comprehension.. teaching for meaning session 1 day 1_revised for national... · comprehension.....
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The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Comprehension..
Teaching for Meaning
Session 1
© PDST, 20101
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Focus and content of workshops
• Session 1 – Introduction
Explicit teaching of comprehension
Focus on a strategy
• Session 2 – Sharing of classroom work
Focus on more strategies
• Session 3 - Sharing of classroom work
- Integrating the strategies
- Focus on assessment
© PDST, 20102
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Literacy & Numeracy Strategy 2011and School Self Evaluation
• Good literacy and numeracy skills are fundamental to the life chances of eachindividual and essential to the quality
and equity of Irish society
• One in ten children In Irish schools has serious difficulty with reading or writing; in some disadvantaged schools this is as high as almost one in three students
• Equip teachers to provide for the explicit development of higher-order skills and strategies for reading comprehension (e.g. retrieving, questioning, inferring, synthesising, critically evaluating)
© PDST, 20103
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
What is Comprehension?
“Comprehension is defined as intentional thinking during which meaning is constructed through interactionsbetween reader and text”
Harris and Hodges (1995)
Comprehension is a process in which readers construct meaning by interacting with text through the combination of prior knowledge and previous experience, information in the text and the stance the reader takes in relationship to the text
Pardo, 2004
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Curriculum says.....
© PDST, 20106
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
“The ultimate objective of reading is comprehension or the reconstruction of meaning”
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Discuss
What key components need to be included in the teaching of
comprehension ?
Activity!
© PDST, 20107
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Variables of Comprehension
© PDST, 2010
8
Prior Knowledge
Word Identification
Skills
Reading Fluency
Vocabulary Development
Motivation
Decoding Skills Personal
Engagement
Comprehension Strategies
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Key Principles
• Comprehension needs to be explicitly taught as part of the reading process
• Oral language activity is at the core of the programme for developing children’s comprehension skills
• A number of variables influence the comprehension process
• Comprehension should be explored in a cross-curricular manner
© PDST, 20109
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Variables of Process of Comprehension
© PDST, 2010
10
Prior Knowledge
Word Identification
Skills
Reading Fluency
Vocabulary Development
Motivation
Decoding Skills Personal
Engagement
Comprehension Strategies
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
© PDST, 201011
Reading Strategies
inferring
connecting
skimming
creating imagescomparing
determining importance
summarising
self questioning
predicting
synthesising
scanning
3 Levels of Comprehension
Creating ImagesSkimming/Scanning
Consulting a ReferenceSelf Questioning
SynthesisingDetermining Importance
Self QuestioningParaphrasing/Summarising
ConnectingComparingInferringPredicting
LITERAL
INFERENTIAL
EVALUATIVE
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
How do we teach comprehension?
© PDST, 201013
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Gallagher and Pearson – Gradual Release of Responsibility Model
© PDST, 201014
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Role of the
Teacher
Role of the
Student
GuidingThe teacher provides scaffolds for students to use the strategy. Teacher provides feedback.
Students work with help from the teacher and peers to practise the use of the strategy using a variety of problems
SharingThe teacher continues to demonstrate the use of the strategy with a range of problems inviting students to contribute ideas and information.
Students contribute ideas and begin to practise the use of the strategy in whole-class situations.
ModellingThe teacher demonstrates and explains the strategy being introduced. This is achieved by thinking aloud the mental processes used when using the strategy
The students participate by actively attending to the demonstrations.
ApplyingThe teacher offers support and encouragement as necessary.
The students work independently to apply the strategy in context across the curriculum.
Deg
ree
of
Co
ntr
ol
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Creating Images
© PDST, 201015
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Creating Images – a definition...
“efficient readers use all their senses to continually create images as they read.
Sensory images created by readers help them to draw conclusions, make predictions,
interpret information, remember details and assist with overall comprehension”
First Steps Reading Resource Book pg. 118
© PDST, 201016
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
1. Modelling
© PDST, 201017
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
•Whole class activity – Teacher led
•Most significant step when teaching any reading strategy
•“Think Aloud” – unlocks “secret”
•Articulate thinking
•Needs to be well planned and thought out session
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
2. Sharing
• Whole class activity – Teacher led, children contribute
• Children and teacher think through text together
• Teacher continues to demonstrate strategy
• Children invited to contribute ideas and information during demonstration
© PDST, 201018
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
3. Guiding
• Small group activity – scaffolding provided by the teacher
• Practise strategy in meaningful reading context when using a variety of texts
• Ongoing feedback and support
Activity!
© PDST, 201019
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
4. Independent• Children taking charge of their own reading
• Can be paired or squared to allow for Talk and Discussion and sharing of ideas
• DEAR (Drop everything and read)
• USSR (Uninterrupted Sustained Silent Reading)
• SURE (Sustained Uninterrupted Reading for Enjoyment)
• Book Clubs / Book Discussion Groups Reciprocal reading
© PDST, 201020
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
The Anchor Chart
© PDST, 201021
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
VisualisationMaking movies in our heads...
Using all of our senses – see,
hear, smell, feel, taste...
We are the directors of our own movies...
We can make loads of movies in our heads...
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Anchor chart
• A clear detailed account of the strategy and its use
• Child-friendly language
• An account of what the strategy is, how we use it and why we use it
• It is co-created with the children
• It fosters a common language surrounding the strategy.
• The anchor chart hangs visibly in the classroom
• Children refer to it as needed
© PDST, 201022
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Strategy in Action
• DVD – Teacher modelling a “think aloud”Source: Building Bridges of Understanding
© PDST, 201023
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Choosing a Text...
• The book/piece should
– Be descriptive
– Allow children use their prior knowledge and experiences
– Provide opportunities to use many or all of the senses
• Books with a nature theme are especially suitable for introducing the strategy as they are by their nature descriptive
Can you think of any texts that you have that may be suitable for Creating Images?
© PDST, 201024
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Cross Curricular Integration
The integrated nature of the Primary School Curriculum should support the development of children’s language and literacy skills in all curriculum subjects” (NCCA, 2005)
Hallmarks of true integration• Meaningful integration
is about making natural connections
• Integration must remain true to each of the subject areas involved
• Integration should facilitate the transfer of learning and skills.
“Integration should emphasises the interconnectedness of knowledge and ideas and reinforces the learning process”
Primary School Curriculum Introduction, pg 16
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Bringing the Learning Back to the Classroom
Planning for the teaching of
Comprehension
© PDST, 201028
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Give It A Go..In class groups select a text and use the following
prompts to guide your planning:
Consider;
1. Model - “Think Aloud” for Creating Images (teacher)
2. Record on Anchor Chart – name and sentence starter
3. Shared - “Think Aloud” (teacher + children)
4. Guided – activity (children + teacher)
5. Independent – (children)
© PDST, 201029
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
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