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Welcome to Literacy Session 3!
• Access handouts:
Week 2 Lit Sessions Reading Purposefully & Strategically Handout 1
• Read “The House” following the instructions on your Table Tent.
http://tulsasecondarylit.wikispaces.com
1
This Afternoon’s Session
• Session 1 (1:35pm): Dakia, Faith, and Liz’s CMA groups
• Session 2 (3:10pm): Justin, Karla, and Lauren’s CMA groups
2
Objectives
• Explain why setting a purpose for reading and using comprehension strategies are essential for reading
• Model reading strategies for students by thinking aloud
4
Sociocultural
Context
TEXT ACTIVITY
READER
RAND Model (RAND Reading Study Group, 2002)
Reading Comprehension is an Interactive Process
Today’s Session
5
Agenda
30 min Setting a Purpose & Comprehension Strategies
30 min Gradual Release of Responsibility
30 min Think Alouds
Setting a Purpose for Reading
• Who had the most challenging time with this activity?
Key Point # 1
Students need to know why they’re reading before they start reading. They need a purpose to guide their reading
Key Point # 2
Different disciplines have different purposes for reading, and therefore require different strategies for comprehension.
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What comprehension strategies do you use?
• Handout 2a: Biology– Purpose: To gain information about a biological
process
• Handout 2b: Statistics– Purpose: To gain information about a statistical method
7
What am I doing to comprehend and reach my purpose for
reading?
What comprehension strategies do you use?
• As proficient readers, we (unconsciously) utilize specific reading strategies.
• We need to TEACH these strategies to our students so that they become better and better readers and thinkers in our disciplines.
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Comprehension Strategies
• Self-Monitoring
• Predicting
• Questioning
• Making Connections
• Visualizing
• Inferring
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Comprehension Strategies
• Read about your group’s strategy.
• On your poster:
1. Describe your strategy
2. Explain how it helps you with your content area text
3. How it could help students understand texts from other content areas
11
Want more information?
CMCD Literacy Curriculum Texts Secondary Lit Chapters 3 and 4
What’s wrong with this picture?
I really wanted my 10th graders to visualize “The Middle Passage” in Slavery and the Making of
America because that text is so rich with imagery, so I made my objective “SWBAT visualize ...” In
order to teach it, I had my students use watercolor to depict four key scenes.”
12
Comprehension Strategies
• Strategies are a means to an end – comprehension.
• Proficient readers apply all of these strategies when they’re reading, but in your classroom you’ll just focus on one at a time.
13
14
This is all great Angelica, but how
do you teach someone how to
THINK? How will I make sure my
students are using these strategies so they can master the
content that I’m teaching them?
15
Gradual Release of Responsibility
Modeled Shared Guided IndependentExplicitlyTaught
Teacher names and defines the strategy.
Teacher Responsibility Student responsibility
Gradual Release of Responsibility
Teacher models a strategy with a Think Aloud
Together, teacher and students apply the strategy.
Students practice the strategy during their own reading.
With feedback from teacher, students use the strategy alone or in small groups.
Gradual Release of Responsibility
Explicit Instruction
You name and explain the concept. You build students’ knowledge.
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Gradual Release of Responsibility
Modeled Instruction
•After you have told students the steps, you do them. You provide students an explicit and memorable example.
•You conduct a Think Aloud.
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Gradual Release of Responsibility
Shared Learning
Students practice the strategy, with support from you and their peers.
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Gradual Release of Responsibility
Guided Learning
Students take a larger role. They apply strategies alone or in small groups, still with the chance for feedback from you and their peers.
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Gradual Release of Responsibility
Independent Practice
Students practice the strategy on their own. You are around to intervene if necessary.
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Key Point #3
Effective instruction involves the Gradual Release of Responsibility. This process occurs not only within lessons but over the course of the school year.
Improvements in comprehension require time and patience!
Gradual Release of Responsibility
Explicit
Instruction
Modeled
Learning
Shared Learning
Guided Learning
Independent Practice
I Do/INM
You Do/IP
We Do/GP
Think Aloud
Think Aloud
The Think Aloud is the moment in any great lesson where the teacher stops, pretends to be a student, and literally verbalizes what s/he is thinking while doing the desired activity.
Think Aloud
At pre-determined stopping point, stop reading & share your thoughts.
Record your thoughts in same way your students will record their thoughts.
Afterwards, ask: “What did you notice me doing to understand the book? How did that help me?”
Find a text that relates to your objective.
Decide which comprehension
strategy will best help readers comprehend it.
Teach your key points!
Key Steps for Think Aloud
Math Think Aloud
As you’re watching, think about the essential steps for thinking aloud. Which of these do we see and hear her doing in the video?
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Think Aloud
• Think alouds must be:– Purposeful– Planned– In all your lessons
Key Point # 4
Thinking Aloud is the single best way for students to internalize thought processes & learn to apply comprehension strategies.
Think Aloud: You Do
1. 7 minutes: Script one think aloud moment in an upcoming lesson plan.
- ELA: use a text your class is reading
- Science: use a text, graph, or chart you will be using in class
-Math: use a word problem
2. 3 minutes: Find a partner and practice your think aloud. 1.5 minutes each
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Closing
Your students need to learn
how to read strategically.
Your students need more
teacher modeling.
Visit the Lit Website for session PowerPoints and helpful handouts!
http://tulsasecondarylit.wikispaces.com30