elements of understanding - reading...

Elements of Understanding Deeper Instruction in Reading and Listening Comprehension

Reading With Purpose

PowerPoint Presentation

HISD Capacity Building GrantReading With Purpose

©2009 The University of Texas Health Science Center Houston/ Texas Education Agency/ The University of Texas System

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Reading With Purpose Developed by …

“Comprehension is the reason for reading. If readers can read the words but do not understand what they are reading, they are not really reading.

Good readers are both purposeful and active.”

(CIERA, 2003)

Comprehension Goals for This Training

• Clarify the importance of having a purpose for reading

• Describe 3 types of purpose

• Explore Comprehension Purpose Questions

• Practice a process for setting Comprehension Purpose Questions

• Evaluate potential Comprehension Purpose Questions

• Select quality Comprehension Purpose Questions

PURPOSE FOR READING?Why should we set a

• Read The House silently.

• Use a highlighter to highlight the important information as you read.

Activity

Handout #1



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• What did you highlight and why?

• Share with a partner what you thought was most important in the text.

Setting a Purpose for Reading

• Read The House silently again. • If you were the person on the card, what information

in the story would be important to you? Using your marker, highlight this information.

Setting a Purpose for Reading

• What did you highlight and why?

• Share with a partner what you thought was most important in the text this time.

Setting a Purpose for Reading Why is it Important to Have a Purpose for Reading?

Think

Turn

Talk

HISD Literacy Commitments

READING

Successful students use

strategies before, during, and

after reading. In order to

create better readers,

I commit to:

• giving my students a purpose for

their reading and note-taking

work.

Why Should we Set a Purpose for Reading?

Fig. 19 Reading/Comprehension Skills

Student is expected to …

K(A) discuss the purposes for reading and listening to various texts …

1(A) establish purposes for reading selected texts based upon desired out come to enhance comprehension

2(A) establish purposes for reading selected texts based upon content to enhance comprehension

3(A) establish purposes for reading selected texts based upon own or others’ desired outcome …

to enhance comprehension;



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Spanish TAKS Stems

• ¿Cuál es el propósito del autor al escribir el artículo?

• … el lector puede concluir que …

• (el personaje) piensa que …

• ¿Qué idea de la historia muestra que …?

• ¿De que trata principalmente el parrafo ______?

English TAKS Stems

• Why did the author probably write this?

• What is the author trying to tell you?

• What is the author’s purpose?

• This article is mostly about …

• What does (character) learn?

• What do two stories have in common and how are they different?

Why Should we Set a Purpose for Reading?

PURPOSE?What do we Teach students about

3 Types of “Purpose” to Consider

Author’s purpose

• What is the author trying to say?

• Why did the author write this piece?

Reader’s purpose

• Why are you reading this?

• What do you want to find out?

Instructional purpose

• How will you teach students to comprehend better?

• What cognitive strategy(ies) are you teaching/reinforcing?

• How will you deepen and extend comprehension?

INSTRUCTIONAL PURPOSE

Thoughtful “questions appear to be effective for improving learning from reading because they:

• give students a purpose for reading;

• focus students’ attention on what they are to learn;

• help students to think actively as they read;

• encourage students to monitor their comprehension; and

• help students to review content and relate what they have learned to what they already know” (CIERA, 2001).

Comprehension Purpose Questions Comprehension Purpose Questions

Goldilocks



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Comprehension Purpose Questions

What is important to remember when setting a CPQ?

Comprehension Purpose Questions

Tips and Tricks

• Set a comprehension purpose question for every reading

• Set a different CPQ each time you read the text

• Link the CPQ to the strategy you are focusing on

• Choose a question that will focus attention throughout the reading

• Post the CPQ for all to see and refer back to

• Check and discuss after reading

SETTING A CPQStep 1: Recording Our Authentic Thinking and Brainstorming

Step 2: Integrating With the Core Program

Step 3: Selecting Great CPQs

Step 4: Selecting CPQs for First, Second, or Third Reading

Open Court ReadingGrade 2, Book 2 (2000)

Setting a CPQ With Narrative Text

Handout #3



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• Look at the story you are going to teach next week.

• Read through the story and track your thinking on sticky notes.

• When you are finished reading, brainstorm questions/ possible CPQs.

Your Turn







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• Look at the questions suggested by the T.E.

• Add questions from the T.E. to your brainstormed list that could possibly make good CPQs.

Your Turn …





CPQs : Going From Good to Great!

A good CPQ:

• Is answered in the text either directly or indirectly

• Involves some student thinking

• Will focus comprehension

• Relates to student learning

A great CPQ:

• Cannot be completely answered until students have read the entiretext

• Involves higher order thinking, inferences, and text evidence

• Will deepen and extend comprehension

• Relates to the comprehension strategy currently being taught Handout

#4



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CPQs and Your Core Program Possible Questions …

• Who is …?

• What happens to …?

• Where does the story take place?

• How does ______ feel about ________?

• Why does ________?

• How would you describe ________?

• What happens in the beginning?

• What do we learn about?

• What does __________ learn?

• Who is the author?

• What is this story going to be about?Handout

#5

• Look at your list of questions (brainstormed and those from the T.E.).

• Circle three questions that you believe would make “great” CPQs.

• Share your three CPQs with a partner and use Handout #4 to be sure they fit the criteria for “great” CPQs.

Your Turn …





First Reading? Second Reading?Third Reading?

• First reading: Focus on the story as a whole (Ex: What do we learn about Beth and Molly?)

• Second reading: Deepen understanding (Ex: What are the different ways that each girl shows courage?)

• Third reading and beyond: Deepen and extend understanding (Ex: What does the story teach us about courage and friendship?)

Your Turn …

Handout #6

• Read the excerpt from Brave as a Mountain Lion (Valiente como un puma), by Ann Herbert Scott

• Look at the suggested CPQs

• Decide which you would use for a first reading, second reading, and third reading

• Be prepared to share



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Your Turn …

Handout #6

• Read the excerpt from Brave as a Mountain Lion (Valiente como un puma), by Ann Herbert Scott

• Look at the suggested CPQs

• Decide which you would use for a first reading, second reading, and third reading

• Be prepared to share

CPQ WITH EXPOSITORY TEXTSetting a

Setting a CPQ With Expository Text

At the bottom of the world lies a string

of small rocky islands in the Antarctic

ocean. Millions of king penguins live

there. They cannot fly. These birds

stand in the wind and rain chattering

so loudly that their noise can be

heard from far away.

The penguin,

a funny bird

In January, the chicks hatch – knock, knock,

knock. The sound of the chick trying to break

through the shell goes on for two days. After

it is out of the shell, the chick stays warm

under its parents. A fine gray blanket of

feathers begins to grow on its naked body. In

three weeks, it has a thick, warm, chocolate-brown coat.

The chicks have no waterproof feathers so

they cannot go fishing for food. They have to

wait for their parents who go back and forth

from their baby to the ocean bringing fish to

feed their babies. The parents hold the fish

in their throats so the baby has to reach into the parent’s mouth to get the fish.

The chicks change

their feathers?What happens to the chick after it hatches?



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Think

Turn

Talk

1. Why/ how do the chicks change

their feathers?

2. What happens to the chick after it

hatches?

3. What do we learn about penguin

chicks?

• Look at your list of the three questions you have chosen.

• Place them in order (first reading, second reading, third reading).

• Write them on sticky notes and place them in the T.E.

Your Turn …

Think

Turn

Talk

CPQs Teacher Reflective Journal

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