Quote of the Day
"So please, oh PLEASE, we beg, we pray, Go
throw your TV set away, And in its place
you can install, A lovely bookshelf on the
wall.” — Roald Dahl, Charlie and the Chocolate
Factory
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Week Eight
Reading Comprehension/Book Club
March 16, 2009
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Objectives
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We will be able to:
Identify factors that affect comprehension
Identify and evaluate different instructional
strategies used to teach aspects of
comprehension
Analyze texts to use in comprehension
instruction
Describe the purposes of book clubs and how
they can be used to teach comprehension
Participate in a book club
Agenda
Agenda Overview (3 min)
Housekeeping (17 min)
Announcements
Lesson plan assignment, participation logs
Coming Attractions
Comprehension Discussion(65 min)
Mini-lecture (10 min)
Profiles in Comprehension (20 min)
Exploring Instructional Strategies (30 min)
Book Club (60 min)
More housekeeping (25 min)
Participation rubrics, Field integration, Lesson
plan discussion
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Announcements
Lesson Plan Assignment
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Final assignment due April 13:
Final draft of lesson plan (with peer review and any
other drafts if you have them)
Any other materials you think would be helpful
(feedback from your CT, copies of your assessment, etc.)
Completed Lesson Plan Reflection
Anything that can be submitted soft copy, turn in on
Angel; Anything else bring to class on April 13
DON’T FORGET TO AUDIO RECORD YOUR LESSON
Announcements
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New Literacies Project
Will workshop next week in new technology groups
Virtual Class:
Monday, March 30th
Review of the person listed below you on Wiki
page (“Spring 2009 New Literacies Projects”) due
by NOON ON MARCH 30TH
Encourage you to use that time to work on your
blog about the project (see Wiki) - blog is due by
5:00 pm on Friday, April 3
Write a response to your blog group (whole group
or individual) by Monday, April 6
Announcements
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Participation Logs
Pick one focus (for the week or the semester):
One aspect of literacy: writing,
comprehension, vocabulary, phonological
awareness
A student or group of students of interest
Organization or management
One of Cambourne’s conditions
Differentiation
Anything else of interest
Write just a paragraph a week on that focus only
Coming up: Small group teaching
Coming Attractions - Week 9: Fluency
 Everyone reads:
 Tompkins, Chapter 5, Developing Fluent Readers, pp. 150-181
 View the Tompkins DVD (about 10 min each): Interactive Writing; word wall (high
frequency)
 On ANGEL: Hudson, et. al. (2005). Reading fluency and assessment instruction:
What, why and how?
 Book club books: Decide on a stopping point as a group
 In the Field:
 Continue your participation log - concentrate on one aspect and write about that
 Due Friday, March 20, 5pm
 Your Mid-Semester Notebook entry (see assignment description on Angel) - use
the Angel drop box
 Bring to class:
 Questions you have about your new technology
 Due Monday, March 23 by the start of class
 Where I’m From poem - bring a hard copy to class to share and turn in
 Noteblog: How is comprehension taught in your classroom? Are those
comprehension strategies effective? How would you characterize the readers in
your classroom as comprehenders? Strong? Struggling? Are they stronger at
listening comprehension? Do they comprehend better when they read
independently? In small groups? Are there certain profiles (Applegate, et. al.,
2006) that are more present?
Agenda
Agenda Overview (3 min)
Housekeeping (17 min)
Announcements
Lesson plan assignment, participation logs
Coming Attractions
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Comprehension Discussion(65 min)
Mini-lecture (10 min)
Profiles in Comprehension (20 min)
Exploring Instructional Strategies (30
min)
Book Club (60 min)
More housekeeping (25 min)
Participation rubrics, Field integration, Lesson
plan discussion
What does it take to comprehend this poem?
"Of Tough and Bough and Cough and Dough"
I take it you already know
of tough and bough and cough and dough?
Others may stumble, but not you
on hiccough, thorough, slough and
through.
Well done! And now you wish, perhaps,
To learn of less familiar traps?
A moth is not a moth in mother,
Nor both in bother, broth in brother.
And here is not a match for there,
Nor dear and fear for bear and pear,
And then there's dose and rose and lose -Just look them up -- and goose and choose,
And cork and work and card and ward
Beware of heard, a dreadful word
And font and front and word and sword.
That looks like beard and sounds like bird. And do and go and thwart and cart -And dead; it's said like bed, not bead.
Come, come, I've hardly made a start.
For goodness sake, don't call it deed!
A dreadful language? Man alive,
Watch out for meat and great and threat,
I mastered it when I was five.
(They rhyme with suite and straight and
debt)
Comprehension
Comprehension is HUGE!
And there are many things we need to teach our
students to help them comprehend
Strategies (e.g. The Wine Shop)
Big picture ideas (themes, character
motivation, main idea)
Story elements (text structure, character, plot,
setting, problem/solution)
Text Features (headings, table of
contents,glossary)
Genres (narratives, biographies, poetry
anthologies, etc.)
Literary Devices (p. 272 of Tompkins - tone,
hyperbole, imagery, symbolism)
Content area literacy (how to communicate
your mathematical or scientific thinking,
vocabulary, navigating a textbook, etc.)
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Comprehension Interactions
Sociocultural
Context
Reader
(Applegate)
Text
(Tompkins, Chap 8)
Activity
(Gibbons)
Profiles in Comprehension
 At your tables, take a few minutes to discuss:
 Which of the profiles stood out to you as one that you
recognized from your classroom? Describe that
student - what makes them fit within that profile?
 What might you do to aid that student’s
comprehension?
 Whole group
 What type of texts do you see used in your
classrooms?
 What type of activities?
Comprehension Instruction Strategies
 In groups of 3-4 you will examine one of the profiles in
comprehension and some instructional interventions to use with
that profile
Access this Wiki:
www.ComprehensionInstructionStrategies.pbwiki.com
Follow the directions on the Front Page of the Wiki
Group 1: Literalists - Gina, Janie, Lindsay P., Katalin
Group 2.: Fuzzy Thinkers - Liz, Ally W., Lyndsay B.
Group 3: Left Fielders - Rachel W., Alison B, Katie K.,
Shannon
Group 4.: Quiz Contestants - Andrea, Melissa, Mandy, Lauren
Group 5: Politicians - Sara, Tiffany, Colleen G.
Group 6: Dodgers - Julie, Rachael, Colleen C.
Group 7: Authors - Tim, Lisa, Kati H.
Group 8: Minimalists - Brandon, Paula, Jessica
BREAK
RETURN AT 10:57
Agenda
Agenda Overview (3 min)
Housekeeping (17 min)
Announcements
Lesson plan assignment, participation logs
Coming Attractions
Comprehension Discussion(65 min)
Mini-lecture (10 min)
Profiles in Comprehension (20 min)
Exploring Instructional Strategies (30 min)
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Book Club (60 min)
More housekeeping (25 min)
Participation rubrics, Field integration, Lesson
plan discussion
Book Club Program Components
Book Club Discussion Groups
Reading
Writing: Reading Logs
& Think Sheets
Instruction
Community
Share
Ways to Organize Book Club
Theme-based unit focused on one book
Author Study exploring a book set
Multi-book unit focused on a theme or
central question
Roles vs. Response-Based
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Teaching Comprehension Strategies
during Book Club
Activating prior knowledge
Building new knowledge as needed
Making intertextual connections
Developing vocabulary concepts
Predicting
Drawing on
Background
Knowledge
Summarizing
Synthesizing
Sequencing
Analyzing literary elements
Visualizing
Using knowledge of texts
Making inferences
Text Processing
Distinguishing important information
Monitoring
Evaluating and adjusting predictions
Asking questions
Clarifying
Writing during Book Club
Reflecting on Reading
Gathering and Organizing
Information
Practicing Literary
Forms
Sharing Ideas with
Others
Personal, creative, critical
responses
Response logs
Journals
Note taking
Graphic organizers
Inquiry questions
Genres
Author’s craft
Reports
Essays
Projects/interpretations
Electronic mail
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Guiding Principles of Book Club
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1. Language is fundamental to thinking: making
personal connections with books through
meaningful conversations
2. Literature is the disciplinary content of the
reading program: a vehicle to explore who we
are as people, as a culture, as a society
3. School-based literacy education should prepare
students to live and work in a diverse society
Book Clubs with Roles
Discussion Leader
Responsible for keeping students on task
Usually combined with another task
Connector
Makes connections with self, other book, world
Questioner
Write questions about book (open-ended)
Literary Luminary
Pick quotes or passages
Puzzling, powerful, funny important
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Book Clubs with Roles
 Illustrator
 Draw what picture in head as read
 Word Wizard
 Find confusing, interesting, special words
 Look them up
 Summarizer
 Writes summary of readings
 Researcher
 Learn background information related to book
 Scene Setter
 Keep track of where and when scenes take place
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Today’s Book Club
 4 minutes: Write a response to what you’ve read so far - This could
include: Compare/contrast with other texts; Favorite/least favorite character; Visualization;
Character map; Special part of story; Questions for my group; Interpretation; Prediction;
Feelings; Sequence map; Summary/retelling; Author’s craft; Critique; Title explanation
 16 minutes:
 Discuss with your group your response to the book as a reader
 Discuss with your group your response to the book as a teacher
 5 minutes: For next class:
 You each will need to pick a role so that you are reading with a purpose (look
through the Role Sheets to decide)
 Decide where you will read up to - you need to be finished by April 6
Groups:
 Feathers: Lindsay P., Paula, Mandy, Katie K., Tim
 Out of the Dust:Ally W., Lauren, Shannon, Melissa, Lisa
 The Watsons Go to Birmingham: Rachel W., Andrea, Alison B., Tiffany
 Number the Stars:Liz, Julie, Gina, Rachael A., Sara
 Scorpions: Brandon, Katalin, Janie, Lyndsay B.
 The Breadwinner: Kati H., Colleen C., Kelley, Jessica, Colleen G.
Agenda
Agenda Overview (3 min)
Housekeeping (17 min)
Announcements
Lesson plan assignment, participation logs
Coming Attractions
Comprehension Discussion(65 min)
Mini-lecture (10 min)
Profiles in Comprehension (20 min)
Exploring Instructional Strategies (30 min)
Book Club (60 min)
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More housekeeping (25 min)
Participation rubrics, Field integration,
Lesson plan discussion
Alternative Assessments
Ways to get students’ input:
Evaluations of the class
Student self assessment on rubrics
Questionnaires/Interest Surveys
Today, we will:
Assess ourselves on the participation rubric
Complete an interest survey for topics to bring
in from our field placement