WEBVTT 00:00:00.910 --> 00:00:03.549 This is the reading instruction show. Again, 00:00:03.589 --> 00:00:05.589 we are looking at the National Reading Panel, 00:00:05.710 --> 00:00:10.710 the big five, and this last one is on comprehension. 00:00:11.529 --> 00:00:14.470 Comprehension, research -based strategies to 00:00:14.470 --> 00:00:16.870 address comprehension. First of all, it's the 00:00:16.870 --> 00:00:20.670 understanding that we read for two purposes, 00:00:20.870 --> 00:00:24.609 and two purposes only. to enjoy good stories 00:00:24.609 --> 00:00:30.309 and to understand text. There are two parts to 00:00:30.309 --> 00:00:33.469 comprehension. Part one is developing cognitive 00:00:33.469 --> 00:00:38.969 processes related to narrative text. Comprehension 00:00:38.969 --> 00:00:43.770 involves thinking. Cognition, to improve comprehension, 00:00:44.090 --> 00:00:47.950 you improve thinking. We teach the process to 00:00:47.950 --> 00:00:51.679 develop the skill, and here are some of the cognitive 00:00:51.679 --> 00:00:55.880 processes related to effective comprehension. 00:00:56.479 --> 00:01:01.600 Let me demonstrate, if you will. The goal is 00:01:01.600 --> 00:01:05.459 to develop automaticity of these cognitive processes 00:01:05.459 --> 00:01:09.640 so that you do them automatically. These are 00:01:09.640 --> 00:01:13.319 thinking processes, and thinking processes are 00:01:13.319 --> 00:01:17.359 cognitive operations with steps. High -level 00:01:17.359 --> 00:01:20.180 thinking is not automatic, but with teaching 00:01:20.180 --> 00:01:23.180 with direct and explicit instruction, we can 00:01:23.180 --> 00:01:26.680 develop automaticity. Now the first thing to 00:01:26.680 --> 00:01:31.439 know is that efficient readers approach narrative 00:01:31.439 --> 00:01:35.420 and expository texts different, stories versus 00:01:35.420 --> 00:01:39.359 information texts, and we must teach our students 00:01:39.359 --> 00:01:43.140 that, starting in grades four or three or earlier. 00:01:43.900 --> 00:01:46.900 Boys and girls, we do not read a textbook the 00:01:46.900 --> 00:01:50.680 same way as we read a Harry Potter book. So, 00:01:51.340 --> 00:01:54.700 effective teachers design different types of 00:01:54.700 --> 00:01:59.040 activities and lessons for narrative and expository 00:01:59.040 --> 00:02:03.859 texts. Now, comprehension worksheets do relatively 00:02:03.859 --> 00:02:09.080 little to help students comprehend texts. They're 00:02:09.080 --> 00:02:13.430 often Remembering worksheets. You read a story, 00:02:13.590 --> 00:02:15.750 you give them a comprehension worksheet, and 00:02:15.750 --> 00:02:18.750 they fill in the blanks. It's usually a remembering 00:02:18.750 --> 00:02:22.710 worksheet or a go look it up worksheet. However, 00:02:23.349 --> 00:02:27.009 good comprehension instruction is a pre -post 00:02:27.009 --> 00:02:31.030 or pre -during post. Comprehension worksheets 00:02:31.030 --> 00:02:35.110 can be effective if you go through the questions 00:02:35.110 --> 00:02:39.210 as a pre -reading activity on the sheet. They 00:02:39.210 --> 00:02:41.949 read, so then they're reading with purposeful 00:02:41.949 --> 00:02:45.430 intent, and they fill them out as they are reading. 00:02:46.770 --> 00:02:51.289 And with any types of thinking instruction, we 00:02:51.289 --> 00:02:54.849 want to use graphic organizers to organize and 00:02:54.849 --> 00:02:59.150 teach the steps. For example, to teach children 00:02:59.150 --> 00:03:04.750 how to predict. A prediction is based on information 00:03:04.750 --> 00:03:08.439 clues. So you go through this prediction, you 00:03:08.439 --> 00:03:11.159 give them a story preview, and you say, what 00:03:11.159 --> 00:03:13.960 do you think will happen when, and you have a 00:03:13.960 --> 00:03:18.479 specific prediction question here. What do you 00:03:18.479 --> 00:03:21.319 think will happen when the Martians abduct Billy 00:03:21.319 --> 00:03:25.580 Bean? So they have the question, so they're reading 00:03:25.580 --> 00:03:29.719 with purposeful intent. They gather clues and 00:03:29.719 --> 00:03:32.699 put the page number as their reading, and they 00:03:32.699 --> 00:03:35.400 make their prediction there. That's a graphic 00:03:35.400 --> 00:03:39.000 organizer. You do that many times. Now, the purpose 00:03:39.000 --> 00:03:42.419 isn't to be able to do a graphic organizer. The 00:03:42.419 --> 00:03:45.620 purpose is to make automatically these processes 00:03:45.620 --> 00:03:48.680 where you are making predictions and looking 00:03:48.680 --> 00:03:52.159 for clues. Same thing with an inference. Students 00:03:52.159 --> 00:03:55.379 read with purposeful intent again. You provide 00:03:55.379 --> 00:03:58.370 an inference question. inference question is 00:03:58.370 --> 00:04:02.490 something that can be answered, but not the clues. 00:04:02.669 --> 00:04:06.509 The answer is not in the text. So you give the 00:04:06.509 --> 00:04:09.129 inference question, what kind of person was Billy 00:04:09.129 --> 00:04:13.270 Bean, or I think Billy Bean was, is going to 00:04:13.270 --> 00:04:18.290 be abducted by aliens, I think, and clues there, 00:04:18.310 --> 00:04:22.629 and then their inference. Cause and effect. Again, 00:04:22.790 --> 00:04:26.519 a read with purposeful intent. Cause is what 00:04:26.519 --> 00:04:30.360 happened, effect is what happens next. Cause 00:04:30.360 --> 00:04:32.959 is what makes it happen, effect is what makes 00:04:32.959 --> 00:04:36.680 it happen next. You do just the causes, and they 00:04:36.680 --> 00:04:39.860 read to find the effects. Just the effects, what 00:04:39.860 --> 00:04:42.839 made it happen, cause makes it happen, effects 00:04:42.839 --> 00:04:45.540 is what happened next. The effects, and eventually 00:04:45.540 --> 00:04:49.819 they can do both cause and effect. And again, 00:04:50.120 --> 00:04:56.839 teach these steps explicitly. Study skill strategies, 00:04:56.959 --> 00:05:02.399 these are related to expository text or information 00:05:02.399 --> 00:05:07.240 text. These are skills consciously applied by 00:05:07.240 --> 00:05:12.100 students. Starting in grades four, keep it simple, 00:05:12.339 --> 00:05:15.720 a basic five -step note -taking process. Some 00:05:15.720 --> 00:05:18.920 of these study skill strategies like Cornell 00:05:18.920 --> 00:05:21.680 note -taking and some of them are too complicated. 00:05:21.980 --> 00:05:25.660 Simple, write the title on the top of the page, 00:05:26.100 --> 00:05:28.759 write the name of the heading, underline it, 00:05:29.000 --> 00:05:31.660 select only the most important ideas from each 00:05:31.660 --> 00:05:34.899 paragraph, record the idea, short abbreviated 00:05:34.899 --> 00:05:39.399 sentences, record supporting ideas below, all 00:05:39.399 --> 00:05:42.800 right? And then you give examples. Read a dot 00:05:42.800 --> 00:05:45.980 and note, read a paragraph, put a dot next to 00:05:45.980 --> 00:05:48.620 important ideas, finish the chapter, take notes 00:05:48.620 --> 00:05:52.170 using outlines and headings. pencil dots so that 00:05:52.170 --> 00:05:57.870 they can do this in textbooks. These are seven 00:05:57.870 --> 00:06:00.449 of them that I've developed. They're in my book, 00:06:00.850 --> 00:06:04.389 and I would recommend putting a poster up there 00:06:04.389 --> 00:06:06.329 with some of these study skill strategies.