Welcome

Opening Prayer

Vocabulary Presentations

• Word Origin – Rebwa• Clues and questions - Taraia • Verbal and visual word association – Bwereia• Word Map - Mary• Analogies - Teaka • Scrambled words & cross word puzzles -

Temokua

Comprehension

Principles

Prior Knowledge

Levels of Understanding

IntegratedApproaches

Instructional Lesson

Organization of Information

Principles of Guiding Comprehension in a Content Area

Levels of UnderstandingInformation Source

LEVEL Question Inference Answer# of

possible answers

Alternate Definition

Text Exlpicit Text No Text One Right on the page

Text Implicit Text Yes Text One Plus Think and Search

Experience-bases Text Yes Reader Many On Your

Own

Organization of Information

We must teach students to understand how an author has organized the information (author’s text structure).

This is a powerful strategy which will help students retain information in their long-term memory.

Text Structure• Cause and Effect links reasons with results

– Because it rained so heavily, the traffic came to a standstill.

• Compare and Contrast demonstrates likenesses and differences between two or more things.– While a lion and a giraffe are both mammals and bear live young, the

lion is a carnivore and the giraffe is a herbivore.

• Time Order shows the sequential relationship between ideas or events– In December Scott took a job with a new company. Things went so

well with the new job that he soon became a supervisor.

• Problem/Solution is the interaction between two factors, one citing the problem and the other the solution– Certain plants need an environment with a constant, moderate

temperature and high humidity or they will die. Consequently, a greenhouse is ideal for those plants.

Comprehension

Principles

Prior Knowledge

Levels of Understanding

IntegratedApproaches

Instructional Lesson

Organization of Information

Principles of Guiding Comprehension in a Content Area

Integrated Approaches can be used across all stages of the lesson – prereading, reading, postreading.

Listen-Read-Discuss (pg. 182) - TiteebwaScaffolding Reading Experience (pg. 184) - Tanuoea

Prereading Strategies:Text Appetizers (pg. 192) - Tebakaro

Reading Strategies:Option Guides (pg. 201) – TaiaraAnalogical Guide (pg. 203) - Teaka

Postreading Strategies:Reaction Guides (pg. 209) - TemokuaThe Imposter (pg. 211) - Bweria

Comprehension Strategy 1. (2 pts.) Clearly identify the strategy – name it – and explain how it works,

step by step.

2. (2 pts.) Explain why you would use it and what it can do for students. Be specific.

 3. (2 pts.) Explain how it can be used in your content area of science, social

studies, math, etc.  4. (10 pts.)Demonstrate the strategy as you would in your actual classroom

using vocabulary from your content area. 5. (4 pts.) Less than 10 minutes.  6. (5 pts.)Provide a handout for the rest of the class

Direct Reading Thinking ActivityThe direct reading thinking activity is a self-questioning strategy that

encourages students to predict oncoming information in expository text and sets purposes for readings that are personally interesting.

Steps:1. Before reading the text in detail, have students survey the article or

text by considering the title, headings, illustrations, and diagrams.2. Students will write questions they think of during the survey.3. As a class, discuss the student generated questions, emphasizing the

value of personal purpose setting.4. Students read the text to consider answers to their questions. 5. Discuss answers in small groups and/or as a class.6. Students will write questions they have that the text does not answer. 7. Help students identify sources (people, library, internet, etc.) to find

the answers to their questions.8. Provide time for students to look for answers.

• Student Study (Due Sept. 5)– Observations–Metacognitive Awareness of Reading

Strategies Inventory– Student Interview– Content Area Reading Inventory

Content Reading Inventory

1. Choose a short article or portion of a text.2. Write 5 questions based on reading:

a) 2 Knowledge questionsb) 3 Comprehension questions

3. Administer CRI to focus student or class4. Score the inventory.5. Share the information learned through

the CRI in your student study.

Assignments to date• Text Analysis (Due Aug 6)

• Vocabulary Presentation (Due TODAY)

• Comprehension/Writing Presentation (Due Aug. 27, Sept 3)

• Improving Your Classroom Text Environment (Due August 27)

• Student Study (Due Sept. 3)– Observations– Metacognitive Awareness of Reading Strategies Inventory– Student Interview– Content Area Reading Inventory

• Portfolio and Reflection (Due Sept. 10)

Running to the Syllabus

Calendar