Вы находитесь на странице: 1из 36

Comprehension

Instruction
J. Finnern
May 2015

Our Work.
What we teach understanding the

strategy(ies)
How we teach understanding the
pedagogy: explicit instruction with
gradual release of support
How we assess understanding what
was learned and making instructional
decisions

What do readers do?


What do we do to help our own

understanding? We might use these


strategies automatically or we might
use them consciously.
Make a list individually and then we
will build a list together.

Comprehension Strategy
A reader has ownership of a

strategy when he can independently


determine when it would be helpful,
apply the strategy, and evaluate if it
was successful to increase
understanding.

Metacognition
Being aware of your own thinking and

learning the inner conversation


Adjust your current understanding as
you get new information
Relates to monitoring your
comprehension
Do I understand or not?
If not, what should I do?
Did what I try work?

Lois Lanning, 2007


Summarizing
Creating Meaningful Connections
Inferring
Self-Regulating

To push beyond the literal


text, to make it personal
and three dimensional, to
weave it into our own
stories that is to infer.
Keene and Zimmermann, 1997

Making Inferences
What do we infer?
Predictions
Characters traits, emotions & motivation
Setting
Causes & Effects
What else.

How do we infer?
Text Clue(s) + Prior Knowledge = Inference
Monitor if our inferences need revision

Making Inferences: Cartoons

Making Inferences: Pictures

Making Inferences: Learning


Progression
Activate background knowledge
Make meaningful connections
Use the connection to better

understand the text through your


inference
Connections can also be used to
better understand yourself or
something about life

Modeling: Think Aloud


Modeling by thinking aloud is

different than explaining the


steps in a process
Read the article by Gerald Duffy.
Whats the difference?

Modeling: Think Aloud


Days with Frog and Toad
Select one of your books &

prepare to model your thinking


about how you inferred one of
the characters feelings.

Modeling: Think Aloud


Select one of your books &

prepare to model your thinking


about how you inferred in order
to make a prediction.
Whats next?

Gradual Release
of Responsibility
Model
The Foundation of Explicit
Instruction

Responsibility of performing a task shifts from

the teacher to the student


This can take place over a day, a week, a
month, or a year, or even longer
Think of the gradual release of responsibility
as you learned to drive

Keep in Mind
Piaget cognitive structures and schema
Vygotsky zone of proximal development and

social aspect of learning


Learning occurs through interactions with
others
When the interaction is intentional (thats
your job!) then the learning is specific
Make sure to include collaboration with peers
as part of the gradual release model
This is important for ELLs, students with
disabilities, and gifted students

Clear and Specific Goal


Clear statement of learner outcomes
Goal identified based on assessment and

considering ELA standards


Goal should be achievable with instruction
Make sure students engage with the learning
goal and get feedback on their performance
Clearly establish the goal and purpose with
the students
They should know why it is important

Fisher and Frey


Better Learning Through
Structured Teaching
Chapter One
Learning, or Not
Learning, in School

TEACHERRESPONSIBILITY
Idoit

FocusLesson

Wedoit

Guided
Instruction
Collaborative

Youdoit
together

Independent

Youdoit
alone

STUDENTRESPONSIBILITY
AStructureforInstructionthat
Works

TEACHERRESPONSIBILITY
FocusLesson
Guided
Instruction

LISTEN
AND
ENGAGE
LISTEN
AND
PARTICIPATE

Idoit
Wedoit

Collaborative

Youdoit
together

Independent

Youdoit
alone

STUDENTRESPONSIBILITY
AStructureforInstructionthat
Works

TEACHERRESPONSIBILITY
Idoit

FocusLesson

Wedoit

Guided
Instruction
COACH AND
ASSESS

Collaborative

Youdoit
together

ASSESS
AND
PLAN

Independent

Youdoit
alone

STUDENTRESPONSIBILITY
AStructureforInstructionthat
Works

TEACHERRESPONSIBILITY
FocusLesson
Guided
Instruction

LISTEN
AND
ENGAGE
LISTEN
AND
PARTICIPATE

Idoit
Wedoit

COACH AND
ASSESS

Collaborative

Youdoit
together

ASSESS
AND
PLAN

Independent

Youdoit
alone

STUDENTRESPONSIBILITY
AStructureforInstructionthat
Works

From Duke and Pearson, 2002

Three Common Errors


Chapter 1, page 10 (page 11 of document)

finish the paragraph on the top of the next


page.
Page 11 (page 12 of document) 1 st new
paragraph that starts Sadly, Finishes on
the top of the next page.
Page 12 (page 13 of document) 1 st new
paragraph that starts But even in
Finishes on the middle of the next page.
Be ready to explain your scenario. Have you
seen this in real life? What example can you

Level of Support: Text


Familiarity of topic and

concepts
Read before
Complexity of the text itself
quantitative and qualitative
Length of text
Student choice of text

Level of Support: Strategy


Teacher or student choice of

strategy
General Strategy or for a specific
purpose
Decision of where and/or when
to apply the strategy
Prompting question or cues while
applying the strategy

Collaboration
We have seen this already in the overall

model
Remember that productive group work
increases everyones understanding.

Lesson Ideas
Is there a focus lesson? (Teacher Modeling)
Is there guided instruction?
Is there collaborative practice?
Is there independent practice?
How could you increase the support?
How could you decrease the support?

(Select ways to change the support other than


more/less complex text)

Explicit Instruction Lesson


Learning goal
Introduction
Teacher modeling (Student modeling)
Student practice and application
Plan for data collection
Use students responses to plan ongoing

instruction
Plan for monitoring transfer

Learning Goal
I can.
You will be able to

You will be able to describe how you use

text clues and what you already know to


figure out how a character feels.

Introduction
What will be learned name the strategy
Brief statement of why, how, and when the

concept process, skill, or strategy will be


useful to them as readers
Remember the goal is that they can
successfully and flexibly apply the strategy
when needed

Teacher Modeling
Read the passage
As you read, or before/after depending on

the strategy, describe your thinking as you


apply the strategy
What decisions do you make?
How do you make your decisions?
Often this includes describing how you
determine what is important

Student Practice & Application


Guided practice
What is the teacher doing? The student?
Collaborative practice
What is the teacher doing? The student?

Independent practice
What is the teacher doing? The student?
Consider how to provide more/less support

Plan for Data Collection


Learning goal
Introduction
Teacher modeling (Student modeling)
Student practice and application
Plan for data collection
Use students responses to plan ongoing

instruction
Plan for monitoring transfer

Plan for Data Collection


Learning goal
Introduction
Teacher modeling (Student modeling)
Student practice and application
Plan for data collection
Use students responses to plan ongoing

instruction
Plan for monitoring transfer

Вам также может понравиться