CSI: Comprehension Strategy
Instruction
Session 3
Perspective & Connections –
Going Beyond the Text
Chocolate Sustains Intelligence
Reviewing Our Norms:
• Be Prepared
• Balance of Active Participation
• Be Respectful of Everyone’s Right to Speak
• Keep it Positive
• Open Minds
• Be Responsible for Your Learning
• Chocolate ALWAYS Helps!
Understanding Text Through A
Child’s Eyes
• Goal:
Successfully
connecting
Schema to Text
through
Reading,
Writing,
Speaking, and
Listening
• EQ: Why is it
important to help
our students
connect to the
text?
Review of Sessions 1 (About)
and 2 (Within)
Getting to Know…
Queries and Questions…
• Picture/Book Walks
• Thick and Thin Questions
 Text Structure
• Compass Activity
 Getting to know your
students
 Queries or Questions
 Creating Thick Questions
 Techniques and Strategies
QUICK WRITE: What have you integrated
from either of these sessions? How did it
work – was it successful? What were the
obstacles? What would you have liked to
have tried, but didn’t?
•Share your response with a table partner
•Volunteers to share…
Take a few minutes to
reflect; what happens
when our students
bring a different
perspective to the
classroom – one that
we’re not aware of or
expecting…
THE STINKY CHEESE MAN
“UGLY DUCKLING”
At Your Table – Define Schema….
A Schema is a cognitive framework or concept that helps
organize and interpret information. Schemas can be useful,
because they allow us to take shortcuts in interpreting a vast
amount of information. However, these mental frameworks also
cause us to exclude pertinent information in favor of information
that confirms our pre-existing beliefs and ideas. Schemas can
contribute to stereotypes and make it difficult to retain new
information that does not conform to our established schemas.
•Personal Knowledge: Understanding built through everyday
experiences
•Content Knowledge: Understanding about the world gleaned
through direct experiences as well as reading and listening
•Literacy Knowledge: Understanding, including the general
characteristics of particular kinds of text, built by reading texts
Just Watch!
http://www.youtube.com/watch?v=X9whxWNI7bE
•Individually Reflect and Complete the Before, During,
After Organizer – what do you see, hear, feel …
* Watch the clip a second time; return to your
organizer – citing evidence for your reactions.
- what did you bring to the table???
EQ: Why is it important to connect schema to text – or media,
or our instructional resources…
•What is the evidence for your response?
•How does connecting schema to text impact reading
comprehension?
•How might background knowledge affect understanding?
•Have you witnessed examples of this in your classroom?
Accountable Talk
Your List
• At your table, create a list
of what you believe
defines accountable talk
behaviors
Accountable Talk Moves
and Functions:
• Examine the Accountable
Talk Moves and
Functions Tool.
• Compare your lists – how
closely do they align?
• Where/when would you
use these moves?
• How might these moves
help your students
connect Schema to text?
Optical Illusions
•Each table has a copy of a picture/illusion
•Look at the picture at your table, what do see –
what did you see first?
•Using accountable talk, discuss what you saw and
why; how did your background knowledge, schema,
affect what you saw?
•Someone will serve as the recorder – this individual
will jot down the jist of the conversation (key
phrases, style of conversations, moves used)
How might what you discussed at your table
relate to what you see in your classrooms?
* Brainstorm some concrete
ways you can help your
students create connections to the
text…
When you come back from break, please sit with your grade
level colleagues…
Take
10
QUICK WRITE
• What does “Reading and Writing are
reciprocal processes” mean to you?
• How does writing about what you saw – or
read, finding the evidence, and writing about
your thoughts, help construct your meaning?
• What might this look like in your classroom?
Wilson’s Literary Pillars
(pre-reading)
•Review the literary beliefs
•Note the compliments
•Review Page 2; as a table chose one
strategy for before, during, and after
reading, and share how you could or do
use that strategy within the classroom.
•Chart your concrete examples
•Be prepared to share out at least one
example from your table
LET IT BE…
http://listen.grooveshark.com/#/search/song?q=let
%20it%20be
Listen to the lyrics
- Write your reaction to the song
– what might the lyrics be referring to
when they talk about Mother Mary?
•Now listen again, this time following along
by reading the lyrics
•Review your initial response, did it change
once you were able to read the text?
•Take a moment to identify one to three
schema that framed your reaction…
•Share out
EQ: Why is it important to help our
student connect schema to text?
•How does that affect student
comprehension?
•What were some ways we talked about
today to help us do this?
Core Issues of Lesson Design
and Reflection…
•How can this tool help you with your lesson
planning process?
•Look at the lesson you brought with you.
Are there any strategies (from the pillars or
moves) you already incorporate?
•Are they being used as effectively as they
could be?
•How could you improve your lesson?
•Take some time to work…
http://spreadsheets.google.com/a/share.wil
sonsd.org/viewform?hl=en&formkey=dGUt
SEVXQjk1dEk4NVFwS3FXS0M5OUE6MQ
&ndplr=1
•Use an index card if you have any
questions
•Please take time to complete the
evaluation for this session
•Thanks for your active participation –
enjoy the weekend!!!!!