• Comprehending Informational Text

Comprehending Informational
Text
Making What is Implicit, Explicit
Cynthia Tate and Maryann Leonard
Check Your Knowledge
T/F 1. Before reading informational text a reader uses
the same process he would use before reading
fiction.
T/F 2. The comprehension strategies a reader uses to
understand fiction are the same as the
strategies used to understand informational
text.
T/F 3. The connection a reader makes after reading
informational text is different than what he
makes after reading fiction.
T/F 4. The presenter will give us candy before the
presentation is complete.
Outcomes for Session
• Explore some effective comprehension
strategies applied to informational text
• Discuss the use of teacher think-alouds to help
struggling readers become independent
strategic learners able to comprehend
informational text
• Collaborate to design a think-aloud lesson
Relevant Research
• The panel found that in studies involving even a
few hours of preparation, instructors taught
students who were poor readers but adequate
decoders to apply various strategies to expository
texts in reading groups, with a teacher
demonstrating, guiding, modeling, and scaffolding
the strategies.
National Reading Panel 2000
• Lessons learned from research on interventions for
students who experience difficulty learning to read.
J.K. Torgesen, in The Voice of Evidence in Reading Research, eds., P. McCardle, and V Chhabra, (Baltimore:
Paul H. Brookes, 2004): 355-382.
Expert Opinion
Teachers help students by explaining fully what it is
they are teaching: What to do, why, how, and when
through modeling their own thinking processes.
National Reading Panel 2000
Evidence of Success
Montlieu Math and
78
Science Academy
76
• Title I
74
• Minority/Majority
72
• FRL AA
• High teacher 70 FRL
turnover rate 68 ALL
66
64
2004
2005
2006
Evidence of Success
Hairston Middle 80
• Title I 70
• Minority Majority 60
• FRL 50
40 6th
• Highly
30 7th
Inexperienced
8th
Faculty 20
10
0
2004
2005
2006
Evidence of Success
Data From Intensive Reading Classes
• Highly qualified
100
teachers
90
• Class ratio 9:1 80
70
• Level I & II students 60
• Supported by the 50 6th
presenter 40 7th
30 8th
– Professional 20
development 10
0
– Coaching
2001
2002
2003
2004
2005
What is Informational Text?
• Textbooks
• Tradebooks
• Autobiographies and biographies
• Narrative nonfiction
• Newspapers
• Periodicals
• Magazines
• Reference materials including the internet
Getting the Brain Ready
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Strategy Instruction
Teacher:
1. Explains what the strategy consists of.
2. Explains why the strategy is important.
3. Explains where to use the strategy in reading.
4. Thinks aloud while using the strategy.
5. Guides students as they apply the strategy.
6. Observes students independently using
the strategy.
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Before, During and After
• Predicting
• Visualizing
• Clarifying
• Summarizing
• Making a Connection
One Strategy: Step By Step
Step 1: Modeling
TEACHER does STUDENTS watch
Step 2: Collaborating
TEACHER does STUDENTS help
Step 3: Scaffolding
STUDENTS do TEACHER guides
Step 4: Applying
STUDENTS do TEACHER evaluates
Step 1: Modeling
Reads aloud, sharing what he
or she is thinking including
the strategies used to aid
comprehension.
Listens, observes, and
remains silent.
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Before Reading
Did you hear me
• Make a prediction,
• Make a connection, and/or
• Analyze the text layout?
During Reading
Did you hear me
• Make a prediction,
• Make a connection,
• Analyze the text layout,
• Infer,
• Create a mental image, and/or
• Clarify something confusing?
After Reading
Did you hear me make a connection:
• Text to me
• Text to text
• Text to world
With your group, create a poster that you
might use in your classroom to help your
students remember what to do before,
during and after reading informational
text.
Step 2: Collaborating
States what he is thinking as he
reads and emphasizes the
strategies. Asks students to help
with the think-aloud.
Listen, observe and
participate as best
they can using the
strategies.
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 Shift
Teacher Students
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Step 3: Scaffolding
Apply what they have learned
about the strategies to text in
pairs or small groups.
Scaffolds, validates,
clarifies and teaches as
necessary while observing
students.
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With your group continue with the
creation of your poster.
Step 4: Applying
Self-monitors as she applies
the strategies to text.
Affirms, evaluates and
assists as needed while
observing students.
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Reflection
T/F 1. Before reading informational text, a reader uses
the same process he would use before reading
fiction.
T/F 2. The comprehension strategies a reader uses to
understand fiction are the same as the
strategies used to understand informational
text.
T/F 3. The connection a reader makes after reading
informational text is different than what he
makes after reading fiction.
T/F 4. The presenter will give us candy before the
presentation is complete.
• Complete your group’s poster.
• Prepare to share.
Time to Plan
Collaborate with your colleagues to practice the
process of creating a think aloud using the tools
and text provided.
Poster Idea Exchange
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“When a human being becomes suddenly
conscious of the tremendous powers lying latent
within him, when from the puzzled
contemplation of a half-known self, he rises to
the powerful assertion of a self, conscious of its
might, then there is loosed upon the world
possibilities of good…that make men pause.”
- W.E.B. DuBois,
The Education of Black People, 1906
Implementation Plan
• Identify text students struggle to comprehend
(primary documents, supplemental readings,
graphs, etc.)
• Create a think-aloud for your class
• Implement
• Reflect and modify
Contact
• Cynthia Tate
336-202-9649
artandlearning@yahoo.com
• Maryann Leonard
336-869-0729
drmleonard@northstate.net