5020 week 5 rdg comprehension (weaver ch 3 4)

LCRT 5020: Workshop in Literacy

& Language Teaching

Welcome!

Sign in & get a name tag, please.

Look for your name at one of the tables.

Please sit at the table where you find your name.

Tonight’s Agenda

Reading & Reading Comprehension

Reflecting on our understandings & knowledge base (Complete & Discuss Statements #1-7 & PROMPT)

The Reading Process: What do we need to

understand?

Reading aloud, Silent reading, Miscues, Retelling

Learning how to read! What strategies did you use?

Before you Leave Tonight:

Looking Ahead: March 2 (online) and March 9 (f-to-face)

Reflecting on our understandings & knowledge base

Read statements #1-7;

Mark “agree” or “disagree.”

Jot down key ideas grounding your current view of reading.

Once all are done at your table,

Discuss your responses to each of the items within the small group.

Which view of reading on Weaver p. 14, do you most fully support at this time? Explain your position to your group.

Hold on to your paper!

Read Aloud!

Read Aloud:That’s Good! That’s Bad!

(Margery Cuyler [author] & David Catrow [illiustrator])

“What do YOU think? Is that good or is that

bad?”

"What do you predict will happen next?”

"What do you think the boy is feeling right

now? Why?”

“Is that good or is that bad? Could it be

BOTH good and bad?”

"If you were the illustrator, what illustration

might you draw for this part of the text?”

Why read aloud with your students?

WHAT DO YOU THINK?

WHY DO YOU READ WITH YOUR STUDENTS?

WHAT SELECTIONS DO YOU READ ALOUD?

Or, WHY DON’T YOU READ WITH YOUR

STUDENTS?

Why Read Aloud?

READING ALOUD…..

Presents more challenging concepts &/or language than can be read independently.

Helps students develop new vocabulary & syntactic awareness.

Helps students to distinguish different genres.

Models good reading processes for students.

Stimulates students’ imaginations and emotions.

Teaching point of

view or multiple

perspectives

“One of life’s biggest challenges is accepting that

there are numerous interpretations & that there is rarely one right way to view the world or an event.

Teaching point of view

or multiple perspectives

Literature can introduce characters who have learned to

accept that different viewpoints exist & demonstrate how these characters persevere when faced with difficulties.

Books can also change readers’ perspectives about what

they already know and extend their knowledge through

new ways of seeing familiar things.”

What are some titles you recommend for teaching point of

view or multiple perspectives?

Giorgis, C., & Johnson, N.J. (2002). Multiple perspectives. The Reading Teacher,

55(5), 486–494.

Carousel Brainstorm

GUIDELINES

Get a marker!

Everyone participates.

Everyone contributes to

each chart at least

once.

Take time to read & re-

read your colleagues’

ideas.

Feel free to contribute

more than once to any

chart!

Be ready to share your

insights & reactions.

QUESTIONS:

Why is it important for elementary

teachers to understand reading

development & the reading process?

Why is it important for secondary

teachers to understand reading

development & the reading process?

Why is it important for elementary

teachers to understand reading

development & the reading process

at the secondary level?

Why is it important for secondary

teachers to understand reading

development & the reading process

at the elementary level?

Contexts & Strategies

in the Reading Process

Weaver, Ch. 3 Small group discussion

What is the relationship between context & schema? Why is this relationship important (if it is)?

Does the graphic on Weaver, page 54 make sense to you? YES or NO. Given your own experiences as a reader, does it seem accurate? Or would you suggest revisions?

Considering Chapter 3, what are the implications for your students regarding contexts & strategies in the reading process?

What could you do to make reading experiences more comprehensible for your students?

Be ready to share ideas with the whole class.

What is schema &

why is it relevant to reading?

SCHEMA: An organized chunk of

knowledge or of life experience, often accompanied by feelings.

Good readers attempt to comprehend the

passage as they situate it within their existing

schema and life experiences.

As readers make meaning of the text, they

attempt to recall & reflect on what they read

in a meaningful way.

What role does context play in

reading & comprehension?

Grammatical context within the

sentence

Semantic context within the sentence

Situational or pragmatic context

Schematic context

What is context? In what ways is it relevant to reading?

RUN = +44 meanings

1. Can you run the store?

2. Can you run the washer?

3. Will you run in the election?

4. Can you run the fundraiser?

5. She helped me with the milk

run early in the morning.

6. Pepper had a long run at the

kennel. 7. She has a long run in her

stockings.

HOW DO WE DETERMINE THE

VARIOUS MEANINGS OF “RUN”? (Weaver,Ch. 2, p. 16)

Grammatical Context: #1-4, RUN is used as a verb

Semantic context: In # 1

& 4 RUN is used to mean

“manage.” In #5 RUN

means route.

Situational or pragmatic context: In the context of

#6 & ‘kennel,’ run means a

fenced-in area. In #7 with

‘stockings, RUN means a

tear or rip.

READ ALOUD THE FOLLOWING PARAGRAPH

Consider the roles of schema & context

Volunteer anyone?

The boy’s arrows were nearly gone so they all sat down on the grass

and stopped hunting. Over at the edge of the woods, they saw

Henry holding an arrow in his hand and making a bow to a small girl

who was standing in the road with a bow in her hair. The girl had on

a beautiful, long dress and the boy noticed a tear on the girl’s

cheek. Was she crying because of the tear in her dress? Or was the

girl worried about the live turtle she had seen crossing the road? She

had never seen it before but she knew it might live in the woods. The

girl gave Henry a note but the wind caught it and it landed in the

wound on his arm. Henry’s friends heard his yelp from afar and

wound up their hunting trip. After they reached him, they stayed

close by Henry while he decided to close his conversation with the

girl. She was the object of his desire, but she seemed to object to his

presence. This relationship was going nowhere!

What role did context play in reading

& comprehending this passage?

What elements of context did you rely

on to read aloud this paragraph

accurately?

Grammatical context within the

sentence?

Semantic context within the

sentence?

Situational or pragmatic context?

Schematic context?

WHY DID THE READER

MISCUE?

WHAT DO THE MISCUES

REVEAL ABOUT THE READER’S

READING ABILITY?

WHAT DO THE MISCUES

REVEAL ABOUT THE READER’S

READING STRATEGIES?

What role did schema play

as you attempted to

comprehend the passage?

A reading activity!

Partner with 1 other classmate. You & your partner will have 20 minutes for this.

With Selections marked A

One person will read aloud, at a

brisk pace (but not rushing);

The other person will mark any

miscues on the text;

When the reader is done, the

listener will ask the reader to

retell the passage (without

referring back to it);

The reader will retell with as

much detail as possible.

With Selections marked B

Both partners read

Selection B silently;

When done reading, talk

about what you read &

try to reconstruct the

main point & details of

the passage.

Refer back to the text if

necessary as you do this.

Debriefing the activity

Did you understand the words in the passage?

Did you know the letter & sound relationships

used in the words within the text?

What role did schema play in the text you

read?

What was it like to retell the passage?

What was difficult? What would have assisted

your reading & retelling?

Debriefing the activity

Important Factors:

Schema and Context

Letter – sound relationships

Comprehension

Reading aloud; reading silently

Retelling

Other?

Reading aloud & responding to questions or retelling is a common assessment used in classrooms. What insights have you gained?

Learning how to read

GUIDELINES:

Work in small groups at your table & share the passage.

Work together to comprehend the meaning of the passage and determine letter-symbol relationships.

Look for patterns in the symbols.

Consider how vowels & consonants work in English.

While you work, have one person keep notes of the strategies that your group uses to determine the message. Keep a running ‘tab’ of the strategies you use.

Each group may use the granola bars to bribe another group that is further along on making meaning.

The first group to successfully determine the meaning of the passage wins a PRIZE!!!!

When done, return the passage to professor!

DEBRIEF: Learning how to read

What strategies did your group use to determine the

letter-symbol relationships AND the message?

What patterns in the symbols did you determine?

Did it help you to consider how vowels & consonants

work in English?

What insights did you gain from this activity about

learners learning to read in English?

YOUR QUESTIONS?

BEFORE YOU LEAVE:

-- SUBMIT THE AGREE/DISAGREE PAPER

-- SUBMIT THE CODED MESSAGE TEXT

LOOKING AHEAD……

Looking ahead to March 2nd

ONLINE SESSION

See Canvas for Guidelines to Online Session (March 2nd):

MARCH 2ND: Online “intro” discussion for Book Groups (Will

everyone have their books by March 2nd?)

For March 9th: Assigned reading is Moll Article on “Funds of

Knowledge” (located on Canvas) and complete Reading Notes

Make sure you can access your reading notes in class on March

9th (in paper form or electronically)

FYI: Graded Observation Paper returned by March 10th (or

sooner)