Transcript Unit 9: Teaching Reading Comprehension and Vocabulary

Unit 9: Teaching Reading
Comprehension and Vocabulary
 Vocabulary Instruction
 Processes, Research &
Effective Practices for Comprehension
 Teaching Methods and Strategies for
Comprehension
Unit 9: Teaching Reading
Comprehension and Vocabulary
 Vocabulary Instruction
 Processes, Research &
Effective Practices for Comprehension
 Teaching Methods and Strategies for
Comprehension
Predictive Power Of Early Vocabulary
 Best kindergarten predictors of 1st and 2nd Grades
reading achievement:
 Phoneme Awareness
 Alphabet Knowledge
 Best kindergarten predictor of Grades 3 & up
reading achievement:
 Oral Vocabulary
Oral Vocabulary Differences For
Disadvantaged Children
 Total Oral Vocabulary
 2700 words middle SES 1st graders
 1800 words low SES 1st graders
 New Words Per Year Primary Grades
 3000 words/year middle SES
 1000 words/year low SES
 Top high school seniors know 4 times as many words as
lower-performing classmates.
How Many Words????
 18 month needs to learn avg. of ___
new words a day to
5
have avg. vocab. of approx. ______
words by the time
8,000
he or she is 6 years old (Senechal & Cornell, 1993)
40,000 words
 Avg. high school graduate knows approx. ______
(Nagy & Herman, 1985)
 To go from 8,000 to 40,000 in 12 years, a child needs to
7-8 words a day.
learn 32,000 words or ____
 Children typically learn _________
words a year (over 8
3,000
words a day) between 3rd and 12th grades (Nagy & Anderson,
1984)
Vocabulary Used in a Variety of Sources
Avg. # of Rare Words (per 1,000)
Newspapers
Adult books
68.3
52.7
Comic books
53.5
Children’s books
Children’s TV
30.9
20.2
Adult TV
22.7
Mr. Rogers
Cartoon shows
2.0
30.8
Hayes and Ahrens
(1988)
Variation In Amount Of
Independent Reading
Percentile
Minutes of ReadingMin.
per Day
Min.
Books
Books Text** Text
Words Read Per Words/Yr
year
Words/Yr
Books
Text** Text
Books
2
0
0
Percentile* Rank
10
10
0
.1
.1
1.0
1.0
8,000
8,000
8,000
51,000
51,000
20
.7
2.4
21,000
134,000
30
1.8
4.3
106,000
251,000
40
3.2
6.2
200,000
421,000
4.6
9.2
282,000
601,000
6.5
13.1
432,000
722,000
70
9.6
16.9
622,000
1,168,000
80
14.2
24.6
1,146,000
1,697,000
50
60
90
98
50
90
4.6
21.2
21.2
33.4
65.0
67.3
9.2
33.4
282,000
1,823,000
601,000
2,357,000
1,823,000
2,357,000
4,358,000
4,733,000
*Percentile rank on each measure separately. **Books, magazines and newspapers. Adapted from “Growth in Reading and How Children Spend Their Time
Outside of School” (1988) by R.C. Anderson, P.T. Wilson, and L.G. Fielding, Reading Research Quarterly 23 (3), p. 292. (5th graders)
What is it to “know a word”
Eight separate facets of knowledge for a word:
 Knowledge of word’s spoken form
 Written form
 How it behaves in sentences
 Words commonly found near the word
 Frequency in oral and written language
 Conceptual meaning
 How and when it is commonly used
 Association with other words
Nation (1990) from Words and
Meanings – see resource slide
Continuum of Word Knowledge
No knowledge
General sense such as knowing if the word has a
positive or negative connotation
Narrow, context-bound knowledge
Having knowledge of a word but not being able to
recall it readily enough to use in appropriate situation
Rich, decontextualized knowledge of a word’s
meaning, its relationship to other words and its
metaphorical uses.
Now You Try – Check the appropriate
category
Word
superfluous
pusillanimous
obstreperous
Know
Know
Have seen Do not
well- can something or heard
know the
explain it about it
the word word
National Reading Panel Findings On
Vocabulary Instruction
Vocabulary should be taught:
 both directly and indirectly
 with repetition and exposure to words in multiple
contexts
 by presenting words in rich contexts
 by using task restructuring
 with active student engagement
 with multiple methods including computer
technology
Teaching Vocabulary
 Give both definitional and contextual
information
 Involve children more actively in word learning
 Provide them with opportunities to process
information and make connections
 Number of instructional encounters:
between ___
and ____
are necessary for students to
7
12
have ownership of instructed words
“A word in a dictionary is very much like a car in
a mammoth motorshow – full of potential but
temporarily inactive.”
(Anthony Burgess, 1992)
Complexity of Word Knowledge
 Word learning requires quite a number of different
experiences with a word
 Powerful forms of vocabulary instruction that take
students from no knowledge of a word to being able to
use a word in understanding text are labor intensive (Beck
et al, 1982)
 Words differ from each other in ways where instructional
differences may be required:
 Words already in the student’s oral vocabulary
 Words not in the student’s oral vocabulary but which are labels
for concepts familiar to the student
 Words not in the student’s oral vocabulary that refer to
concepts new to the student
Semantic Feature Analysis
Transportation
bicycle
car
unicycle
airplane
boat
I-4
Four
wheel
2 wheel
One
wheel
Foot
Motor
powered powered
water
x
x
x
x
x
x
x
Project CRISSSM 2004
Vocabulary Map
Category
What is it like?
Properties
Synonym
word
Examples
or Nonexamples
V-3
Project CRISSSM 2004
Vocabulary Instruction
 In K-2, children decode words already in their
oral vocabulary.
 Teach meanings of new words with teacher readaloud books or for upper grades, books they have
read.
 Vocabulary work in middle and high school
should allow deeper explorations of language.
Selecting Words For Vocabulary
“The word is unfamiliar to children, but the
concept represented by the word is one they can
understand and use in conversation.”
 Examples: curious, mischief, impress, nuisance,
clever, weary, persistent, dazzling, cross
Beck, McKeown & Kucan, 2002, p. 50
Selecting Words For Vocabulary
From Books Read to or by Students
Tier 1 Words
Tier 2 Words
Tier 3 Words
easy words, high
frequency,
meaning known
by everyone
words for mature
language users;
useful in a variety of
situations
not used often ;
special to certain
content subjects
catch,
when, believe
benevolent,
sinister,
essential, endure
isotope, lathe,
tsunami
Beck, McKeown & Kucan, 2002
High-Frequency Words – Which ones?
 Words necessary for comprehension of selected
text - tier 2 words
 2300 root words derived from Dale-Chall list of
3000 words commonly known by grade 4 –
(Found in appendix A – Language and Reading Success by
Andrew Biemiller – published by Brookline Books)
 Coxhead’s (2000)Academic Word List
 http://www.vuw.ac.nz/lals/research/awl
A Simple Plan: Using Read-Aloud Books
To Teach Vocabulary
Biemiller Plan
 Day 1:
 Read book through without introduction of words
 Read book again.
 Stop and explain chosen words (7) with one or two
sentences
 Day 2:
 Reread book.
 Stop and talk about chosen words with children.
Biemiller, 2002
What Results Can I Expect With This Plan?
 From a study by Warrick Elley:
 No explanations: learned 3 words per book
 With explanations: learned 8 words per book
 Children with lower vocabularies learned more words
than children with higher vocabularies.
Biemiller, 1999
Framework for “Text Talk” to teach
vocabulary
1. Contextualize the word within the text just read
2. Provide definitional information through a friendly
explanation
3. Provide an example beyond the text context so
students can immediately begin to decontextualize
the word
4. Present a way for students to interact with the
word to initiate building connections to their own
experiences
(Beck & McKeown, 2006)
“Text Talk” example with morsel from Dr.
DeSoto (Steig, 1982)
1. In the story, the fox began thinking about Dr. DeSoto
as a tasty morsel. That means he thought of him as a
little something to eat.
2. A morsel is a small piece of food, no bigger than a bite
3. If you had one little piece of your sandwich left and
your friend wants you to go out to the playground, you
might say, “Let me finish this one last morsel.”
4. When might someone only want a morsel of food?
Beck & McKeown, 2006
Selecting Words For Vocabulary
From The Bremen Town Musicians
master
fierce
perform
panting
perched
dreadful
musicians
foretold
hearth
dismal
powerful
feasted
cheerful
huge
journey
serenade
compass
peaceful
Hand-Out
Vocabulary lesson to
accompany read-aloud
book
How Do I Write Child-Friendly Definitions?
 Dictionary definition:
 persistent: persevering obstinately; insistently
repetitive or continuous
 Child-friendly definition:
 persistent: If you are persistent, you keep on trying
to do something even when it is hard; you don’t give
up.
Video: Use of Context for Vocabulary
 Please click on the video
below to play.
Write A Child-Friendly Definition
For One Of These Words:
 Dictionary definitions:
 concentrate: to direct one’s thoughts or attention.
 patience: the quality of being patient; capacity of
calm endurance
 timid: shrinking from dangerous or difficult
circumstances
 hero: a man noted for feats of courage or nobility of
purpose
Framework for “Text Talk” to teach
vocabulary
1. Contextualize the word within the text just read
2. Provide definitional information through a friendly
explanation
3. Provide an example beyond the text context so
students can immediately begin to decontextualize
the word
4. Present a way for students to interact with the
word to initiate building connections to their own
experiences
(Beck & McKeown, 2006)
Decontextualize Vocabulary:
Questions, Reasons, And Examples
 If you are walking around a dark room, you need to do it
cautiously. Why? What are some other things that need
to be done cautiously?
 What is something you can do to impress your teacher?
Why? What is something that you might do to impress
your mother?
 Which of these things might be extraordinary? Why or
why not?
 A shirt that was comfortable, or a shirt that washed itself?
 A flower that kept blooming all year or a flower that bloomed
for three days?
Decontexualize Vocabulary:
Making Choices
 If any of the things I say might be examples of
people clutching something, say “Clutching”. If
not, don’t say anything.
 Holding on tightly to a purse
 Holding a fistful of money
 Softly petting a cat’s fur
 Holding on to branches when climbing a tree
 Blowing bubbles and trying to catch them
p. 56, Bringing Words to Life by Beck, McKeown, Kucan 2002
Working With New Words In Depth
 Use all the words together with one of the
following activities:
 Sentences
 Choices
 One context
 Same format
 Children create examples
Beck, McKeown & Kucan, 2002
Decontextualize Vocabulary:
Sentences
 Sometimes more than one of the instructed words
can be used in a sentence. For example, in the
case of prefer, ferocious, and budge, we could
develop the following question:
Would you prefer to budge a sleeping lamb or a
ferocious lion? Why?
p. 56, Bringing Words to Life by Beck, McKeown, Kucan 2002
Decontextualize Vocabulary:
Choices
 In the case of pounce, sensible and raucous, we could
ask children to choose between two words:
If you get your clothes ready to wear to school before you
go to sleep, would that be sensible or raucous?
If you and your friends were watching a funny TV show
together and began to laugh a lot, would you sound pounce
or raucous?
p. 56, Bringing Words to Life by Beck, McKeown, Kucan 2002
One Context For All The Words
If difficult to find relationships between the target
words, use a single context. For immense, miserable
and leisurely:
What might an immense plate of spaghetti look like?
Why might you feel miserable after eating all of that
spaghetti?
What would it look like to eat spaghetti in a leisurely way?
p. 56, Bringing Words to Life by Beck, McKeown, Kucan 2002
Same Format
Use the same format for all 3 words:
If you satisfy your curiosity, do you need to find out more
or have you found about all that you need? Why?
If a dog was acting menacing, would you want to pet it or
move away? Why?
If you wanted to see something exquisite, would you go to a
museum or a grocery store? Why?
p. 56, Bringing Words to Life by Beck, McKeown, Kucan 2002
Children Create Examples
In previous format the child was making and explaining
the choice. Another format is to have child create
examples :
If there was an emergency at an amusement park, what
might have happened?
If you had a friend who watched TV all the time, how
might you coax him into getting some exercise?
p. 56, Bringing Words to Life by Beck, McKeown, Kucan 2002
Humor
 Puns and jokes are motivating and provide a way for
vocabulary to be repeated
 Clever word play
 Flu – a deceased fly
 “Hink Pinks”
 What do you call an identical smile? (a twin grin)
 Homographs
 We polish the Polish furniture
 The soldier decided to desert in the desert
 Puns can be based on multi-meanings or sound alikes.
 A bicycle can’t stand alone because it is two-tired
 In democracy it’s your vote that counts; in feudalism it’s your
count that votes
Word Consciousness – the goal!
 Word consciousness is a complex process
involving:





A feel for how written language works
Sensitivity to syntax
Awareness of word parts (morphology)
In-depth knowledge of specific words
Activities for promoting word consciousness
Word of the Week
Word Wizard
Vocabulary self-collection
Humor
Children’s books
Word Histories
Summary of Suggestions for working with
vocabulary
 Provide a clear and concise definition of a target
word
 Use dialogue in which the words meaning is explored
in context
 Relate the word to the student’s experience
 Provide descriptions, explanations or examples of the
new word
 Have the student restate the description or
explanation in his or her own words
 Use the word
Summary of Suggestions for Working with
Vocabulary
 In learning a word the child masters:




Semantic – meaning and meaning networks
Phonology – phonological representation
Use some form of imagery to enhance or trigger the word
Use a graphic to provide display of the word’s network and
associated words
 Use visualizations
 Repeated exposure to words will increase opportunities to
encode, retain, and link the phonological sequence within the
word
 Use key words, semantic feature analysis and semantic maps
Teaching individual
words, exposure to
rich oral language,
generative word
knowledge…
Vocabulary
Volume of
Reading
Time to read,
fluency,
motivation,
matching kids
with texts…
Reading
Comprehension
Comprehension
strategies, building
background
knowledge, decoding
accuracy & fluency
Unit 9: Teaching Reading
Comprehension and Vocabulary
 Vocabulary Instruction
 Processes, Research &
Effective Practices for Comprehension
 Teaching Methods and Strategies for
Comprehension
Reading Is A Complex Activity
A skilled reader rapidly and accurately
decodes the words, attaches the meaning to
words and sentences, connects text information
to relevant background knowledge, maintains a
mental representation of what he or she has
already read, forms hypotheses about upcoming
information and makes decisions based on his or
her purpose for reading – all at the same time.
Carlisle and Rice, 2002
•Life Experience
•Content Knowledge
•Activation of Prior
Knowledge
•Knowledge about
Language
Texts
Knowledge
•Motivation &
Engagement
•Active Reading
Strategies
•Monitoring Strategies
•Fix-Up Strategies
Reading
Comprehension
Metacognition
•Oral Language Skills
•Knowledge of Language
Structures
•Vocabulary
•Cultural Influences
Fluency
•Prosody
•Automaticity/Rate
•Accuracy
•Decoding
•Phonemic Awareness
The Big Emphasis Changes, K-3
K
1
2
3
Phonemic
Awareness
Phonics
Letter Sounds &
Combinations
Multisyllables
Fluency
Vocabulary
Comprehension
Listening
Reading
Listening
Reading
Adapted from Simmons, Kame’enui, Harn, & Coyne (2003). Institute for beginning reading 2. Day 3: Core instruction:
What are the critical components that need to be In place to reach our goals? Eugene: University of Oregon.
Teaching Comprehension
OLD, INCORRECT
THINKING
• Comprehension occurs
naturally after a student learns
to decode, thus comprehension
just needs to be tested.
NEW THINKING BASED
ON RESEARCH
• Students must be taught to
flexibly use a repertoire of
strategies for text
comprehension.
• Comprehension will improve
through isolated teaching of
specific comprehension skills
(e.g. sequence, cause and
effect, main idea).
Adapted from Armbruster, Lehr, & Osborn, 2001;
Carlisle and Rice, 2002; Smith in Birsh, 1999
Teaching versus Testing Comprehension
Developing
Comprehension
Process-Oriented
vs
Determining
Comprehension
Product-Oriented
Modeling
Testing
Guided Practice
Grading
Evaluating
Independence
(Adapted by Dr. Lois Huffman from Richardson & Morgan, 2000)
What Do Good Readers Do?
 Make predictions based on background knowledge
 Identify key ideas from text they are reading
 Are aware of text structures
 Monitor their comprehension and know how to employ
fix-up strategies
 Have a knowledge of and use a variety of reading
strategies effectively.
 Paraphrase, explain and summarize information and
construct conclusions
Sources of Comprehension Difficulties*
PROCESSES
KNOWLEDGE
Decoding (Accuracy)
Word Naming Speed
(Automaticity and
fluency)
Working Memory
(attention)
Vocabulary (Word Meanings)
Oral Language
Syntactical Knowledge
Domain Knowledge
Inference Making
(abstract thinking)
Visualization
Comprehension
Monitoring
Carlisle & Rice; Perfetti, Marron, & Foltz, 1996
Unit 9: Teaching Reading
Comprehension and Vocabulary
 Vocabulary Instruction
 Introduction: Processes, Research &
Effective Practices for Comprehension
 Teaching Methods and Strategies for
Comprehension
National Reading Panel On Comprehension
 Directly teaching comprehension strategies leads to
improvements in comprehension.
 Strategies are most effective when taught in combination
and used flexibly in active, naturalistic learning
situations
 Teachers can be taught to be effective in teaching
comprehension.
 There is a need for extensive teacher preparation to
teach comprehension.
National Reading Panel, 2002
National Reading Panel:
Research-Supported Strategies
comprehension monitoring
cooperative learning
graphic and semantic organizers
story structure
question answering
question generation
summarization
multiple strategies
National Reading Panel, 2001
…a growing body of research has demonstrated
that students can be taught the strategies that
good readers use spontaneously and that when
students are taught those strategies, both their
recall and their comprehension of text improve.
(Pressley, 2002; Stahl, 2004)
Comprehension Strategy Instruction –
Teacher Actions important for Success
 Make explicit connection between strategy and
application in text
 Repeatedly state and model the “secret” to doing
it successfully so students “see” the mental
workings involved
 Provide students with multiple opportunities to
perform the strategy themselves
 Base assessment on both strategy use and text
comprehension
(Duffy, in Comprehension Instruction ed. by Block and Pressley, 2002)
Model Of Explicit Instruction
Gradual Release of Responsibility Model
Student
Modeling
Independence
Teacher
Guided Practice
Spires & Stone, 1989, after Pearson & Gallagher, 1983
NRP – Comprehension Strategies:
Comprehension Monitoring
Goal – become aware of understanding of text and
identify when that understanding has been blocked
Ask questions




Does this make sense?
Do I understand what I am reading?
What does this have to do with what I already know?
What will happen next?
Steps when there is a roadblock to comprehension




Identify the difficulty
Use think-aloud procedures
Restate what was read
Reread text or read ahead to find info. that may help
NRP – Comprehensions Strategies:
Comprehension Monitoring
Read and Say Something
Ask a Question
Make a Prediction
I wonder?
I think
_________will
happen
Why?
How?
Make a Connection
Make a Comment
This reminds me of
when…
Comment on something
you like, a part you may
not like, or a concept you
do not understand
I used to…
She/he is just like…
Harste, Short & Burke, 1988
NRP – Comprehension Strategies:
Comprehension Monitoring
My Reading Check Sheet
Sentence Check…”Did I understand this sentence?
If you had trouble understanding the meaning of the sentence, try…
reading the sentence over.
reading the whole paragraph again
reading on
asking someone
Paragraph Check…”What did the paragraph say?”
If you had trouble understanding what the paragraph said, try..
reading the paragraph over
reading the paragraph before or after
summarizing out loud
asking someone
Page Check…”What do I remember?”
If you had trouble remembering what was said on this page, try…
rereading each paragraph on the page, and asking
yourself, “What did it say?”
Adapted from Anderson (1980) and Babbs (1984)
NRP – Comprehension Strategies:
Cooperative Learning
“Having peers instruct or interact over the use of reading
strategies leads to an increase in the learning of the
strategies, promotes intellectual discussion and increases
reading comprehension” NRP, 2000
 Best Practices – Assign roles to students




Leader
Time Keeper
Supply Manager
Teacher Contact
 Participation Rubric
 Assign points based on participation
NRP – Comprehension Strategies:
Cooperative Learning
Guidelines for Groups
 Move into groups quickly and
quietly
 Stay with your group in your
area
 Fulfill your group role by
doing your job
 Actively listen to each other
 Respect each other
 Follow the procedures
Participation Rubric
 Cooperate
 Follows directions
 Stays with group
 Speaks in whispers
90
80
 Accepts Responsibilities
 Contributes to group
 Respect
 Self, others, and
property
 Effort
100
70
60
50
40
30
20
10
 Stays on task
Lynn Flood,
WCPSS
NRP – Comprehension Strategies:
Graphic Organizers
CHARACTER FRAME
CAUSE
EFFECT
W hy did it happen
What happened?
W hy did it happen
What happened?
W hy did it happen
What happened?
W hy did it happen
What happened?
W hy did it happen
What happened?
Character
Personality traits
Actions which
Support trait
Conversations by or
about the Character
Which illustrates
trait
NRP – Comprehension Strategies:
Story Structure
Introduce elements of narrative one at a time:
 Title
 Characters
 Setting (time and place)
 Rising action (series of events)
 Climax
 Resolution
Birsh, 1999
NAME_______________________
CLIMAX____________________
____________________________
____________________________
RESOLUTION
GOAL/PROBLEM/
SOLUTION
EVENTS:
TITLE:
PLACE:
CHARACTERS:
GOAL/
PROBLEM/
CONFLICT
THEME/MORAL:
Smith, 1999
NRP – Comprehension Strategies:
Story Map
Characters:
Setting:
Problem:
Events leading
to Resolution
Resolution:
Place:
Time:
NRP - Questioning Answering:
Constrained Questions/Child’s Response
Teacher Questions
Student Responses
As they started scrubbing, what
fell off?
Dirt
What does George want to do
with his friend?
Find him
The mole found a new _____?
Home
Beck and McKeown, 2001
NRP – Questioning Answering
Open Questions/Child’s Response
Teacher Questions
Student Responses
How does what Harry did fit in
with what we already know about
him?
He doesn’t really want to get clean,
he just wants to stay dirty.
What’s Harry up to now?
He decided to dig a hole and get the
brush so he could wash, and then
they would recognize him.
They called Harry “this little
doggie.” What does that tell us?
That means that they don’t know
that it’s their doggie. They don’t
know his name, so they just call him
little doggie.
Beck and McKeown, 2001
Effective Ways
To Follow-Up Student Responses
 Repeat and rephrase child’s response
 Generic probes:
 “What’s that all about?”
 “What’s that mean?”
 “How do you know?”
 Questioning the Author – aimed at teaching students that they can
become skilled at figuring out what an author might have meant to
say by thinking and discussing meaning
 Why do you think the author tells us this now?
 Did the author explain this clearly?
 Does the author tell us why?
Beck & McKeown, 2001
NRP: Question Answering and Question Generation
Question – Answer - Relationships
In the Book questions
 Right There
 In the passage
 Answer: “how many…”, “who
is…”, “where is…”
 Think and Search
 How ideas in the passage relate
to each other
 Answer: “The main idea of the
passage…”, “What caused…”
“compare/contrast”
In My Head questions
 Author and You
 Use ideas and info. Not directly
stated in passage/think about what
you have read and form own ideas
 Answer: “The author implies..”,
“The passage suggests…”
 On My Own
 Use background knowledge
 Answer: “In your opinion…”,
“Based on your experience…”
Raphael, (1982)
Visualization or Mental Imagery
 Imagery training has been found to improve
students’ memory of what they read
 Individuals are guided to create visual images to
represent a picture or a text as they read it.
 Can start with small amounts of text working up
to whole pages
Retelling (Visualization)
 Read a passage related to the topic
 As you read, draw simple pictures that mark the
actions, events, or key points.
 After reading, retell the passage as you point to
the pictures in sequence. Incorporate important
vocabulary into the retelling.
 Students retell the passage after you have
modeled.
©2003 Neuhaus Education Center. Used with permission, 713/664-7676 www.neuhaus.org
“A New Way Of Travel”
We see cars everywhere we go. Can you imagine a world without any cars. Cars have been
around for only about a hundred years.
Before cars were invented, people traveled by horse or by a carriage or wagon pulled by horse.
Travel was very slow.
At one time cars were a rare sight on the city streets. Cars were expensive. Most people could not
afford them.
It took a long time to make a car. There were so many parts to put together. It took a few people
many, many hours to put a car together, so there were not many cars available.
A man named Henry Ford came up with an idea to make cars low cost and faster to make. His idea
was known as an assembly line.
To assemble a car, many workers stood in a line. Each worker was responsible for putting on only
one part of a car. As a car moved down the line of workers, each worker put on their one part.
With more workers and each worker responsible for putting on only one part repeatedly, more cars
were made in a shorter period of time.
All of the cars were similar, with the same parts and colors, and less expensive.
© 2003 Neuhaus Education Center. Permission granted to reproduce for classroom use only.
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© 2003 Neuhaus Education Center. Permission granted to reproduce for classroom use only.
Now You Try…
With a partner, read the next story and draw a
picture to represent each story part. Use just the
pictures to retell the story.
“The Contest”
Once upon a time, the wind and the sun were having an argument about who was the stronger of the
two. “We must have a contest. That is the only way we will ever know who is the stronger one,” said the
sun.
“I am ready for any contest. What should it be?" said the wind.
“Look at all those people in the city. Whichever of us can make all the people in the city take off their
coats is the winner,” said the sun. “OK,” said the wind, “It is hardly a challenge, but I will do it. Who
should go first?” “Because I am so sure that I will win, I will let you go first,” said the sun.
The sun hid behind a large fluffy cloud and the wind got to work. His idea was to blow an icy blast that
would blow the coats right off the people in the city. The wind blew and blew and blew. The blast was the
coldest, strongest blast that the people had ever felt. Instead of blowing the coats right off the people, a
strange thing happened. The people wrapped their coats tightly around themselves. The harder the wind
blew, the tighter the people wrapped their coats around themselves. At last, the exhausted wind gave up.
Now, it was time for the sun to get to work. The sun came out from behind the clouds and shone down
on the city with all his strength. The people began to feel the warmth of the sun. They loosened their coats.
The sun continued to shine with all his might. The people grew warmer and warmer. Soon they were so
warm that they had to take their coats off. So the sun won the contest. He was indeed the stronger of the
two!
© 2003 Neuhaus Education Center. Permission granted to reproduce for classroom use only.
© 2003 Neuhaus Education Center. Permission granted to reproduce for classroom use only.
NRP: Multiple Strategies
Reciprocal Teaching Process
Strategies included are:
Summarizing – identifying and paraphrasing
main ideas.
Questioning – formulating and answering
questions about the content.
Clarifying – recognizing and correcting
“breakdowns” in comprehension
Predicting – forming hypotheses about
upcoming events or information.
Reciprocal Teaching Process
 After reading a segment of text, leader
summarizes, asks questions “that a teacher
might ask”, clarifies any difficulties and makes a
prediction.
 Other students generate additional questions,
make predictions and/or ask for clarification.
 Specific strategies are applied to appropriate text
sections.
 The only rule is that all 4 are applied during
every session.
Palinscar, A. & Brown. A. 1986
Activity: Comprehension Strategies
 Using your text from the Vocabulary activity,
choose one of the comprehension strategies and
develop a mini-lesson.
 Write the activity on chart paper to share
 Each group model strategy with text
Summary Of Best Practices:
Teaching Comprehension
 Set stage to show how reading activity changes
according to text and purpose
 Explain and model steps in strategy
 Present more than one situation or text in which
strategy would be useful
 Provide many opportunities for practice
 Encourage think alouds
 Have student suggest times and conditions for
Mason and Au, 1986
strategy
Cognitive Model of Reading Assessment
Phonological
Awareness
Decoding
Sight Word
Knowledge
Background
Knowledge
Knowledge
of Structure
General
Purposes
for Reading
Fluency
& Context
Automatic
Word
Recognition
Vocabulary
Print
Concepts
McKenna & Stahl, 2003
Language
Comprehension
Strategic
Knowledge
Specific
Purposes
for Reading
Knowledge
of Strategies
for Reading
Reading
Comprehension
The Many Strands that are Woven into Skilled Reading
(Scarborough, 2001)
LANGUAGE COMPREHENSION
BACKGROUND KNOWLEDGE
VOCABULARY KNOWLEDGE
LANGUAGE STRUCTURES
VERBAL REASONING
Skilled Readingfluent coordination of
word
reading
and
SKILLED
READING:
fluent execution and
comprehension
coordination of word
recognition
and text
processes
comprehension.
LITERACY KNOWLEDGE
WORD RECOGNITION
PHON. AWARENESS
DECODING (and SPELLING)
SIGHT RECOGNITION
Fcrr.org
Reading is a multifaceted skill, gradually acquired over years of instruction and practice.
“If you want children to read well, they must
read a lot.
If you want children to read a lot, they must
read well.”
Marilyn Adams as quoted by Joe Torgesen 3/2006
Sources
Anderson, R.C., Wilson, P.T., & Fielding, L.G. 1988. “Growth in
reading and how children spend their time outside of school.”
Reading Research Quarterly 23 (3), p. 292.
Armbruster, B., Lehr, F; Osborne. J. 2001. Putting reading first: The
research building blocks for teaching children to read,
kindergarten through grade 3. National Inst. for Literacy,
Washington, DC.; National Inst. of Child Health and Human
Development (NIH), Bethesda, MD.; Office of Educational
Research and Improvement (ED), Washington, DC.; Center for
the Improvement of Early Reading Achievement, Ann Arbor, MI.
Beck, I., & McKeown, M. 2001. “Text talk: Capturing the benefits
of read-aloud experiences for young children.” Reading Teacher,
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presentations link.
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Gaskins, Irene. et al. 2002. “Helping struggling readers make sense
of reading” in Block, C., Gambrell, L., & Pressley, M.
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Reading Association
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Stahl, K. and McKenna, M. Reading Research at Work. New York:
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