Competency 2Component # 1-013-311

Center for Professional LearningSession 9

Instructor: Carmen S. Concepcionreadingsetgo.blogspot.com

Application of Research-Based Instructional Practices

Fall 2010

Reading … Set … Go!

FluencyShare Investigative Activity

Strategies for Successful Fluency Development in StudentsProcedures for Most Fluency LessonsLearner ModificationsContent Area ConsiderationsProvide Direct Instruction and Feedback

Sentence Tunes We did not tell them you brought rotten apples.

We did not tell them you brought rotten apples.

We did not tell them you brought rotten apples.

We did not tell them you brought rotten apples.

We did not tell them you brought rotten apples.

We did not tell them you brought rotten apples.

We did not tell them you brought rotten apples.

We did not tell them you brought rotten apples. (You brought something else rotten)

Gettysburg AddressFourscore and seven years ago our fathers brought forth on this continent a new nation conceived in liberty and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war testing whether that nation so conceived…

Gettysburg AddressFourscore / and seven years ago / our fathers / brought forth /on this continent / a new nation / conceived in liberty / and dedicated / to the proposition / that all men / are created / equal. / Now / we are engaged / in a great / civil war / testing whether / that nation / so conceived /…

Phrase-Cued Weekly Practice SessionsDiscuss weekly plan at your tableDiscuss implementation ideasHighlight key ideas

Assessing Fluency

Qualitative Assessments: Used to identify, describe, and measure reading behaviors

1. Observation as Evaluation2. Student’s Self-report Checklist3. Reading Miscue Inventory

• Quantitative Assessments: Used to measure fluent reading in numerical terms

1. Multidimensional Fluency Scale2. 5-point Fluency Scale for Oral Reading3. One minute Read4. TOWRE5. Speed Drills

FLaRE Professional Paper: FluencyStrategy: Seed Discussion*

Each student prepares an index card.Student pairs read their cards to each another.The partners ask questions to clarify.The two students trade cards and move to a

new partner.Repeat the process with the new card.

* This variation is called “The Party”

Fluency Vocabulary Hot Seat

Summing UPFluency is a separate yet integral part of a reading process. Fluency results from a complex interrelationship of processes that are more than the sum of these components. Teachers who make fluency a part of their comprehensive reading program and implement instruction with engaging materials help students solve the reading puzzle.

Comprehension OutcomesKnowledge

Participants will be able to:Define comprehensionIdentify benefits of explicit and systematic

morphemic instruction (affixes, base words, word origins) on vocabulary development in relation to comprehension.

Identify principles of syntactic function as they relate to language acquisition and reading development.

Describe the impact of text variations on the construction of meaning.

Identify cognitive task levels and the role of cognitive development in constructing meaning using a variety of texts. (e.g.) knowledge, comprehension, application, analysis, synthesis, evaluation).

Identify fundamental comprehension strategies and instructional practices that scaffold development of these strategies.

Investigate conditions for learning across academic content areas.

SkillsParticipants will be able to:

Utilize instructional practices that promote the use of comprehension strategies with narrative and expository text.

Plan for explicit, systematic instruction for scaffolding development of comprehension skills and cognition (e.g., reciprocal teaching, questioning the author, etc.).

Comprehension Outcomes

“Comprehension is an end product of meaning making. As teachers we cannot teach comprehension; readers themselves bring meaning to the text they read. What we can do is teach readers strategies that help activate the process of comprehending, which results in comprehension.”

K. Goodman, 1994

MetacognitionAn awareness of one’s own learning

process.

Four Levels of Metacognitive Knowledge

Tacit learners/readers: Readers that lack awareness of how they think when they read

Aware learners/readers: Readers who realize when meaning has broken down but who may not have sufficient strategic actions for fixing problem

Strategic learners/readers: Readers who use effective thinking and comprehension strategies to enhance understanding and acquire knowledge. They are able to monitor and repair meaning when it is disrupted

Reflective learners/readers: Readers who are strategic about their thinking and are able to apply strategic actions flexibly depending on their goals or purpose for reading.

Perkins, 1992

Word Splash on Comprehension Strategic Actions

Determining Importance

SummarizingQuestioningVisualizingInferringMaking ConnectionsComprehension

Monitoring

What is Comprehension?Comprehension is constructing meaning from text

or, making meaning from print.The click of comprehension occurs only when the

reader evolves a schema that explains the whole message.

Comprehension is the process in which the reader constructs meaning (in) interacting with text … through a combination of prior knowledge and previous experience; information available in text; the stance (taken) in relationship to the text; and immediate, remembered or anticipated social interactions and communications.

Helping students increase comprehension of content area text involves teaching them how to connect new information to what is already known, read between the lines, and apply learning to new situations.Teaching reading in the content areas, therefore, is not

so much about teaching students basic reading skills as it is about teaching students how to use reading as a tool for thinking and learning.”

Reading for Key PointsRead Implementation of Instruction in

Reading Comprehension from Report of the National Reading Panel

Read FLaRE Professional Paper “Comprehension”

Highlight main points and jot down your reflections about those points on the margins

Teacher Modeled Mapping – Science

Concept Map

Follow Up AssignmentExplore the use of the concept map

strategy with your studentsMake a plan for assessing students

use of concept map strategyBring samples of students’ work to

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