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Understanding reading comprehension is a journey of understanding the human mind. Siegal

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What is a RACreally? Read and keep track on the side of some of the reading skills or processes that you use to read and comprehend this fascinating article about something that is more than its name.

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The Comprehension Process Research Best Practices Questions &Trends in Research Todays Goal

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Literacy Timeline Literacy Timeline Take notes on discoveries you make on our journey.

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Possesses positive habits and attitudesRead fluently enough to focus on meaningRead a variety of text for a variety of purposesUse schema Use a variety of skills and strategies flexibly and strategically

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Card Sort Activate prior knowledge Make connections Categorize Select for importance

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Attend, monitor accuracy, adjust pace, recall, Sustained effort, fluency, Micro Processes Building connections within the text Integrative Get the gist, see patterns of organization Seeing the big picture, summarizing Macro Processes Using schema, visualization, asking questions, determining importance, making inferences. Monitoring and repairing confusions, synthesizing Elaborative monitoring their thinking, qualitative thought self-initiated fix up strategies Meta-cognitive

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Evidence based recommendations on best practices from the Dept. of Education http://dww.ed.gov/ Seven Powerful Strategies Use Multiple Strategies at once Ongoing assessment Integrate across curriculum Model of Instruction demonstrate, explain, model, implement interaction Model of Instruction demonstrate, explain, model, implement interaction Choose texts carefully

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Elaborate rich conversations Gradual release of control

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Mini lesson Activate prior knowledge Front load knowledge Explain Think a louds Model Scaffold Support thinking Teacher feedback Guide Reciprocal teaching, CSR Continued modeling with genre changes Develop meta-cognition Independent Practice Independence Application to new situations

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Process based Ability to interrelate processes Complex, flexible Questioning the author Build motivation and engagement Assessment to reveal thinking Resources

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Monitoring Comprehension Metacognition Graphic & Semantic Organizers Answering Questions Recognizing Story Structure Generating Questions Summarizing

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Tools for Direct and Explicit Instruction

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Intentionality is Everything Consider the purpose of the assessment carefully Making thinking visible Retelling Fountas and Pinnel Benchmark Conferring http://ies.ed.gov/ncee/wwc/pdf/practiceguides/adlit_pg_082608.pdf

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Integrated, Inquiry-based Intervention Visual literacy Hypertext literacy What trends have you noticed in your reading?

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How do we promote independent thinking ? How do we promote a more generative use of strategies? What is the right mix of interventions for struggling readers? How do we encourage and support engagement and motivation? How do we support sustained, systemic improvement?

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Assessment McKenna, Stahl. (2003) Assessment for reading instruction Shea, M. (2006 ) Wheres the glitch?: How to use running records with older readers, Grades 5-8. Portsmouth, NH: Heinemann Instructional Strategies Beers, K. (2003) When kids cant read: What teachers can do: A guide for Teachers 6-12. Portsmouth, NH: Heinemann. Dorfman, Capelli. (200 ) Nonfiction Mentor Texts: Teaching Writing Through Childrens Literature, K-6. Gallagher, K. (2004) Deeper reading: Comprehending challenging texts,4-12. Portland, ME: Stenhouse Publishers. Gallagher, K. (2000) Reading Reasons: Motivational Mini Lessons for Middle and High School. Portland, ME: Stenhouse. Harvey, S., Gouvis, A. Strategies that work 2: Teaching comprehension to enhance understanding. Portsmouth, NH: Heinemann. Mc Gregor, T. (2007) Comprehension connections: Bridges to strategic reading. Portsmouth, NH: Heinemann. Keene, E, Zimmermann, S. (1997) Mosaic of thought: Teaching comprehension in a readers workshop. Portsmouth, NH: Heinemann. Thinking Maps http://www.thinkingmaps.com/products.php Renes Comprehension Binder Comprehension section http://www.readinglady.com/ Intervention Beers, K. (2003) When kids cant read: What teachers can do: A guide for Teachers 6-12. Portsmouth, NH: Heinemann. Pinnel, G, Fountas, I. (2009) When readers struggle: teaching that works. Portsmouth, NH: Heinemann. Shea, M. (2006 ) Wheres the glitch?: How to use running records with older readers, Grades 5-8. Portsmouth, NH: Heinemann International Reading Association Reading Teacher http://readwritethink.org Clearinghouse of what works http://ies.ed.gov/ncee/wwc/pdf/practiceguides/adlit_pg_082608.pdf

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Take five minutes to discuss, contemplate nd play with what has been covered today. Create Analogy Visual Song You will not have to share if you dont want to.