The “what” and “how” of effective reading instruction

A strategic approach to teaching Comprehension

Presenter:

Mr. Carel Lewis

Objectives

Review principles of teaching readingDescribe a framework for teaching

comprehensionDescribe components of an effective literacy

environmentClarify the differences between reading skills

and reading strategiesIdentify a range of techniques for teaching

reading skills and strategiesEffectively use resources from

www.readinga-z.com

8 Principles of reading instruction

Using complete literature selections in the reading programme is important

Reading is an integral part of all content area instruction within the educational programme

The students need to see that reading can be an enjoyable pursuit

Reading should be taught in such a way that allows each child to experience success

8 Principles of reading instruction

Reading is a complex act that involves the construction of meaning represented by the printed symbols

Effective teachers explicitly teach students what they need to know

There is no one correct way to teach reading

Learning to read is a continuing process

Comprehension Vocabulary

Study SkillsWord

Recognition

Reading

“Reading Components”

Reading Framework

Literacy Environment

Literacy Block

Skills & Strategies

Gradual Release of

Responsibility

“The literacy environment”

Physical Space Aligned With Instructional Goals

Sufficient Materials Well Organized

Walls That Teach

Participatory Environment

“The literacy environment”

• The physical arrangement and organization of an effective literacy classroom can be a powerful tool in support of or an unintended impediment of effective literacy instruction

• Well-provisioned, organized, and print-rich classroom

• Instructional charts• Classroom procedures• Student work• Daily schedule

• Small-group reading area• Classroom library• Rolling cart• Seating rugs• Multimedia resources• Well organized storage • Reference materials • Label literacy spaces and materials

“The literacy environment”

“The literacy environment”

• Train students explicitly on how to use literacy spaces and materials• Explain expectations

• Set limits• Model procedures for using spaces• Display photographs of students

properly engaged in learning spaces• Use timers or stopwatches

alert students to time limits

Independent

Small Group

Whole Group

“Gradual Release of Responsibility

Model”

• Read aloud•Shared reading• Modelling • Initial

instruction

• Literature circles

•Guided reading• Small-group

instruction• Immediate

intensive instruction

• Work stations• Centers• Reports

• Buddy reading• Independent

reading

o.k!! So, where to go from here?

Effective reading instruction

Techniques

Strategies Skills

“Skills”

Involve low-level cognitive processingSpecific in natureHighly constrainedMore or less automatic routinesLocating detailsCause & effect (relationship explicitly stated)Sequencing eventsRecognizing text sequenceFact vs. opinionDetermining stated main idea

“Strategies”

Higher-level cognitive processingLess specific in natureEmphasize intentional & deliberate plans

under the control of the readerMaking predictionsSummarizing a storyReacting critically to what is readInferring main ideasCause & effect (relationship implied)Detecting author’s purposeDrawing conclusions

“Strategies”

Previewing textActivating prior knowledgeVisualizing and Sensory ImagingDetermining importanceSynthesizing (authenticate learning)Teachers use higher-level questioning,

modelling, and coaching There is still explicit instruction, but the

role of the teacher changes to a facilitator that guides and supports students’ reading

“Techniques”• Approaches and activities• Read aloud• Shared reading• Guided reading• Independent literacy

“Techniques”• Skim and scan• Anticipation guides• Picture walk• Wordless picture• Talk show• Mind mapping• KWL charts

“Skills & Strategies for Each Level”

• The Language Arts Syllabus

MOE mandateAdjustments to Time TableA minimum of 60 minutes of instructional time

Flexibility in order and sequence of specific literacy approaches

“The Literacy Block Framework”

“Activities within Literacy Block”• Select teaching content (passage may be

suited to a particular skill)• Decide on strategy (summarizing)• Select technique within the strategy (narrative

pyramid)• Use an approach (incorporate specific teacher

talk to support the thinking process of the strategy)

• Teacher can implement a unit of study on a specific strategy using a variety of techniques

“Explicit Instruction”• For small- or whole-group settings• Four interlocking elements of effective,

unambiguous instructionExplanation of lesson objectives and

purposeTeacher modelling of how to use a

strategy or acquire an unknown conceptTeacher-guided practice with scaffolding

or supportIndependent practice

“Explanation”

Clearly explain the reading objective or skill to be taught, or the “what” taught. Then explain the purpose, or the “why” this skill is important, and “where” it will be useful. Be sure to use “kid speak” so children can understand the objective or skill at their level.

“Teacher Modelling”Model how to implement the skill or strategy in multiple texts and use “think alouds” tohelp students understand what is going oninside your head as you demonstrate theskill or strategy. Model the implementation of theskill or strategy exactly as you want studentsto do it. This may be the only time students see the skill or strategy modelled explicitly.

“Teacher-guided Practice”During teacher-guided practice, repeat modelling of the same skill or strategy but allow students a chance to join in and share in parts of the implementation of the skill or strategy. You are there to provide scaffolding and guidance, if needed, for students. Scaffolds may include the use of easier texts, graphic organizers, or strategy charts on the walls on which the steps and sequence to implement the skill or strategy effectively are posted. Emphasize the active use of the strategy or skill. Gradually release responsibility for implemented parts of the strategy or skill from teacher to student . Provide multiple opportunities for practice.

“Independent Practice”

Now is the time for students to implement the strategy or skill independently, with you observing. This is a good time to ask questions to ensure students have mastered the skill or strategy. Questions such as “How do you remember that this letter makes this sound?” or “I noticed that you grouped all of these words together. Can you tell me whyyou did that?” Allow opportunities for students to demonstrate their independent skill or strategy application. These types of questions help you to understand what students understand or why they may be a bit unclear or uncertain.

“An Example”

• Standard 1 or 2• Strategy – Drawing Conclusion• To draw conclusions, a reader must put

together information gathered from several sources or places within the same source

• Material – comic strip• Technique – interpreting picture

Teacher models the thinking process before students attempt it

1. What is taking place here?2. What happened just before this

picture was taken?3. What are the people in the picture

preparing to do?4. What kind of news does Dennis

have for his father?

Putting together the ideas that an event happened today and that Dennis’s father needs to be relaxed to hear about it enables students to conclude that Dennis was involved in some kind of mischief or accident that is likely to upset his father

Teacher models thinking process by pointing out each clue and relating it to personal knowledge about how parents react.

“Reciprocal Teaching”

• Uses the four strategies “Fab Four” of predicting, clarifying, questioning, and summarizing to increase comprehension

• Created by Palincsar & Brown (1986)• Students predict before reading• Check predictions during reading• Stop to clarify unknown words or ideas during

reading

“Reciprocal Teaching”

Ask questions during and after reading to check for understanding

Summarize text after readingTeacher shows students how to apply the Fab

Four but do not use the strategies directlyFor instance, rather than questioning students

about a text, a teacher could charge students to create their own questions

“Reciprocal Teaching – Teacher Responsibilities”

Before reading, activate prior knowledge of words or ideas students will encounter during reading

During reading, monitor, guide, and encourage individuals or groups in their use of the Fab Four

After reading, encourage student reflection and ask students to share which strategy helped them most and why

Predict

I thinkI betI wonderI imagineI predict

Clarify What to do when there are words I don’t know?What do I do when the ideas don’t make sense?

Question Who?What?When?Where?Why?How?What if?

Summarize

What happened first, next, thenThe big idea was …I learned ….

Thank You

“Bibliography”