For Increasing Comprehension and Expanding Vocabulary
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What are effective comprehension and vocabulary tools in the KCLM?
How do these tools relate to the reading strategies outlined in the model?
How can these tools help struggling students?
How can I use these tools in my daily teaching practice?
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I can explain the comprehension and vocabulary tools of the KCLM.
I can explain the reading strategy that each tool supports.
I am able to embed the tools in unit and lesson planning to aid student learning.
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Understanding is one of the most cherished
goals of education. Teaching for understanding can bring knowledge to life by requiring students to manipulate knowledge in various ways. For instance, understanding a historical event means going beyond the facts to explain them, explore the remote causes, discuss the incident as different people might see it from their own perspectives, and skeptically critique what various sources say.
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1. Connect to Prior Knowledge and Develop Schema
2. Draw Inferences and Predict3. Ask Questions Before, During and After
Reading4. Determine Importance and Summarize Text5. Visualize and Create Sensory Images6. Synthesize and Retell7. Monitor/Clarify Understanding of Text
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Proficient Thinkers and Readers Connect to Prior Knowledge and Develop Schema
They use their unique background knowledge to understand the text as they read..
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Comprehension Tools
Anticipation/Reaction guide Question/Answer/Relationship Skimming Pictograph Comparison Matrix Chart Comparison Guide Map Note-taking Using Both Sides of the Brain
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Vocabulary Tools Wordstorm Word Sorts Three Way Tie Connect the Word LitFig Four Square
Vocabulary Map/Frayer Model
Word Questioning
Text Impressions Cinquain Rate Your knowledge Vocabulary Tree Password Memory Most Important Word
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Effective pre-teaching activity
Students predict how words will be used in context
Enhances students’ connections with technical or specialized vocabulary
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What is the word? CombustionWrite the sentence from the text in which the word is used. Combustion includes many chemical reactions.What are some words that you think of when you see this
word? explosion fire heatDo you know any other forms of this word? combustible combustibility combustiveName three people who would use this word. firemen chemist rocket builderCan you think of any other words that mean the same thing? flaming burning visible oxidationWrite a sentence using this word appropriately. Make sure
yoursentence tells us what the word means. Combustion is a chemical reaction that gives off heat and
light.
Klemp, R.M The Reading Teacher(1994)11
Find the article “7 Traits for a Winning Life”
Choose a word from the article
With a partner, complete the Wordstorm template
Be ready to share out12
Proficient Thinkers/Readers Draw Inferences and Predict
Inferring is the process of creating meaning by connecting what is in the reader’s head with what is in the text.
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Questions/Answer/Relationships (QAR) Skimming Graphic Organizers for Analogies and
Metaphors Classification Graphic Organizer
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Vocabulary Tools
Wordstorm Three Way Tie Connect the Words LitFig Word Questioning Text Impressions Rate Your Knowledge Password Most Important Word
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QAR is a framework that offers an approach to reading comprehension instruction. It clarifies for students where to find information needed to answer questions.
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In the Book(or video, photo, text…)The answer is there.
In My HeadBackground knowledge comes into play.
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Question
It Says I Say And So
1. Read the question.
2. Find information from the text to help you.
3. What do you know about it?
4. Combine what you know with what the text says.
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Proficient Thinkers/Readers Ask Questions
They generatequestions
BEFORE,DURING, and
AFTERreading.
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Anticipation/Reaction Guide QAR Mind Mapping Cornell Notes Rule-based Strategy
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Vocabulary Tools Word Sort Three Way Tie Connect the Words LitFig Word Questioning Text Impressions Rate Your Knowledge Most Important Word
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The class trip they took to the cave dwellings made the students feel like archaeologists.
burying or hiding things.
finding things to show what the past was like.
people who dig up things to show how people lived in the past
-ology appears in biology-the study of life
So when I hear the word-because someone found rare stuff like jewels; I’ll know what it is.
Caves, deserts ruins. In magazines, Indiana Jones, titanic, Disc. Channel
An archaeologist is like a human shovel.
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With a partner, choose one word or concept from the article
Complete the word questioning graphic organizer
Be prepared to share with the group
Discuss implementation uses
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Proficient Thinkers/Readers
Determine Importance and Summarize Text
And can support
their ideas withevidence from
thetext..
I found it!
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QAR Pattern Organizers Comparison Matrix Chart Comparison Guide Map Graphic Organizer for Analogies &
Metaphors Cornell Notes Note-taking Using Both Sides of the Brain Summary Frame Rule-based Strategy
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Vocabulary Tools Word Sort Word Questioning Cinquain Most Important Word
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#1: Narrative Frame, p. 35#2: Topic/Restriction-Illustration Frame, p.
37Definition Frame, p. 38#3: Argumentation Frame, p. 39#4: Problem-Solution Frame, p. 40#5: Conversation Frame, p. 41
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1. What is being defined?2. To which general category does the item
belong?3. What characteristics separate the item
from other things in the general category?
4. What are some different types or classes of the item being defined?
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Proficient Thinkers/Readers…..
Visualize andcreate sensory
images as they
read. 33
1. Create graphic representations2. Draw pictures or pictographs3. Generate mental images4. Make physical models5. Engage in kinesthetic activities
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Skimming Pattern Organizers Mind Mapping Pictograph Comparison Guide Map Graphic Organizer for Analogy and Metaphors Note-taking Using Both Sides of the Brain
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Vocabulary Activities
Word Sort Three Way Tie Connect the Words LitFig Four Square Vocabulary Map/Frayer Model Word Questioning Cinquain Password
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Draw pictures or pictographs to represent knowledge
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The Principle of Sowing and Reaping
Sow a thought, and you reap an act;Sow an act, and you reap a habit;
Sow a habit, and you reap a character; Sow a character, and you reap a destiny.
--Samuel Smiles
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Visualizing: Use Pattern Graphic Organizers to Represent
Knowledge
Type Purpose
Compare/Contrast Identifying similarities and differences
Descriptive Vocabulary terms or facts
Time-Sequence Organize events in chronological order
Process/Cause-Effect Organize information into a causal network leading to a specific outcome or into a sequence of steps leading to a specific product
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Type Purpose
Episode Organize a large quantity of information about a specific event
Generalization/Principle Organize information into general statements with supporting examples and details
Problem/Solution Organize ideas by identifying a problem and offering/evaluating solutions to the problem
Concept Organize information about a word or phrase that represents an entire class or category
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Hurricanes
Eyewall
Spin counterclockwise
In NorthernHemisphere
Seasonal Move heat from equatorial region
to higher latitudes
Spin clockwise
In Southern Hemisphere
Categorized by wind speed
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Space Shuttle Program
Visio
n o
f a re
usa
ble
space
cra
ft to se
rvice
In
tern
atio
nal S
pace
Sta
tion
Pre
sident R
ichard
M. N
ixon
announce
d N
ASA
would
pro
ceed w
ith
develo
pm
ent o
f reusa
ble
lo
w co
st space
shuttle
sy
stem
.
First fully
functio
nal
orb
iter, C
olu
mbia
la
unch
ed.
Challe
nger w
as lo
st durin
g
launch
. The S
huttle
pro
gra
m w
as g
rounded
until.
NA
SA
retu
rned to
flig
ht o
n w
ith
succe
ssful la
unch
and re
-entry
of D
iscovery
. Shuttle
D
iscovery
was a
lso th
e fi
rst orb
iter to
fly a
fter th
e
Challe
nger a
ccident.
Colu
mbia
was lo
st durin
g
re-e
ntry
, once
again
gro
undin
g th
e sh
uttle
pro
gra
m
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1960s January 2, 1972
April 12, 1981
January 28,
1986
February 1,2003
July 26,2005
Vietnam split into North (Communist) and South (Non-Communist)
U.S. Destroyer Maddox attacked in Gulf of Tonkin
U.S Support of South Vietnam
US Troops moved in to fight Vietnam Conflict
Gulf of Tonkin ResolutionCivil War
in Vietna
m
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Example:Episode Pattern Organizer
Christopher ColumbusQueen Isabella
Of Spain
Discovery of New World
Aug. 3, 1492 – Oct. 12, 1492
Atlantic Ocean
Aug. 1492
Seek a shorter, Western
Route to India
Colonization of the New World
King Ferdinand of Spain
Ni
na
Pin
ta
San
ta
Maria
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PROBLEM = AIR POLLUTIONSolution Positive Negative
A: Anti-pollution laws
•Makes it illegal•Public votes
•Court costs•Lose jobs
B: Boycott products
•Conform to rules to survive
•Some may not boycott
C:
Have hair
Warm-blooded
Nourish young with milk
Characteristics of Mammals
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HurricanesCategory One –
Winds 74-95 mph
Weather Terms
Hurricane WatchHurricane Force Winds
expected within 36 hours
Hurricane WarningHurricane Force Winds
expected within 24 hours
Seasonal
June 1 – Nov. 30Wind Speed Classification
Category Two –
Winds 96-110 mph
Category Three–
111-130 Winds mph
Category Four–
131-155 Winds mph
Category Five –
greater than 155 Winds mph
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Proficient Thinkers/Readers Also…
Synthesizeand Retell
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Skimming Mind Mapping Comparison Guide Map
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Vocabulary Activities
Word Sort Connect the Words Word Questioning Cinquain Password
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Find the articles: “7 Traits for a Winning Life” & “The Seven Habits of Highly Effective Teens.”
Complete the Comparison Guide Map organizer individually or with a partner.
Be prepared to share with the group.
Discuss implementation uses.
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Proficient Thinkers/Readers…..
Monitor/Clarifyunderstanding of
text
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Anticipation/Reaction guide QAR Mind Mapping Comparison Guide Map Cornell Notes Note-taking Using Both Sides of the Brain Rule-based Strategy Summary Frame
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Vocabulary Tools
Three Way Tie Connect the Words LitFig Four Square Vocabulary/Frayer Model Word Questioning Cinquain Rate Your Knowledge Vocabulary Tree Memory
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"Life Is A Highway"
Life's like a road that you travel onWhen there's one day here and the next day gone
Sometimes you bend, sometimes you standSometimes you turn your back to the wind
There's a world outside ev'ry darkened doorWhere blues won't haunt you anymoreWhere brave are free and lovers soar
Come ride with me to the distant shoreWe won't hesitate
To break down the garden gateThere's not much time left today
[Chorus:]Life is a highway
I wanna ride it all night longIf you're going my way
I wanna drive it all night long
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Use your LitFig graphic organizer and the article called “The 7 Habits of Highly Effective Teens” by Sean Covey.
With a partner, read the first paragraph and identify any example of figurative language.
Use the LitFig strategy to interpret your chosen example.
Be ready to share out with the whole group and
discuss implementation uses 61
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“If we want our students to become literate, we must analyze our own literacy. We must be aware of our own processing, make that processing explicit, recognize the unique developmental needs of our students, use learning activities that meet those needs, and create an environment that nurtures learning. In this way, we stack the deck in favor of literacy learning for secondary students.” (Rozzelle & Scearce, p. 178)
LEARNING TARGETS•I can explain the comprehension and vocabulary tools of the KCLM.•I can explain the strategies that each tool supports.•I am able to embed the tools in unit and lesson planning to aid student learning.
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7 Traits for a Winning Life – Mark Hansenhttp://www.success101forteens.com/
7 Habits of Highly Effective Teens – Sean Coveywww.7habits4teens.com
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Allen, Janet. Words, Words, Words. Stenhouse Publishers: 1999. Beers, Kylene. When Kids Can’t Read, What Teachers Can Do. Heinemann:
2002.Klemp, R. M. (1994). “Word storm: Connecting vocabulary to the student’s
database.” The Reading Teacher, 48, 282.Marzano, Robert. Classroom Instruction That Works. Association for
Supervision and Curriculum Development: January 2002.Marzano, Robert, Barbara B. Gaddy & Ceri Dean. What Works in Classroom
Instruction. McRel: August 2000. McLaughlin, M., & Allen, M.B. (2002).
Guided Comprehension: A teaching model for grades 3–8. Newark, DE: International Reading Association.
MCEwan, Elaine. 7 Strategies of Highly Effective Readers. Corwin Press: 2004.
Perkins, David. Teaching For Meaning. ASCD Educational Leadership: September 2004. Volume 62.
Smiles, Samuel. “The Principles of Sowing and Reaping.” 1887.Zwiers, Jeff. Building Reading Comprehension Habits in Grades 6-
12: A Toolkit of Classroom Activities. International Reading Association: 2010.