1. Jennifer Evans
Assistant Director ELA
St. Clair County RESA
Evans.jennifer@sccresa.org
http://www.protopage.com/evans.jennifer#Untitled/Home

2. To gain background
knowledge for
strategies used in
reading
To provide
strategies you can
use with students
that will support
their classroom
instruction
To understand the
fundamental
concepts that are
important for
students to master

3. Likely Key Shifts in
ELA Assessments
Most Current Assessments
Next Generation Assessments
Measures ELA only
Measures ELA, historical,
scientific and technical literacy
(informational text)
Write to decontextualized
prompts
Respond in writing to authentic
texts
Write narratives
Write arguments
Assess one part of a standard
Assess complex, integrated
performances (e.g., research,
multi-media)
Paper-and-pencil
Computerized assessments
One yearly assessment
Several Assessments in a year
Measures academic vocabulary
Adapted from the work Susan Pimental
Measures text complexity
3

4. One Word: Rigor
College and Career
Readiness
Requires RIGOR
4

5. Rigor: Reading
Inference
Evidence
Analyze
Summarize
Interpret
Integrate
Evaluate
Delineate
5

7. Grade
4
8
12
To
Persuade
30%
35%
40%
To Explain To Convey
Experience
35%
35%
35%
30%
40%
20%
Distribution of Writing in the 2011 NAEP Writing Framework, Common Core State Standards
for ENGLISH LANGUAGE ART S & Literacy in History/Social Studies, Science, and Technical
Subjects, pg. 5

8. 
Chip’s In Activity:

9. 




What is reading comprehension?
Why is comprehension important?
What instructions help students develop
comprehension?
How can we adopt instruction for students
with special needs?
How can we monitor students’ progress in
comprehension?

10. Comprehension
Vocabulary
Fluency

12. 
The NRP (2000) identified the following
comprehension strategies as most promising
and effective for helping students improve
their comprehension:
Comprehension
Monitoring
Cooperative
Learning
Graphic and
Semantic
Organizers
Story (or Text)
Structure and
Mapping
Questioning
(Answering &
Generating)
Summarization
Multiple
Strategy
Approach

13. 1. Gradual Release Model (To-With-By):
https://www.teachingchannel.org/videos/improving
-teacher-practice
2. Explicit Instruction
3. Engage in Discussion
4. Implement Suggested Strategies

14. Comprehensi
on
Strategies
Model!
Use prompts.
Use Graphic
Organizers.
Use questioning
and discussion to
monitor student
comprehension.
 Let
me show
you! (To)
 Let’s
do it
together!
(With)
 You show
Monitoring Comprehension:
(By)
me!
http://www.thinkport.org/microsites/readi
ng/video/monitor.mpg

15. Guided Highlighted Reading:
http://www.readingtothecore.com/ghr.html
15

16. Vocabulary
 In line #1, find and highlight the word that means
intentionally.
 In line #5, find and highlight the word that means essence.
 In line #7, find and highlight the word that means of little
value.


In line #8, find and highlight the word that means
magnificent.
In line #10, find and highlight the phrase that means
quickly decided without thought. (hastily concluded)
Summary
 In lines #1 and #2, find and highlight what Thoreau wants
to find and what he wants to learn.
16

17. Frog and Locust
In line #1, find and highlight the length of time without rain
In line # 6, find and highlight what was left at the bottom of the canyon
In line #7, find and highlight what happened to the puddles
In line #13, find and highlight what would happened to the frog’s puddle and
the frog if it didn’t rain soon
In line #15, find and highlight what the frog did to bring rain
In line #20, find and highlight what lived on the top of the mountain

18. Select a book
Create your own
questioning plan for
Guided Highlighted
Reading with the
book
Share with a partner

19. 


Think Pair Share
Visualizing during read aloud
◦ How did you picture the part where it said, “The students
were squished on the bus.”? Who did you picture on slide?
How is that person coming down the slide?
Students connect discussion comments to those
made by another reader:
◦ I agree with _______ because _________________.
◦ I disagree with ________ because _______________.
◦ In addition to what ________ said, I’d like to add
__________________.

When talking with a partner, help them share more:
◦ Tell me more of your thinking about ________.
◦ Let’s talk a little more about ______________.
◦ Another way to think about it might be ____________.

20. Bloom’s


Groups predict what they story will be about
using picture clues or story title.
Groups generate questions
◦ Who will the story focus on?
◦ Where will it take place?
◦ What problems might occur?


Groups summarize the main parts of the
story
Groups determine if there predictions were
correct and clarify answers to the questions
they generated.
Reciprocal Teaching:
http://www.doe.virginia.gov/instruction/english/elementary/readi
ng/reading_vocabulary_strategies.shtml

21. 
Asking Questions:
Gives a purpose for reading
Focuses attention on what must be learned
Helps develop active thinking while reading
Helps monitor comprehension
Helps review content
Relates what is learned to what is already known
(connections!)
◦ Requires students to make inferences
◦
◦
◦
◦
◦
◦
 (Armbruster, Lear, & Osborn, 2001)

22. http://www.youtube.com/watch?v=
U0o2jUFRpXc&desktop_uri=%2Fwat
ch%3Fv%3DU0o2jUFRpXc&app=des
ktop




Right There: You can put your finger on it. (What
was the score at the end of the game?)
Think and Search: You can put your finger on 2
or more answers from 2 or more paragraphs.
(What are some of the things T.J. did?)
Author and you: Information from the story and
you. You must think about what you already
know, what the author is telling you, and how
both fit together. (What are some other ways Jake
could have solved the problem?).
On your own: Information just from you. (Have
you ever been the new student and what did it
feel like?)

23. Select a book
Create your own
questioning plan for
QAR and/or Bloom’s
Reading with the
book
Share with a partner

24. ◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
T-chart
Story Prediction
K-W-L
Question the Author
Story Sequence
Vocabulary Frame
Word Rating
Story Comparison
Story Elements
Main Idea
Venn Diagram
Cause and Effect
Time Line & Steps in a Process
Link to Graphic Organizers:
https://www.google.com/search?q=graphic+organizers&tbm=isch&tbo=u&source=univ&sa=X&e
i=O6M8UuOxBYnN2wXxsIHIBQ&ved=0CEEQsAQ&biw=1440&bih=785&dpr=1

25. Words to
describe topic
Details
Words to
describe topic
Details
Words to
describe topic
details
Words to
describe topic
Details
Main Idea

26. Running
Records
Fluency
Repeated
Readings

27. 



Appropriate fluency is dependent on the
reading purpose.
Students loose meaning if reading is very
slow or filled with miscues
When reading non-fiction text for meaning
fluency rate (wpm) should be slower.
Rereading material several times allows
students to gain additional information.
Why Fluency? Video:
http://www.readnaturally.com/howto/videos_rn.htm
Reading Rockets Fluency:
http://www.readingrockets.org/teaching/reading101/fluency/

28. 

Folding Directions:
http://www.youtube.com/watch?v=EP5SonqP
9Hk&desktop_uri=%2Fwatch%3Fv%3DEP5Sonq
P9Hk&app=desktop
Example use of a foldable:
http://www.youtube.com/watch?v=YQHcau2
5nZ0

29. Select a book
Create your own
plan for content
to place in a
foldable
Share with a
partner

30. 1.
2.
3.
4.
Choral responses
Partner responses
Written responses
A. Focused prompts increase thinking,
accountability, focus
B. Structured academic language
Individual responses
“We can’t narrow the gap unless we dramatically
increase student response to instruction.”
Dr. Kevin Feldman – Director of Reading and Early Intervention with Sonoma
County Office of Education, CA – February, 2009

31. Previewing
Text
Be specific!
Structure
Use the correct
names.
Model how to
use each part.
Titles
Sub-titles
Table of Contents
Graphics
Captions
Glossary
Index
 Let
me show
you!
 Let’s
do it
together!
 You
show me!
Text Talk Time:
https://www.teachingchannel.org/vide
os/analyzing-text-as-a-group

32. 

Ask the student how the text looks the same
as or different than other material before
reading.
Point out the features of the text and how
they are important.
◦
◦
◦
◦
◦
Titles
Sub-titles
Illustrations, photographs, and captions
Bold or italicized words/phrases
Timelines, maps, or other graphics

33. Word
Identification
and Context
Model!
Clues  Let me show
you!
Use prompts.
Don’t give the
words because
the object is to
teach students
how to do it on
their own.
 Let’s
do it
together!
 You
show me!

34.  Model
and teach strategies to help
students identify unknown words.
◦ “Fix-up” or “Repair” Strategies
◦ Cues on bookmarks, charts, etc.
◦ Using context clues and text
structure
◦ Use the glossary
Modeling Fix-Up Strategies:
http://teachershare.scholastic.com/resources/11559

35. 
Model and teach students how to use clues in
the text to derive meaning of unfamiliar or
difficult words.
◦ analyze word parts (prefix, suffix, roots,
inflectional/derivational endings)
◦ use word id. skills to figure out multisyllabic words
◦ use graphics, pictures, and other parts of text to
derive meaning for difficult words and phrases
Context Clues Song Video:
:http://www.youtube.com/watch?v=IaDfmjs2sWI&feature=fvwrel&app=d
esktop
Using Comic Books to teach Context Clues:
http://www.teachertube.com/viewVideo.php?video_id=91484

36. 







Previewing
Vocabulary
Questioning
Picking out details
Paraphrasing
Paragraph
Summaries
Rereading
Marginalia
Note taking








Graphic Organizers
Picture Prompts
Fix-up or Repair
charts
Bookmarks
Self-monitoring
charts
Vocabulary sorts
Sticky Notes
Highlighters

37. 
This will improve:
Comprehension
Vocabulary
Language Acquisition

38. Professional
45 Million Words
(In Millions)
Estimated Cumulative Words Addressed to Child
Language Experiences by
Group
Workingclass
26 Million Words
Welfare
13 Million Words
12
48
24
36
(Age Child in Months)
Meaningful Differences in the Everyday Experience of Young American Children
by Betty Hart & Todd R. Risley. Paul H. Brookes Publishing Co. (1995).

39. 

Only 4% of the school day is spent engaging
in student talk.
Only 2% of is spent discussing focal lesson
content (but not necessarily using relevant
academic language).
◦ Arreaga-Mayer & Perdomo-Rivera, 1996

41. Previewi
ng
Make it fun! The
Vocabul
extra time spent
ary
on developing
vocabulary will
be well invested
in
comprehension.
Word sorts
Vocabulary Webs
Guess My Word
Picture matches
Tier II word emphasis
 Let
me show
you!
 Let’s
do it
together!
 You
show me!

42. Grade 2 Vocabulary Video
 https://www.teachingchannel.org/videos/imp
roving-student-vocabulary?fd=1


Dr. Anita Archer Podcasts
http://www.scoe.org/pub/htdocs/archervideos.html

43. Pronounce the word – terrible -- kids repeat the word with you several times
Explain the meaning: Terrible means something unpleasant or very bad. For example, a
bad storm that destroys many trees and homes is terrible. A rotten fish smells terrible.
When we have a lot of snow and cold weather during the winter, some people say that the
winter was terrible.
Students fill in the statement using the term: When something smells bad, we might say
that it smells ____ (terrible). When we watch a very bad movie, we might say that the
movie was ______ (terrible). When our parents make us eat broccoli, some of us might say
that it tastes _______ (terrible). When a storm is very strong and destroys trees and
homes, we say that the storm was ______ (terrible).
Students act out the term: Make a face that shows me what you would look like if we
smelled something terrible, like rotten food. Kids make a face. Show me how you would
look if you hurt your arm and it felt terrible.
Engage students in a read aloud where students identify the vocabulary words as they are
read.
Ask a question using the word and have students share their responses: What is an
example of something that is terrible? Turn and tell a partner or share out loud.
Be sure to include pictures, video, text, a graphic organizer, sharing, and an exit ticket.

44. 1. Choose word (tier II)
2. Explain Meaning
3. Repeat word several times
Use
illustrations or
videos to
visualize the
word

45. 
Students fill in the statement using the
term: When something smells bad, we
might say that it smells ____ (terrible).
When we watch a very bad movie, we might
say that the movie was ______ (terrible).
When our parents make us eat broccoli,
some of us might say that it tastes _______
(terrible). When a storm is very strong and
destroys trees and homes, we say that the
storm was ______ (terrible).

46. Students act out the term: Make a face that
shows me what you would look like if we
smelled something terrible, like rotten
food. Kids make a face. Show me how you
would look if you hurt your arm and it felt
terrible.

48. 
Engage students in a read aloud where
students identify the vocabulary words
as they are read.

49. terrible
Select one
term for the
concept
wheel –
terrible
Brainstorm
what kids
know about
the word
and its
meaning.
Write the
word in the
first
quadrant.
Think of
three more
key ideas
about the
word to
add to the
graphic
organizer

50. Vocabulary Word
Brief Definition
Picture of Word
Antonym/Nonexample
Create your personal sentence

51. Vocabulary Word
Picture of Word
silent
Brief Definition
Being very quiet
Antonym/Nonexample
noisy
Create your personal sentence
The classroom was silent on the weekend.

52. 


Create Anchor Charts or Posters
Have students present examples and non-examples for
the vocabulary word
Ask deep processing questions
◦ Answer questions
 “Would you prefer to have a festive day or an ordinary day?”
◦ Create Examples
 What is something that a good citizen might do?
◦ Make Choices
 If any of the things I name can hatch, say hatch; if not, say nothing: a
train, a chicken, a jar of jam, a snake, a tadpole, a horse.
◦ Pantomime
 Show me how an eagle soars, a rocket, an airplane.
◦ Personal Context
 Some people are fond of fishing. Tell about something you are fond of.
Use the word fond when you tell about it.
◦ Synonyms and Antonyms
 Name a word that means the opposite of genuine; name a word that
means about the same as genuine.

53. 
Least - - - - - - - - - - - - - - - - - - Most

How happy would you be if . . .
◦ your mother urged you to have a second piece of
candy?
◦ least happy - - - - - - - - - - - most happy
◦ everyone in your class looked glum?
◦ least happy - - - - - - - - - - - most happy
◦ there was a downpour on your class picnic?
◦ Least happy - - - - - - - - - - - most happy

54. 
Least - - - - - - - - - - - - - - - - - -Most

How much strength does it take to . . .
◦ pull a sprout out of the ground?
◦ least strength - - - - - - - - - most strength
◦ lift an enormous refrigerator?
◦ least strength - - - - - - - - - most strength
◦ kick a football a significant distance?
◦ least strength - - - - - - - - - most strength


55. 
How precious
would something
be . . .

How reluctant
would you be . . .

if _____

if _____

if _____

if _____

if _____

if _____

56. 
Based on what I read, I would connect _______
and _______ because ________________________
____________________________________________.

Example from Brave Irene:


Based on what I read, I would connect
reluctant and insisted because although her
mother insisted she leave the closing
laundromat, Lisa was very reluctant to listen
until she found Corduroy.

57. 

2.2 “Bad Dog, Dodger!”
Based on what I read, I would connect
practice and treat because when Sam took
time to practice good behavior with Dodger
and reward Dodger with a treat, Dodger
finally started behaving better.

58. . Select a book
1
2. Identify
one
academic
vocabulary
word from
the book
3. Create your plan to include:
a picture
definition
fill-inthe-blank
repeating
action
read
aloud
concept
map
exit
ticket

59. 
Review: Strategies we have covered to
improve reading comprehension and
vocabulary:
1.
Comprehension
Monitoring
2.
Cooperative
Learning
3. Graphic and
Semantic
Organizers
4. Story (or
Text) Structure
and Mapping
5. Questioning
(Answering &
Generating)
6.
Summarization
7. Multiple
Strategy
Approach

60. 1. Comprehension monitoring:
Guided Highlighted
Reading – Rereading
Written Responses
Individual Responses
Fluency/Accuracy
(Running Records,
etc.)
Self-monitoring
charts
Picking out details
Discussions
Vocabulary

61. 2. Cooperative Learning:
Think Pair Share
Visualizing during
read aloud
Connect Discussion
comments made by
another reader
Help partners share
more
Partner Responses
Vocabulary
Activities

62. 3. Graphic and Semantic Organizers:
T-chart
Story
Prediction
K-W-L
Question
the Author
Story
Sequence
Vocabulary
Frame
Word
Rating
Story
Comparison
Story
Elements
Main Idea Think Links
Venn
Diagram
Cause and
Effect
Time Line
Vocabulary
sorts

63. 4. Story (text) structure and mapping:



* Foldables
* Vocabulary
* Text Structure activities
Titles
 Sub-titles
Table of Contents
 Graphics
 Captions
 Glossary
 Index



64. 5. Questioning:
Predict
Clarify
Focus
QAR
Picture
Prompts
Blooms
Discussions
Vocabulary

65. 6. Summarization:
Questioning
Discussions
Marginalia
Sticky Notes
Note-taking
Bookmarks
Paragraph
summaries
Vocabulary
Paraphrasing

66. 7. Multiple Strategy Approach:
Choral
responses
Word
Identification
Context
Clues
Fix-up or
Repair charts
Vocabulary
Discussions

67. 1. Introduce
the word –
repeat
2. Explain the
meaning
(illustrate)
3. Fill in the
blank
6. Identify in
text
5. Share an
example
4. Act it out
7. Graphic
Organizer
8. Exit Ticket
Assessment

68. Something new that I learned
today is…