal T‐A]

I’m thinking

I’m predicting

I see snow on the house …

▪ Connect talk to strategy steps and poster

▪ Talk about text clues: “When I saw… I …..

▪ Model self‐monitoring 17

Great video –

overview Com

p Bookmarks Strategies G

uided Comprehension

What do you do when you read?: Build a Reading Strategies List

▪ Knowing strategies can provide a language for talking to and responding to the text

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Cognitive Strategies: Building a Reading Strategies List

Making Connections

Asking & Answering Questions

Creating Mental Images

Making Inferences & Predictions

Summarizing & Determining Importance

Monitoring & Clarifying

Cognitive Strategies: PosterWhat good readers do. I can, too ….

Make Connections. I can … Connect and associate new information with prior knowledge (text, self, world).

Ask & Answer Questions. I.. Ask questions (of author, text, self) before, during, & after reading. 

Create Mental Images. I can.. Make images & pictures while  they read (see, hear, feel, touch) to help understand and remember the story.

Make Inferences & Predict. I can use text clues and my prior knowledge to predict and infer (fill in information). 

Summarize.                 I can …Summarize the important ideas (text structure: story parts) and include them in my retelling.

Monitor & Clarify.   I can…Check my comprehension. Clarify confusing ideas and words; use fix‐up strategies when things don’t make sense (reread, slow down, figure out words, etc.).

Introduce Strategies: Model &Think Aloud

• Provide explicit instruction on Individual Strategies that make them visible.

• Present on Poster/Cuecard/Bookmark

• Read Aloud and Think-Aloud Using Post-It Notes and Talking to the Text (Mark the text as you think aloud 3X)

• Engage students in think-alouds (3X)

• Students mark-up the text and share

Think-Aloud Demo

Bring it back to the text. How do connections help one understand the story (e.g., hop scotch)

MODELING AND THINKING ALOUD

STRATEGY: I-DO

Strategies in ActionEducation in Video: Login to lib.msu.edu; login to Education in Video; copy-paste link in AlexanderStreet address bar.

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THINK-ALOUD STRATEGIES … GIVE THEM THELANGUAGE AND INTEGRATE NEW STRATEGIES IN RSL

Connect to Me, Text, World This reminds me of….

Something like this happened to me when..

This reminds me of another book/character... [text, book, movie]

This is like something that

happened in the real world

because ….

Make mental images –pictures

• In my mind, I “picture” (movie). I can see…

• I can imagine or picture what it is like to…

• I can almost hear/ taste/ smell / feel …

• Even though I am not in the picture, I can see/imagine….

CREATE ANCHOR CHARTS, BOOKMARKS AND

CUECARDS TO MODEL THE WITH SELF-TALK

Predict I think I will learn

about…. I predict that …. In the next part, I

predict (Ira) …... At the end, I

think….will happen

Question• My question is …• A question I have is …• I can use the Wh_ [right

there] questions … Who? When? What? How? Why?

• I wonder why …. [Think and search]

• I wonder about ….?• Ask a text structure

question: Cause/effect? Sequence? Steps? Compare/contrast?

• Problem/Solution•

THINK-ALOUD STRATEGIES …. PROVIDE THE

LANGUAGE

Summarize/Determine Importance

In this story I learned that…

So far in this story….Then what happened is …

The story parts that I found are ….

My summary is ….

This is about _____. The most important idea about who/what is…

Clarify (Monitor)

o A word that I didn’t understand was …

o Something that didn’t make sense was ...

o I wondered why …

o I was confused when .

o I need to go back and reread …

o I lost track when ….

Sentence Starters: Making Text-to-Self Connections

RECIPROCAL READ-ALOUD & THINK-ALOUD

• Use the Metacognitive Bookmark• Alternate Turns • Do Reciprocal Read-Aloud and Think-

aloud – one person takes lead and thinks-aloud, but each member shares & contributes

• Switch roles/leads

1. Talk to the Text: Think-aloudsProvide Bookmark

Capturing the Reading Process; Guided Practice using TttT, Talk about Strategies, Roadblocks, Solutions, Strategies. We-Do

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Students can Use Post‐it notes or notes‐in‐the margins to help them become conscious of their thoughts, talk, and strategies

They record their thoughts on notesThey share & discuss their post-it notesThey name the strategies they usedDiscuss what they did & learnedTeacher keeps log of S and strategiesMake strategies public

OR Students read aloud paragraph or page, say 1 of 4 things…• I think this means …  [summary]• A question I have is … [question]• I predict that …. [predict]• This reminds me … [connection]

Name the strataegies as they are modeled and used

Teaching Strategies and Scaffolds for Comprehension

1. Create a Reading Strategies List

2. Provide a Metacognitive Bookmark (sentence stems)

3. Model and Think‐Aloud (Checklist)

4. Annotate the Text: Talk to the Text (TttT)

5. Chunk the Text (mark ‐‐ stop‐and‐talk/respond points)

6. TEAM READS (Think‐alouds; TttT; share with group)

7. Deepen Metacognition using Response Logs1. Double‐Entry Journal

2. Metacognitive Logs

3. Evidence‐Interpretation 

What do you do when you read?Teaching Comprehension Strategies

TEACHING SUPPORTS THAT LEAD TOINDEPENDENCE

Introduction

Modeling & Thinking Aloud

Collaborative Practice

Independent Practice

Guided Practice

READ SLIDES

RECIPROCAL TEACHING STRATEGIES

1. SUMMARIZE• I think this means … • My summary is …. • 1st … What happened next is …

2. QUESTION [Question the Text and me]• My question is … what/who/why. • Ask a text structure question

• Cause/effect• Problem/solution• Sequence

3. CLARIFY [Clarify Confusions]• A word I didn’t understand was …. • Something that didn’t make sense was …

4. PREDICT/Connect• This reminds me … [connection]• I predict that ….

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Steps 1‐3 Introduce the Strategy

•Name It, Define It, Show Poster

• Present Real World  Examples

• Tell What, How, When, and Why 

• Present Poster, Bookmark, Symbol, Visual

Step 4: Model the Strategy

• Think‐Aloud and model 2‐3X for short chunks

• Mark the Text (Annotate,  Overhead)

• Reveal your inner thinking and places where you had the thoughts

Step 5: Guided Practice

• Chunk the text and Students use Talk to the Text

• Students Read‐Aloud and Think‐Aloud 2‐3X (TttT)

• Turn and Talk; Share with Group

• Explain Thinking, place where they had thoughts, and why

Step 6:  Collaborative Practice

• Students apply strategy to text (chunks)

• Students discuss and 

• Share thinking in Group; 

• Share thinking with class

Step 8:  Independent Practice

Students apply strategy to chunk of text

• Students share with the group at the end

• Teacher provides feedback

BO: DELVE INTO THE STRATEGIES IN A RECIPROCAL

READ-ALOUD: IRA SLEEPS OVER OR JEREMY ISN’THUNGRY

STEP 1: NAME THE STRATEGY

Give the strategy name.Write the name.

Ask student: What name?

Example:

Today we are going to learn a comprehension strategy called

“Making Connections.”

STEP 2: USE REAL-WORLD OR FAMILIAREXAMPLES TO CREATE A CONTEXT.

Example:

When I read, I _____ [name of strategy].In real life, I make connections when I ________.

It helps me to ______________________.

STEP 3. DEFINE & INTRODUCE THESTRATEGY

Define the strategy, how and when it is used, and how it helps with reading.

Tell What, How, When, and WhyExample:

When readers create connections, they use clues in the text and their background knowledge to

connect to what they know and fill in information that the author doesn’t say. [Inference: read

between the lines]

(EX: Prediction: Readers use clues to predict what might happen next)

TELL WHAT, HOW, WHEN, AND WHY

Example:

What: When readers infer …. [show definition]How: Readers infer by thinking about… [show poster]• What the author shows me but does not tell me? • I infer the missing information, by using 2

kinds of clues: Book Clues ____ My clues ___

When: Good readers infer when they read stories at school, home, or books in science or social studiesWhy: Authors depend on me to fill in the words with my own clues and ideas. Good comprehenders …

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STEP 4: SHOW VISUAL REMINDER: POSTER, CUECARD, AND/OR BOOKMARK

Give students a poster, visual symbol or icon, such as a visual representation, to help them remember

the strategy. Explain the symbolism.

Example: Making Predictions and Inferences

Provide students with a hand motion that signals strategy, EX: “Making Connections”

Display strategy posters in the classroom

Public Poster with Language supporting Thinking

I can connect to self, text, or world

VISUAL CUES: PICTURES AND PROMPTS

WITH LANGUAGE FOR ASKING QUESTIONS

Provide students with a scaffold that signals EX: “asking questions”

CREATE BOOKMARKS

AS ANOTHER VISUALTO CUE STRATEGIES

(INDIVIDUALREMINDERS)

Strategy Starters

I predict that …In the next part ….

I didn’t understandI was confused by …

I can picture ….I can see/hear ….

My question is…I wonder about ….

This reminds me of This is like when…

In this story, I learnedStory parts I found….

So far….

Predict

Clarify

Visualize

Question

Connect

Summarize

Step 5: Select Mentor Text and Prepare 2-3 Stopping Points for

Modeling Strategy

Handout #1

• Explicitly describe how this links to the strategy we are going to learn.

• Refer to the lesson frequently when discussing making connections.

MENTOR TEXT FOR MAKINGINFERENCES: PICTUREBOOKS (STEP 5)

Carefully choose texts and preview to determine areas where you can model the strategy and students can apply strategy

http://www.mauryk12.org/Literacy/reading%20mentor%20texts.htm

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STEP 6. IMPLEMENT MODELING WITH THINK-ALOUDS: MODEL 3X IN TEXT USING MENTOR TEXTS: I-DO STEP

Handout #4

Frog is Excited

(2nd voice) Toad isgrumpy

Character does not want to be

disturbed

Sounds likeSpring

Hibernating?

Example of Modeling, highlighting, and marking-up

the text (for inferencing)

STEP 7: GUIDED PRACTICESTUDENT THINK-ALOUDS

Engage students by providing opportunities for them to apply the strategy 3X, share their thinking during the

reading. Mark 3 points in the text where you ask them to stop, mark, talk, and share.

Example:

Let’s Think-Turn-Talk for a moment. What do you think Juno’s

letter says? Make a connection. Think-Turn-Talk to share your connection with your partner.

STUDENTS CAN USE POST-IT NOTES OR NOTES-IN-THE MARGINS TO HELP THEM BECOME CONSCIOUS

OF THEIR THOUGHTS, TALK, AND STRATEGIES

They record their thoughts on notesThey share & discuss their post-it notesThey name the strategies they usedDiscuss what they did & learnedTeacher keeps log of S and strategiesMake strategies public

OR Students read aloud paragraph or page, say 1 of 4 things…• I think this means … [summary]• A question I have is … [question]• I predict that …. [predict]• This reminds me … [connection]

Scaffolding Student Practice (Step 7); Mark 3X in text for student practice (WE-DO)

Handout # 3

Stop and

Think1

Stop and

Think3

WE DO

We’ll read a chunk of text together. (read-aloud) Then we’ll Stop and Think. You can write down any

connections (strategy) you might have.

Share them (think-aloud) with a buddy (Turn-and-Talk).

Share them with the group (Debriefing) What made you think of that? Anchor Chart They can record their thoughts on notes

They share & discuss their post-it notesThey name the strategies they usedDiscuss what they did & learnedTeacher keeps log of S and strategiesMake strategies public

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METACOGNITIVE BOOKMARKModel the thinking and language on the bookmark

Review the types of questions and reading strategies they have practiced in Think-alouds

Explain that Talking to the Text is a written Think Aloud. By practicing TttT, they will get in the habit of TttT in their head

At the projector, model thinking aloud, marking text with arrows, underlines, thoughts and questions

Ask students to read silently and annotate the next paragraph with their partners as they TttT

Have partners share their marks

GUIDED PRACTICE –SHARING THE THINKING

http://ediv.alexanderstreet.com.proxy2.cl.msu.edu/View/1519299/Clip/55596

Advance to 19.30 for sharing.

STEP 8: COLLABORATIVE PRACTICEEngage students by providing meaningful opportunities

for them to share their thinking during the reading. Practice shared application with planned discussion

prompts.

Example:

Work with your partner to make connections. You are going to do partner reading. Each

partner will take turns doing a read-aloud and think-aloud at the end of each paragraph. At the

end of the page, you and your partner will record your connections on post-it notes. Think-pair-share with your partners as you read, and

switch roles as you read each paragraph.

RECIPROCAL READ: STUDENTS (PARTNER, SMALL

GROUP) READ, RECORD, AND APPLY STRATEGIES(TAUGHT BY TEACHER & PROMPTED BY CUECARD) TO

INTERACT WITH THE TEXT

1. Students stop at designated places (e.g., paragraph, page)

2. Students apply 1 or more taught strategies (e.g., using cuecard, bookmark), such as:• Connect to self, text, world• Ask Questions• Clarify• Visualize• Predict

3. Students interact with and mark up text (post-it notes)

4. Students note strategies

SHARING

http://ediv.alexanderstreet.com.proxy2.cl.msu.edu/View/1519299/timecode/1740

http://ediv.alexanderstreet.com.proxy2.cl.msu.edu/View/1519299/timecode/1440

USE ANCHOR CHARTS

Inference Definition: What does the author show youbut not tell you? Use background knowledge Book Clues ____ My clues ___

Anchor Chart: Holds class ideas: “Inferences we made from “Because of Winn Dixie.”

Con-constructed with students

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STEP 8: INDEPENDENT PRACTICE

Engage students by providing meaningful opportunities for them to share their thinking during the reading. Practice

shared application with planned discussion prompts.

Example:

Work on your own to make inferences . You are going to do partner reading. At

the end of each page, record your connections on a post-it note. At the end of the period, you will Think-pair-share

with your partners, then we will share with the class .

Delve into the strategies in a reciprocal read-aloud: Ira Sleeps Over or Jeremy Isn’t Hungry

PLANNING IN BREAKOUT SESSION