Fostering Text Dependent Comprehension

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8/4/15Fostering Text s eandcareerreadiness eptinatext Reviewtypesofinferences Learnhowtohelpstudentsmaketext- ‐basedinferences sincontentarealessons21

8/4/15Components of EffectiveComprehension sDonsMulD- phicOrganizers3Requirements of Text risingtemperaturesaroundtheworld. Doestheassignmentrequireyoutoreadthetext? own?42

8/4/15Goals of Text DependentComprehension Dves– Historicalperiod– SourceofscienDficinformaDon– Narratorofstory Movebeyondgeneralimpressionsorsurface- ‐levelfacts Usetextevidence5Turn and Talk opingstudents’readingcomprehensionability?63

8/4/15Structured Approach to AnalyzingMultiple Perspectives7Preparing the Guide IdenDfykeyconceptsorthemes Write 4anDcipatorystatementsasopinions cDvesTypicalA- ‐RGuideAllbacteriaareharmful.CCReadyA- eeofbacteriaaspossible.84

8/4/15PRACTICE WRITING STATEMENTS FORAN ANTICIPATION-REACTION GUIDEExplicit Instruction Teachermodeling GuidedpracDce IndependentpracDceShareanddiscussthinking5

8/4/15A-R Guide Before Reading Teachersteps:– Introducetopic– Explainpurposeofusingtheguide– Readeachstatement Teacherand/orstudents:Respondtostatements– Agree/disagree– ProvideraDonale11A-R Guide During Reading Readandre- ‐readsegmentsoftext Linkstatementstorelevanttextevidence– Howtolocateandrecord– Directquotesvs.paraphrasing126

8/4/15A-R Guides After Reading heldbeliefs? Providereasoning– RaDonalefrommulDplesources– Shareanddiscuss ecDves13Completed A-R Sample147

8/4/15Scaffolding ProvidesentencestemsforraDonale– hatideathat.– Iagree/disagreewithbecauseIlearnedthat.– Iagree/disagreewithbecausewhenI.– Onpageitsaysthat.Thismeans. befoundforeachstatement UsedifferentopDonsforresponding– Responsecards– Sharereasoningwithpartner– DebatesidesPlanning for Implementation sedescribedhere es:– Howoben?– Withwhatresources?– Professionallysupportedinwhatway(s)?168

8/4/15Text DependentComprehension:MAKING INFERENCESWhat am I? Livesinwinter Diesinsummer Growswithitsrootupward189

8/4/15The Importance of InferenceMaking roek,&McMaster,2014) lrepresentaDonofit(Kendeouetal.,2014)19Components of EffectiveComprehension sDonsMulD- phicOrganizers2010

8/4/15Types of Inferences by Theory Coherence(text- ‐connecDngorinter- ‐sentence) ElaboraDve(gap- ‐filling) Local– Coherence– Roleassignment– Antecedentcausal Global– Coherence– Theme On- ‐line Off- ‐line21Sample Types of Inferences by Task nConclusionEmoDonCausalconsequenceText- ‐to- ‐textText- ‐to- ‐background2211

8/4/15Skills Required to Make Inferences(Kispal, 2008) AcDvereading Zerotoleranceforinconsistency Backgroundknowledge– Breadthofknowledgeandexperiences– Vocabulary– CulturalinformaDon23What am I? kinandstealthegold.2412

8/4/15Text-dependent ingconnecDonsInference25Steps to Teaching How to MakeInferencesComponents Buildbackgroundknowledge ReadtextandnotegiveninformaDon cesExplicitInstruc2on Ido Wedo Youdo(Reed&Lynn,underreview)2613

8/4/15Step 1:Build Background Knowledge Supplyfactsandcontent Pre- ‐teachvocabulary Correctmisunderstandings27Step 2: Read Text and Note rell,20052814

8/4/15Step 3:Monitor Comprehension with makesmethinkthat erentbecause makesmethinkaboutwhenIreadbecause makesmepredictthatwillhappenbecause Ithinkthereasonhappenedwasbecause Ithinktheproblemofcouldbesolvedby Ithinkmadethepersonfeelbecause ormaDonwouldchangeby .Becauseandhappened,Ithinktheresultwillbe Ifweretohappentoday,Ithink ouldchangeby (Reed&Lynn,underreview)29Make 0053015

8/4/15Early Use: Correspondence ofInformation to Inferences(Reed&Lynn,underreview)31Research(Reed & Lynn, under review) 27middleschoolstudents– LearningstrategiesclassforLD– JuvenilejusDcefacility 3groups– Inferencealone– Inference individualgoalsepng– Inference groupgoalsepng 6lessons– 4- ‐6weeks– Pre- ‐/post- ‐test3216

8/4/15Did it work?(Reed & Lynn, under review) Significantimprovementacrossallgroups– Pre- ‐testaverage:50%– Post- ‐testaverage:83% Nosignificantdifferencebetweengroups– No“businessasusual”condiDon– Issueswithgoalsepng StudentreacDons– NeedforaffirmaDon– Transfertoothersepngs33Monitoring withSelf-Generated Questions Level1QuesDons:RightThere– nthetext Level2QuesDons:PupngitTogether– xt. Level3QuesDons:MakingConnecDons– 7

8/4/15Generating Questions:Modeling Phase IntroduceonequesDontypeataDme. ExplainthepurposeforgeneraDngquesDons– Helpyouunderstandwhatyouread– HelpyourememberimportantinformaDonaboutwhatyouread IntroducethequesDontype– ProvidesalientfeaturesofquesDon– enerating Questions:Modeling Phase continued uesDontype.– Readthepassagealoud.– Locaterelatedfacts/informaDon.– .– Showhowtousetext- 2006)18

8/4/15Generating “Putting it rectExamples Whyisitimportanttoprotectforests? out.IncorrectExamples Wheredotreerootsgrow? Whatisaforest? Howaretreesdifferentfromgrasses?Generating “Making CorrectExamples ersources? rolongedpavernofElNiño?IncorrectExamples Whatplantscanbeusedtomaketree- ‐freepaper? Whyistreebarkimportant? Whereisthelargestforestintheworld?19

8/4/15Generating Questions:Guided Practice berofeachquesDontype.– Readthepassagetogetheranddiscusswhatitisabout.– PupngitTogether: thetext. CombinethefactstomakeaquesDon. PutinformaDontogethertoanswerthequesDon.– MakingConnecDons: ad,studied,orexperienced. UsethestemstomakeaquesDon.– Howislike(similarto)?– Howisdifferentfrom?– Howisrelatedto? ntoanswerthequesDon.Generating Levels 1, 2, and 3Questions: Examples in Platform4020

8/4/15Using the Generated QuestionsAfter Reading Fosterdiscussion. erentiation:Scaffolds for Generating Questions yincreasethelength. secDon. erlined. pfulinmakingaconnecDontothepassage. orcorrecDvefeedback.(UTSystem&TEA,2009)21

8/4/15What am I? Youcouldn’tgiveittothemanwhomadeit. Themanwhoorderedithatedtoseeit. Themanwhouseditneverseteyesonit.43Planning for Implementation sedescribedhere es:– Howoben?– Withwhatresources?– Professionallysupportedinwhatway(s)?4422

A-R Guides After Reading lifying& previouslyheldbeliefs? Provide&reasoning& – Raonale&from&mulDple&sources& – Share∧&discuss& nave& orcompengperspecves 13 Completed A-R Sample 14

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