Bringing Students and
Texts Together
Chapter 10
By Dawn Oliver
Chapter 10 Overview
 SOCIOCULTURAL CONTEXT FOR READING COMPREHENSION
- Reading Engagement
- What Affects Reading Engagement?
 DESIGNING AND PLANNING TEXT LESSONS
- B-D-A instructional framework
 DESIGNING AND PLANNING UNITS OF STUDY
- Thematic/Conceptual Unit Structure Using:
a. Inquiry/Research Emphasis
b. Multiple Text Emphasis
 DESIGNING AND PLANNING COLLABORATIVE INTERACTIONS
a. Cooperative Learning Groups
b. Small-Group Processes
TEXT
ACTIVITY
Reading Comprehension
READER
SOCIO-CULTURAL CONTEXT AFFECTS WHAT HAPPENS IN
CLASSROOM:
1. What types of learning that happens
2. Environment of classroom 3. amount of comprehension of content
ENGAGED READERS and WRITERS
ARE:
READER
Socially
Interactive
Motivated
Knowledgeable
ACTIVITY
strategic
TEXTS
Reading is a Purposeful Activity
Reading Activities take into account:
 Purposes for reading
 Processes that engage readers to accomplish
tasks at hand
 Consequences of activity
DESIGNING AND PLANNING TEXTCENTERED LESSONS
Connect content area learning
Provide a blueprint for action
Engaged learning is often the result of
well-designed and well-planned lessons
and units of study
LESSON PLAN FORMATS
Vary between school districts
Align with same State standards or local
standards
Effective Lessons = Well Planned lessons
We are learning lesson plans extensively, so
I will not cover the material much.
B-D-A Instructional Framework
Instructional
Sequence
Rationale
Before
Reading
To establish
purpose,
activate
background,
sustain
motivation, and
provide direction
During
reading
To guide an
active
search for
meaning
After
Reading
To extend
and
elaborate
ideas from
the text
B-D-A Instructional Framework
Before Reading
During Reading
After Reading
Guidelines that guide the search for
meaning during reading.
Students need to be shown how to think
with texts.
Motivating student interest in learning
BEFORE READING
Build and activate prior knowledge for a
lesson
- Asking questions like: What does yesterday’s
lesson have to do with today’s?
Presenting key vocabulary and concepts
3 key questions:
1. What keywords will students need to understand
2. Are all the terms equally important?
3. Which new words carry heavy concept loads?
DURING READING
Activities created to help students recognize
the important parts of a text assignment
AFTER-READING
After reading activities create a structure
that refines emerging concepts
They also help clarify and elaborate on
ideas encountered before and during
reading
Examples of activities for B-D-A
1.
2.
3.
4.
5.
6.
Admit Slips
Selected Reading Guides
Reading Road Map Guide
Cause-Effect Study Guide
Compare-Contrast Study Guide
And more…
What constitutes a text?
Lets Brainstorm:
Types of texts
Text books
Television shows
Movies
Novels
Video games
internet
Others…
MULTIPLE-TEXT EMPHASIS
See figure 10.10 (p. 360)
 Extends Conceptual base through differentiated
assignments
 We are living in the age of boundless
information
 To learn and craft researching techniques, one
needs to research various textbooks and forms
of text
 Get different view points on same subject or
different approach to describe a technique or
subject
GOING BEYOND THE TEXTBOOK
Inquiry/Research Emphasis in Unit Study
- Best if students are guided through process
- Students use human resources to conduct
inquiries , like interviews
- Students gather, evaluate, and synthesize data
from a variety of sources to communicate their
discoveries in ways that suit their purpose or
audience
- Fosters variety of reading to answer student
initiated question
STAGES OF INQUIRY PROCESS
1.Searching for Ideas
2.Gathering and Sifting information
3.Finding a Focus
4.Building Momentum
5.Rethinking and Revising
6.Reaching an Audience
COOPERATIVE LEARNING STRATEGIES
1.Jigsaw Groups
2.STAD – Student Teams Achievement
Divisions
3.Learning Circles
4.Group Investigations
5.Group Retellings
SMALL GROUP PROCESSES (things
that affect learning comprehension)
1.Group Size
2.Group Composition
3.Group Goals and Tasks
4.Positive Interdependence
5.Group Roles and Division of Labor
DESIGNING AND PLANNING
COLLABORATIVE INTERATIONS
Goals of Cooperative Learning:
1.To foster collaboration in a classroom
context
2.To develop students’ self-esteem in the
learning process
3.To encourage the development of positive
group relationships
BRIEF DESCRIPTION OF COOPERATIVE
LEARNING STRATEGIES
JIGSAW
1. The class is divided into heterogeneous groups
of 3-6 members
2. Each member of the group is required to
become an expert of one topic to teach the
other members of the group
3. After each member researches or comes up
with a list of information need to teach the other
members, the members meet in temporary
topic groups to share their findings and
knowledge
4. Members return to their original groups to teach
the group what they learned.
STAD
1. Teacher introduces a topic of study to whole
class, presents new information, then divides
the class into heterogeneous 4-member groups
of high-average-and low achieving students
2. The goal of the team is to master the content
presented
3. Team members help each other by discussing
the material, problem solving, comparing
answers, etc.
4. Students will take periodic quizzes or
assessments given by teacher following the
team study.
LEARNING CIRCLES (Similar to STAD)
- General name for cooperative interdependence
activities
Examples: (discussed in previous chapters)
1.
2.
3.
4.
Brainstorming
Prediction
Problem solving
Mapping
5. Study strategies
GROUP INVESTIGATION
Is pretty much how it sounds. It is a group
research project and presentation
Group Retellings
Show the importance of conceptually related
readings.
Process:
1. Students of the group each have the same topic,
but read from different sources
2. Groups are mixed abilities
3. Everyone comes back together as a group to
discuss findings or they can come up with a
group consensus of one definition or explanation
as a group collaborating their findings.
4. Everyone should take turns listening to each
others findings.
BRIEF DESCRIPTION OF SMALL GROUP
PROCESSES
GROUP SIZE
Should be just large enough to include all
the skills necessary to solve a problem or
complete a task.
GROUP COMPOSITION
Factors that effect choice of Group
Composition:
Experimental and social backgrounds
Interests
Attitudes
Personality
All contribute greatly to success of a
cooperative group
GROUP GOALS and TASKS
Conditions of task and Criteria for task(s)
need to be clearly explained so all group
members understand
How goals and paths to the completion of
task(s) are perceived can affect the
amount and quality of team member(s)
involvement
POSITIVE INTERDEPENDENCE
Crucial to group cohesiveness
Keeps groups working cooperatively, not
competitively
Group members need to work together
rather than independently
Small group learning has been proven to
have positive effects on academic
achievement and social relationships
GROUP ROLES and DIVISION OF LABOR
Division of labor is important in group
activities
It is important that all team members are
accountable for their assigned tasks
THAT’S ALL FOLKS!!!
ACTIVITY-STRATEGY DEMO of GROUP
RETELLING
1. Put students in groups of 4 persons each
2. Each member in the group has same topic
3. Direct students to study their specific topic
4. Finally, have students return to their original groups to
teach others in the group of their mastery of the subject.
5. Students should take turns to listen to each others
comments before giving input and other ideas
Possible Topics for Mathematical
Problem Solving
1.Drawing a Picture
2.Breaking up the Question
3.Substituting Simpler Numbers
4.Making a Table
5.Finding and Deleting Unnecessary
Information
PROMPT SHEET:
Things to think about while researching:
 Description of strategy’s
 What type of problem solving strategy is
it?
 Give examples of methods
 What type of problems would this
particular method be useful?