logging in or signing up monitoring comprehension eflclassroom Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 736 Category: Education License: All Rights Reserved Like it (1) Dislike it (0) Added: October 27, 2009 This Presentation is Public Favorites: 1 Presentation Description No description available. Comments Posting comment... By: chak46 (6 month(s) ago) i want to download this presentation please allow me Saving..... Post Reply Close Saving..... Edit Comment Close By: chak46 (6 month(s) ago) the presentation is very effiective way to learn specially this presentation. Saving..... Post Reply Close Saving..... Edit Comment Close By: DALLAS4477 (14 month(s) ago) Good presentation. Pl. forward it to my id if possible.sldallas6@gmail.com Thanks Saving..... Post Reply Close Saving..... Edit Comment Close Premium member Presentation Transcript Monitoring Comprehension : Monitoring Comprehension Teaching Comprehension Strategies to Students Session Outcomes : Session Outcomes Explore what research says about the teaching and learning of reading comprehension Understand commonly used comprehension monitoring strategies Teachers will differentiate among strategies that are appropriate before, during, and after reading Slide 3: Listening skills Prediction Fluency cognition Successful Students Vocabulary What leads to comprehension? Types of Monitoring : Types of Monitoring Comprehension Monitoring: Where students learn how to be aware of their understanding of the materials Cooperative Learning: Where students learn reading strategies together Use of graphic and semantic organizers: Where readers make graphic representations of the material to assist comprehension National Reading Panel Summary, 2000, p. 15 Questioning for comprehension : Questioning for comprehension National Reading Panel Summary, 2000, p. 15 Question answering: Where readers answer questions posed by the teacher and receive immediate feedback Question generation: Where readers ask themselves about various aspects of the text Retelling: Where students are taught to use the structure of the story as a means of helping them recall story content Comprehension Defined : Comprehension Defined “Intentional thinking during which meaning is constructed through interactions between text/sound and reader.” Harris and Hodges, 1995, p. 207 Understanders are… : Understanders are… Purposeful Active Strategic Flexible Put Reading First, 2001, pp. 48-57 Text Comprehension Instruction : Text Comprehension Instruction Monitoring comprehension Using graphic and semantic organizers Answering questions Generating questions Recognizing story structure Put Reading First, 2001, pp. 48-57 Reading Comprehension Strategies : Reading Comprehension Strategies Predict Monitor/clarify Question Summarize Visualize Making use of prior knowledge Making inferences Put Reading First, 2001, pp 48-57 Strategies For Reading Text : Strategies For Reading Text Preview the text/predicting Build background knowledge Set purposes Check understanding Monitor comprehension Integrate new concepts Summarize Evaluate the ideas Make applications Flood & Lapp, 1992 Before Reading During Reading After Reading Comprehension Monitoring : Comprehension Monitoring It’s important to teach students to monitor and repair comprehension: Track their thinking Notice when they lose focus Stop and go back Reread to enhance understanding Identify what’s confusing Consciously select the best strategy Teaching Students To Monitor Comprehension : Teaching Students To Monitor Comprehension Direct instruction: Teaching Modeling Guided practice Application Cooperative learning Multiple-strategy instruction Put Reading First, 2001, pp. 48-57 Predicting : Predicting Previewing the text Accessing prior knowledge Text structures I think…, I’ll bet…, I predict…, I imagine…, I wonder… DRTA : DRTA The DRTA Cycle Russell Stauffer, 1975 Predicting Reading Proving Rationalizing Directed Reading-Thinking Activity : Directed Reading-Thinking Activity Children receive a copy of the text Teacher leads students through making predictions Students read a segment of the text Teacher guides students in examination of the evidence Students revise and generate new predictions Students continue reading Question : Question Student generated Literal: Who, what, where Inferential: why, how, what if Question-Answer Relationship : Question-Answer Relationship Teach the four types of questions: Right there Think and search Author and you On your own Model how to analyze and answer questions Students practice QARs : QARs In The Text In My Head Right There Think and Search Author and You On Your Own Right There : Right There The answer is right in the text and usually easy to find. The words used to make up the question and the answer are usually the same. Question: What year did the Civil War end? Answer: The Civil War ended in 1865. Think and Search : Think and Search The answer is in the text, but you need to put different parts together to answer it. Words for the question and words for the answer are not usually the same. Question: What are the primary organs of the digestive system? Answer: The esophagus, stomach and intestines make up the digestive system. Author and You : Author and You The answer is not in the text, but the text will be used to find an answer. Think of what you already know and link it to what you know from the text. See how they fit together. Question: Using the graph, explain why you think there was a sharp dip in sales during 1991. Answer: I think 1991 sales were down because there was less income made by households that year. On My Own : On My Own The answer is not in the text so prior knowledge and experiences must be used. The question can be answered without having read the text. Question: Why is it a good idea to conserve water? Answer: I think water should be conserved because... Monitor/Clarify : Monitor/Clarify Identify words they are unfamiliar with Identify sentences or phrases that need clarification Identify passages that are not clear I don’t understand the part where…. This ____ is not clear I can’t figure out…. This is a tricky word because…. Monitor/Clarify : Monitor/Clarify Clarifying an idea I reread the part I didn’t understand I think about what I know I talk to a friend I read on and look for clues I restate the passage in my own words Summarize : Summarize Narrative Character Setting Problem Event Resolution Expository Important points Logical order Conclusion Summarize : Summarize The story takes place… First, next, then, finally… The main point was… A problem occurs when… This part was about… The most important ideas in this text are… Overall, this was about… Good Summaries include: : Good Summaries include: Key people/items Key places Key words and synonyms Key ideas and concepts Summary Organizer : Summary Organizer Main Characters or Items Key Settings Key Events Key Vocabulary Character 1: Character 2: Summarizing map : Summarizing map Title of the text Second Idea First Idea Third Idea Fourth Idea Detail Detail Detail Detail Detail Detail Detail Detail Detail Detail Detail Detail Multi-Strategy Instruction : Multi-Strategy Instruction Teaching students to move fluidly through the various strategies Students understand when to select a specific strategy Students understand how genre impacts the strategy they select Slide 33: Prediction Street Monitor Street Clarify Drive Visualize Avenue Question Street Summarize Street Slide 34: Stop: Make predictions. Set a purpose for reading. Slow Down: Monitor comprehension. Apply strategies. Go: Continue reading for more information. Assessing Reading Comprehension : Assessing Reading Comprehension Retell or summary Strategy assessment Teacher observation Cloze passages Conscious Selection of Strategies : Conscious Selection of Strategies Explicit teaching of strategies Teacher modeling and think aloud Students practice in cooperative groups Independent practice Teach Model Practice Apply Cooperative Learning : Cooperative Learning Partners or groups Students practice strategies Students discuss use of strategies Closing : Closing Imagine a student whom you are working with who is struggling with reading comprehension Select two or three instructional strategies that you learned today that you feel would be helpful in improving the student’s comprehension Share with a partner what strategies you have selected to assist this student You do not have the permission to view this presentation. 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monitoring comprehension eflclassroom Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 736 Category: Education License: All Rights Reserved Like it (1) Dislike it (0) Added: October 27, 2009 This Presentation is Public Favorites: 1 Presentation Description No description available. Comments Posting comment... By: chak46 (6 month(s) ago) i want to download this presentation please allow me Saving..... Post Reply Close Saving..... Edit Comment Close By: chak46 (6 month(s) ago) the presentation is very effiective way to learn specially this presentation. Saving..... Post Reply Close Saving..... Edit Comment Close By: DALLAS4477 (14 month(s) ago) Good presentation. Pl. forward it to my id if possible.sldallas6@gmail.com Thanks Saving..... Post Reply Close Saving..... Edit Comment Close Premium member Presentation Transcript Monitoring Comprehension : Monitoring Comprehension Teaching Comprehension Strategies to Students Session Outcomes : Session Outcomes Explore what research says about the teaching and learning of reading comprehension Understand commonly used comprehension monitoring strategies Teachers will differentiate among strategies that are appropriate before, during, and after reading Slide 3: Listening skills Prediction Fluency cognition Successful Students Vocabulary What leads to comprehension? Types of Monitoring : Types of Monitoring Comprehension Monitoring: Where students learn how to be aware of their understanding of the materials Cooperative Learning: Where students learn reading strategies together Use of graphic and semantic organizers: Where readers make graphic representations of the material to assist comprehension National Reading Panel Summary, 2000, p. 15 Questioning for comprehension : Questioning for comprehension National Reading Panel Summary, 2000, p. 15 Question answering: Where readers answer questions posed by the teacher and receive immediate feedback Question generation: Where readers ask themselves about various aspects of the text Retelling: Where students are taught to use the structure of the story as a means of helping them recall story content Comprehension Defined : Comprehension Defined “Intentional thinking during which meaning is constructed through interactions between text/sound and reader.” Harris and Hodges, 1995, p. 207 Understanders are… : Understanders are… Purposeful Active Strategic Flexible Put Reading First, 2001, pp. 48-57 Text Comprehension Instruction : Text Comprehension Instruction Monitoring comprehension Using graphic and semantic organizers Answering questions Generating questions Recognizing story structure Put Reading First, 2001, pp. 48-57 Reading Comprehension Strategies : Reading Comprehension Strategies Predict Monitor/clarify Question Summarize Visualize Making use of prior knowledge Making inferences Put Reading First, 2001, pp 48-57 Strategies For Reading Text : Strategies For Reading Text Preview the text/predicting Build background knowledge Set purposes Check understanding Monitor comprehension Integrate new concepts Summarize Evaluate the ideas Make applications Flood & Lapp, 1992 Before Reading During Reading After Reading Comprehension Monitoring : Comprehension Monitoring It’s important to teach students to monitor and repair comprehension: Track their thinking Notice when they lose focus Stop and go back Reread to enhance understanding Identify what’s confusing Consciously select the best strategy Teaching Students To Monitor Comprehension : Teaching Students To Monitor Comprehension Direct instruction: Teaching Modeling Guided practice Application Cooperative learning Multiple-strategy instruction Put Reading First, 2001, pp. 48-57 Predicting : Predicting Previewing the text Accessing prior knowledge Text structures I think…, I’ll bet…, I predict…, I imagine…, I wonder… DRTA : DRTA The DRTA Cycle Russell Stauffer, 1975 Predicting Reading Proving Rationalizing Directed Reading-Thinking Activity : Directed Reading-Thinking Activity Children receive a copy of the text Teacher leads students through making predictions Students read a segment of the text Teacher guides students in examination of the evidence Students revise and generate new predictions Students continue reading Question : Question Student generated Literal: Who, what, where Inferential: why, how, what if Question-Answer Relationship : Question-Answer Relationship Teach the four types of questions: Right there Think and search Author and you On your own Model how to analyze and answer questions Students practice QARs : QARs In The Text In My Head Right There Think and Search Author and You On Your Own Right There : Right There The answer is right in the text and usually easy to find. The words used to make up the question and the answer are usually the same. Question: What year did the Civil War end? Answer: The Civil War ended in 1865. Think and Search : Think and Search The answer is in the text, but you need to put different parts together to answer it. Words for the question and words for the answer are not usually the same. Question: What are the primary organs of the digestive system? Answer: The esophagus, stomach and intestines make up the digestive system. Author and You : Author and You The answer is not in the text, but the text will be used to find an answer. Think of what you already know and link it to what you know from the text. See how they fit together. Question: Using the graph, explain why you think there was a sharp dip in sales during 1991. Answer: I think 1991 sales were down because there was less income made by households that year. On My Own : On My Own The answer is not in the text so prior knowledge and experiences must be used. The question can be answered without having read the text. Question: Why is it a good idea to conserve water? Answer: I think water should be conserved because... Monitor/Clarify : Monitor/Clarify Identify words they are unfamiliar with Identify sentences or phrases that need clarification Identify passages that are not clear I don’t understand the part where…. This ____ is not clear I can’t figure out…. This is a tricky word because…. Monitor/Clarify : Monitor/Clarify Clarifying an idea I reread the part I didn’t understand I think about what I know I talk to a friend I read on and look for clues I restate the passage in my own words Summarize : Summarize Narrative Character Setting Problem Event Resolution Expository Important points Logical order Conclusion Summarize : Summarize The story takes place… First, next, then, finally… The main point was… A problem occurs when… This part was about… The most important ideas in this text are… Overall, this was about… Good Summaries include: : Good Summaries include: Key people/items Key places Key words and synonyms Key ideas and concepts Summary Organizer : Summary Organizer Main Characters or Items Key Settings Key Events Key Vocabulary Character 1: Character 2: Summarizing map : Summarizing map Title of the text Second Idea First Idea Third Idea Fourth Idea Detail Detail Detail Detail Detail Detail Detail Detail Detail Detail Detail Detail Multi-Strategy Instruction : Multi-Strategy Instruction Teaching students to move fluidly through the various strategies Students understand when to select a specific strategy Students understand how genre impacts the strategy they select Slide 33: Prediction Street Monitor Street Clarify Drive Visualize Avenue Question Street Summarize Street Slide 34: Stop: Make predictions. Set a purpose for reading. Slow Down: Monitor comprehension. Apply strategies. Go: Continue reading for more information. Assessing Reading Comprehension : Assessing Reading Comprehension Retell or summary Strategy assessment Teacher observation Cloze passages Conscious Selection of Strategies : Conscious Selection of Strategies Explicit teaching of strategies Teacher modeling and think aloud Students practice in cooperative groups Independent practice Teach Model Practice Apply Cooperative Learning : Cooperative Learning Partners or groups Students practice strategies Students discuss use of strategies Closing : Closing Imagine a student whom you are working with who is struggling with reading comprehension Select two or three instructional strategies that you learned today that you feel would be helpful in improving the student’s comprehension Share with a partner what strategies you have selected to assist this student