Fostering Text Dependent Comprehension

1y ago
3.09 MB
22 Pages
Last View : Today
Last Download : 1y ago
Upload by : Mariam Herr

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

Related Documents:

Text text text Text text text Text text text Text text text Text text text Text text text Text text text Text text text Text text text Text text text Text text text

Common Core and Literacy Strategies: English Language Arts Module 3 Reading: Fostering Deep Comprehension in the Classroom _ Fostering Deep Comprehension in the Classroom In the last module, you learned about the importance of text complexity in creating truly literate students who are ready to live and work in the 21st century. Critical to

that support comprehension. Fostering Comprehension of Multiple Texts Literary, informational, and persuasive texts don’t exist in a vacuum. They were written by someone for a particular purpose, at a specific time, for a designated audience. To understand a text is to know that these dimensions matter. History educator Wineburg (1991) refers to

reading comprehension and thus listening comprehension instructional activities can be used as a tool for improving reading comprehension (Hogan, Adlof, and Alonzo, 2014) . As early as 1969, researchers demonstrated that listening comprehension and reading comprehension are two separate co

affect reading comprehension Proficient comprehension of text is influenced by: Accurate and fluent word reading skills Oral language skills (vocabulary, linguistic comprehension) Extent of conceptual and factual knowledge Knowledge and skill in use of cognitive strategies to improve comprehension or repair it when it breaks down.

comprehension (cited in Wharton-McDonald, R. & Swiger, S. 2009) * Taylor & Pearson (2002) report that even in exemplary classrooms, very little comprehension instruction takes place. (cited in Wharton-McDonald, R. & Swiger, S. 2009) * Comprehension is more than answering questions about a text. Comprehension involves Rich Talk [.

sentence comprehension skills of children and how these skills may impact reading comprehension. Although there is evidence that children’s sentence comprehension may also relate to accurate decoding(e.g.,Nation &Snowling,2004),myfocuswillbeon the relationship between sentence comprehension and reading com-

view, shown in Figure 1, reading comprehension is the product of two primary factors: word recogni-tion, or the ability to translate printed text into pronounceable words, and linguistic comprehension, the ability to understand text if it is heard instead of read. Over time, linguistic comprehension has been

comprehension. An increase in vocabulary knowledge has not only had positive effects on reading comprehension, but on listening comprehension as well (Proctor, 2005). Droop (2003) found that compared with monolingual speakers, listening comprehension tends to be more dependent on langu

Text Dependent Questions Use Text Based Evidence Running Records (conferencing) Exit Slips Text Dependent Questions RI4.1 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text FOUNDATIONAL SKILLS (RF): Short Vowel Review Vowel Diagraph Review Closed Syllable Patterns Spelling Words (conferencing) Weekly Spelling Test .

Reading Comprehension: Reading Comprehension is the understanding of information read. It demonstrates the ability to extract and construct meaning from written text. Research shows that cognitive skills strengthen reading comprehension as does direct, explicit instruction in comprehension skills. These skills include, but are not

The teaching of reading needs to include a range of comprehension strategies. Comprehension strategies can be defined as the “mental processes” that good readers use to understand text. Comprehension strategies need to be explicitly taught. The diagram below illustrates the 3 levels of

primary level in Singapore Whole class teaching worksheet checking comprehension. We should be teaching comprehension! Teaching comprehension helping students understand a text while reading AND showing

Comprehension means making sense of what one reads. A reader who comprehends text is an active reader. Comprehension is complex, yet reading researchers have developed approaches to teach students to be active readers through the use of comprehension strategies

Comprehension in reading is the ability to understand a written text . When students comprehend a written passage, they construct meaning from the words to understand the passage as a whole . Students can develop comprehension at several levels . Literal comprehension indicates a student can identify simple facts from a passage . Evaluative

Our work is related to previous works on 1) NLP tasks for text comprehension, 2) human attention modeling, as well as 3) gaze integration in neural network architectures. 2.1 NLP tasks for text comprehension Two key tasks in machine text comprehension are paraphrasing and summarization [8, 28, 9, 41, 24].

Window Text Wrap Place text box with text be-tween 2 columns Open the text wrap window and select Wrap Around Object Shape. The body text should move away from your other text box. (never put a text box in the middle of a column) To fine tune the text box so text does not touch the edge of the

Making Connections Text-to-Text, Text-to-Self, Text-to-World Rationale Reading comes alive when we recognize how the ideas in the text connect to our experiences and beliefs, events happening in the larger world, our understanding of history, and our knowledge of other texts. "Text-to-Text, Text-to-Self, Text-to-World" is a strategy that helps

Fostering oral interaction in the EFL classroom Assessment and effects of experimental interventions van Batenburg, E.S.L. Link to publication License Other Citation for published version (APA): van Batenburg, E. S. L. (2018). Fostering oral interaction in the EFL classroom: Assessment

FOSTERING EFFECTIVE COMMUNICATION IN THE SCIENCES Fostering Effective Written and Oral Communication in the Sciences: Perspectives and Practices of Secondary School Teachers By Georgina Mantelos A research paper submitted in conformity with the requirements For the degree of Master of