1. Competency 2
Component # 1-013-311
Center for Professional Learning
Session 10
Instructor: Carmen S. Concepcion
readingsetgo.blogspot.com
Application of Research-Based
Instructional Practices
Fall 2010
Reading … Set … Go!
6. Strategic Teaching and Learning
“Strategic reading refers to thinking about reading in ways
that enhance learning and understanding. Researchers who
explicitly taught students strategies for determining
important ideas, drawing inferences, and asking questions
found that teaching these thinking/reading strategies
improved students’ overall comprehension of text.”
S. Harvey & A. Goudvis, 2000
Strategies That Work: Teaching Comprehension to Enhance Understanding. p. 16
7. Role of the Teacher
Teach a few strategies
Teach them in depth
Teach them over time
Teach using a variety of text
Use effective prompting and questioning
Monitor student understanding
Teach for independence
Set up conditions for learning
8. Role of the Student
What does a good reader do?
Activates prior knowledge
Questions
Makes inferences
Monitors
Uses fix-up strategies
Determines
Synthesizes
9. Strategies Used by Proficient Readers
“Reading has come to be characterized as a range of flexible, adaptable strategies
rather than a scope and sequence of skills… The term strategies refers to conscious
and flexible plans that readers apply and adapt to particular tasks and texts.”
B. Hinson, 2000
New Directions in Reading Instruction, p. 10
Comprehension Monitoring
Questioning
Visualizing
Making Connections
Inferring and Predicting
Determining Importance
Summarizing
The National Reading Panel suggests that “when readers are given cognitive strategy
instruction, they make significant gains on measures of reading comprehension over
students trained with conventional instruction procedures…”
National Institute of Child Health and Human Development, 2000
Report of the National Reading Panel: Teaching children to read: Reports of the subgroups, p. 4-40
10. Lesson Ideas for Teaching
Comprehension Monitoring
Highlighting Confusing Text
Highlight with one color the parts that you understand well
enough to help another student understand it
Highlight with a different color the parts that are confusing
11. Lesson Ideas for Teaching
Comprehension Monitoring
Clink or Clunk
Clink Clunk
Concepts or information you
understand well enough to explain
to classmates
Record information they want
explained to them
14. Investigative Activity
Website Assignment:
Work with a partner to find a website that can help
enhance comprehension instruction
Think Aloud
Reciprocal Teaching
Teacher Read Aloud
SQ3R
DR-TA
Literature Circles
Provide website address
How does this website enhance student learning?
How can this website be utilized best in the
classroom?
Model activity
15. Follow Up Assignment
Select one strategy to implement with your students.
Bring sample student work to next session.
Reflection to blog:
Name of strategy
Connection to comprehension
Coments, questions, insights
Notes de l'éditeur
Reading “Instructional Practices for Successful Fluency Development in Students”
Write a short response in your reflection journal.
Questions you might address:
How will this inform your instruction?
What does this affirm in your instructional decision making?
What questions does this article generate for you?
Justin: Content area teachers, not enough time
Direct Explanation: Teacher describes the strategy, explains how it aides comprehension, and suggests when to apply the strategic action.
Modeling: Teacher demonstrates how to apply the strategy while reading aloud the text and thinking aloud to model thought processes used in strategic action application.
Guided Practice: Teacher guides and assists students as they learn how to apply the strategy. Students may practice in pairs using the same process as teacher modeled of reading and thinking aloud.
Application: Students practice the strategic action with teacher’s help until they can apply it independently. As students gain independence with a strategy, students’ reflection on and discussion of how the strategy is increasing comprehension can strengthen their understanding of its application.
Relevance: Students learn the purpose of the strategy – they why, when, how, and where of the strategy
Definition: Students are told how to apply the strategy. The teacher defines the strategy, models its use, shows what it is not and facilitates students’ discussion of its range of use.
Guided Practice: Students are given feedback on their own use of the strategy.
Self-regulation: Students are given opportunities to practice the strategy and develop ways to monitor their own use of it.
Gradual Release of Responsibility: The teacher initially models and directs the students’ learning; as a lesson/unit progresses, the teacher gradually gives more responsibility to the student.
Application: Students are given the opportunity to try their strategy independently and in various learning situations (in school across the content and out of school)
Teach a few strategies through modeling and guided practice
Teach them in depth
Teach them over a long period of time
Teach using a variety of text – genre and difficulty
Use effective prompting and questioning
Monitor student understanding to adjust instruction accordingly, providing additional modeling/support to scaffold student learning
Teach for independence and flexibility
Set up conditions for learning (immersion, approximation, response, engagement, responsibility, demonstration, expectation, practice)
Uses existing knowledge to make sense of new information
Asks questions about the text before, during, and after reading
Draws inferences from text
Monitors his or her comprehension
Uses fix-up strategies when meaning breaks down
Determines what is important
Synthesizes information to create sensory images
Research shows that these 7 strategies are effective strategies used by proficient readers.
