Slides from Professional Development on February 19, 2013 in the St. Joseph School District regarding the importance of Comprehension Strategies in the implementation of the Common Core.

1. SJSD Secondary Professional
Development
February 19, 2013

2. Text
Complexity
Comprehen
sion
Strategies
ading
E
Re
CLOS
Reader
and
Task
Considera8
on
Qualita8ve
Quan
ta8ve
Tier
2
Tier
3
The
SJSD
Learner

3. 6th Grade
ELA
Smarter
Balanced
Assessment

4. Part 1: 35 minutes
Students will read three sources (article, fact sheet, and blog
entry), taking notes on what they read, and answer the
following questions in preparation for writing an informational
essay about invasive plants:
1. Explain what invasive plants are and why people should be
concerned about them. Use details from the sources to support your
answer.
2. Evaluate which source, the article or the fact sheet, would be most
helpful to the blog writer. Use details from the sources to support
your answer.
3. Analyze why some people might not want to get rid of invasive
plants. Use details from the sources to support your answer.

5. Part 2: 70 minutes
Review your notes and sources, plan draft, and revise your essay.
Your assignment:
A local newspaper is publishing student essays about important
environmental topics. You are invited to submit an essay about
invasive plants, which have become a serious problem in your state.
Your essay should be informative and interesting to read, and it
should give readers a basic introduction to the issue of invasive
plants.

6. Three Stay...
One Stray

7. Reading Activity
Think about your thinking - "metacognition"
Purpose - actively read to understand how this
applies to you
Article: Common Core Standards Set the Stage
for New State Accountability Tests

8. Who are we as readers?
onne ctions
Ma k ing C
ortance Questioning
in g Imp
De termin
thes izing Inferring
Syn

9. Comprehension Strategies
Making connections
Questioning
Our
Visualizing
Focus
Inferring
Determining importance
Synthesizing

10. Comprehension Strategies
Making connections
Questioning
Our
Visualizing
Focus
Inferring
Determining importance
Synthesizing

11. What is Questioning?
• Readers generate questions
before, during, and after
reading.
• Questions pertain to the
text’s content, structure and
language.
• Readers ask questions for
different purposes including
those that clarify their own
developing understanding.
• Readers wonder about the
choices the author made
when writing.

12. Why teach Questioning?
"Readers who ask questions when they read
assume responsibility for their learning and
improve their comprehension in 5 ways:
1. By interacting with the text
2. By motivating themselves to read
3. By clarifying information in the text
4. By inferring beyond the literal meaning."
5. By drawing conclusions at the end of the
text.
I Read It, But I Don't Get It by Chris Tiovani

13. How do I teach Questioning?
• Set a purpose for reading.
• Annotate by writing questions as the
text is read.

14. Thick and Thin Questions
Thin Thick
• asked to clarify/ • digs deeper into a
understand reader's thinking
• answered with one • addresses large,
word or a number - universal concepts
simple
• scratch the surface of
a reader's thinking

15. Thick vs. Thin Questions

16. Time for a
Break
http://taildom.com/blog/pictures/bathroom-break-at-cesar-millans/#.T5ls0MvRz0Q.pinterest

17. Comprehension Strategies
Making connections
Questioning
Our
Visualizing
Focus
Inferring
Determining importance
Synthesizing

18. What is Inferring?
• "Inferring allows readers to make their own
discoveries without the direct comment of
the author."
--Susan Hall
• "Inferring occurs when text clues merge with
with the reader's prior knowledge and
questions to point toward a conclusion about
an underlying theme or idea in the text."
--Stephanie Harvey & Anne Goudvis

19. Inferring is not predicting!
"Predicting" and "inferring" are closely related, but
there is a difference between these two skills. A
prediction is a guess about the outcome of the
action based on your prior knowledge or factual
information in a text. A prediction can be
confirmed or denied within the text. An
inference is a way to figure out the deeper
meaning of a text by "reading between the lines".
Harvey, S. & Goudvis, A. (2000), Strategies that work: Teaching comprehension to
enhance understanding, Stenhouse Publishers.

20. Why teach Inferring?
Inferring requires higher order thinking skills,
which makes it a difficult skill for many
students.
Researchers have confirmed that thoughtful,
active, proficient readers are metacognitive;
they think about their own thinking
during reading.

21. Inferring
Schema Clues from
(Background
Knowledge) + Text
(Words and
= Inference
Pictures)

22. Practical Arts

23. Fine Arts

24. PE

25. Social Studies

26. Math

27. Science

28. Communication Arts

29. Let's practice inferring....
Inferring
Schema Clues from
(Background
Knowledge) + Text
(Words and
= Inference
Pictures)

30. BLOCK
PARTY
What are the most
interesting things
that we have
discussed so far
this morning?

31. What are the
most important
things that we
have discussed
so far this
morning?

32. Comprehension Strategies
Making connections
Questioning
Our
Visualizing
Focus
Inferring
Determining importance
Synthesizing

33. What is Determining Importance?
Determining
importance is like
panning for gold.
You need to get
rid of
nonessential
material and
focus on
separating the
interesting from
the important.
Photo Credit: <a href="http://www.flickr.com/photos/43207063@N06/4895552597/">n.hewson</a> via <a href="http://compfight.com">Compfight</a> <a href="http://creativecommons.org/licenses/by/2.0/">cc</a>

34. Why teach Determining Importance?
Determining importance...
-assists readers in identifying important idea and facts, which enables them to
mentally organize information and ultimately more easily comprehend the
essence of what they are reading
Determining importance becomes even more critical with Common Core
implementation due to...
-an emphasis change from literary to informational texts
-a greater emphasis on independent learning and the use of study skills
Did you know?
-The more well-written a text is, the more difficult it is to determine what is
important vs. what is interesting. Textbook material tends to be the most
difficult of all.
http://www.ohiorc.org/adlit/strategy/strategy_each.aspx?id=5#how
teacherweb.esu1.org/files/ahill/DeterminingImportance.ppt

35. How do I teach Determining Importance?
1. Annotation
2. VIP - Very Important Point
3. THIEVES - Title, Headings, Introduction, Every
1st sentence in paragraph, Visuals, Vocabulary, End of
chapter questions, Summary
4. FQR - fact/question/response

36. Photo Credit: <a href="http://www.flickr.com/photos/44773781@N00/151293521/">MadMup</a> via <a href="http://compfight.com">Compfight</a> <a href="http://creativecommons.org/licenses/by-nc-sa/2.0/">cc</a>

37. Exit Slip

38. Photo Credit: <a href="http://
www.flickr.com/photos/
28233229@N00/1213300234/">Sakurako
Kitsa</a> via <a href="http://
compfight.com">Compfight</a> <a
href="http://creativecommons.org/
licenses/by-nc-nd/2.0/">cc</a>

39. Next
Steps
4th Quarter Text Complexity,
Vocabulary, and Comprehension Strategy
Plan Template
http://goo.gl/sBivt
Photo Credit: <a href="http://www.flickr.com/photos/10508943@N00/169187125/">extranoise</a> via <a href="http://compfight.com">Compfight</a> <a href="http://creativecommons.org/licenses/by/2.0/">cc</a>