Welcome to Class 7-14
Please:
• Select a card and find the table where
your card fits with the Word Analysis
Strategy listed on the table tent.
• Start the RICA review
RICA Review
• RICA Review…
• You know the drill!
Comprehension I
ED LA320
Class 7
October 20, 2014
Literacy Assessment
Chapter 3: Comprehension
For beginning/fluent readers:
CLOZE
Lit Assessment-Chapter 3
Comprehension – Beginning and FluentReaders
 2 Cued Retellings
• Reading: aloud/silently
• Reading: familiar/unfamiliar text
• Reading: narrative/expository text
 CLOZE
Out of my Mind– CLOZE procedure
The story is Out of my Mind
by Sharon M. Draper
The strategy/activity is cloze. This can be
an instructional activity or used for
assessment purposes.
Out of my Mind
by
Sharon M. Draper
Cloze
Directions: Fill in one word per blank to
complete the passage so that it makes sense.
Description of Cloze
• In a cloze procedure (Taylor, 1953), students
read material from which every nth word
has been deleted, after the first complete
sentence is replaced with a blank.
• The goal is to see how accurately students
can use syntax and semantics to figure out
appropriate words for the blanks.
• This indicates the extent to which readers
are able to follow and make sense of the
passage.
Literacy Assessment
• Choose a piece of text (using the same
procedure as you used for the running record
and cued retellings).
• It might come from the same book/story, but
should be a different portion of the text.
• The length of text will depend upon the student
with whom you are working. If you are working
with a younger student, consider a shorter piece
with fewer deletions. If working with a more
fluent reader, a text with approximately 15-20
deletions is usually a good length.
Cloze Procedure
• Copy the portion of text selected.
• Keep intact the first and last sentences.
• Randomly choose one of the first five words
in the second sentence. Beginning with this
word, delete every nth word (e.g., every 5th
word, 6th word, or 7th word).
• Replace each deleted word by a blank of
uniform length.
Cloze Procedure
• Ask the student to fill in each of the blanks
with a word that makes sense. Reassure
him/her that there is no one right answer.
• For some students, this will be challenging
(particularly if this is a new experience). If
this is the case, you may want to try again
and provide a bit more information (delete
fewer words, delete only content words,
leave the beginning letters of the deleted
words intact, etc.).
Assessment considerations
Pay attention to the strategies the student uses.
•
What can you say about the student’s sentence-level comprehension?
What is your evidence?
•
What can you say about the student’s vocabulary development? Cite
evidence.
•
Is there evidence to suggest that the student is willing to take risks?
•
Does this student use context clues to fill in the blanks? Cite evidence.
•
Do the replaced words retain the meaning of the sentence? Of the
passage? Cite evidence.
•
Do the replaced words retain the meaning of the sentence? Cite evidence.
•
How does this information support/refute what you learned from the other
reading assessments? Cite evidence.
•
What do this student’s responses tell you about his/her strengths/needs in
reading? Cite evidence.
•
How does this information correspond to the work the student does on a
daily basis in the classroom?
Cloze Procedure
• Estimate the level of this text for this
particular student:
– Independent =
• More than 60% of the words replaced with words that
make sense
– Instructional =
• 40-60% of the words make sense
– Frustration =
• Below 40% of the words make sense
Comprehension
Factors that Influence
Comprehension
• Reader
• Text
• Situation or Purpose
Factors that Influence
Comprehension
• The reader
–
–
–
–
–
–
Background knowledge
Noticing cues in text
Fluency
Comprehension strategies
Motivation
Purpose
Factors that Influence
Comprehension
• The text
– Structure and Organization
– Genres
– Features
• Symbolism, tone, headings
– Content and Vocabulary
Factors that Influence
Comprehension
• The situation or purpose
– Aesthetic (reading for pleasure)
– Efferent (reading for information)
Assessment
vs.
Checking for Understanding
Comprehension
Strategy
text
Assessment:
comprehension
strategy
√ ing for
understanding
- Ann Lippincott
Assessment
vs.
Checking for Understanding
text
√ ing for
understanding
This is the purpose of the 1st read of
a close reading.
Close Reading
• Common Core Standards empahsize
close reading of a variety of high
quality texts.
• Close reading involves multiple
readings of a text to figure out:
– What the text conveys
– How the text conveys it
– What the text means
Close Reading
• Close reading is an outcome, not an
instructional technique.
• Focus is on
–
–
–
–
–
Meaning
Word choice
Author’s purpose
Mood
Point of View
NOT on accuracy & speed!
Out of my Mind
by
Sharon M. Draper
Close Reading – 1st read
• Figuring out what text conveys
• The story elements of narrative texts
• The main ideas of informational texts
– Who’s the story about?
– How do you know?
– What’s the story about?
– How do you know?
– What is the key idea so far?
Close Reading – 2nd read
• Figuring out how the text works
– Why do you think the author chose to write from
Melody’s point of view?
– Why do you think the author uses short
sentences, even though Melody knows lots of
words?
– What words or phrases helped you visualize
Melody and her situation?
– Why is it important for us to know Melody’s
name?
Close Reading – 3rd read
• Figuring out what the text means
– How does this text inform how you think
about someone with a disability?
– What do you think the author wants us to
feel toward Melody?
– What is your evidence from the text?
Close Reading – 4th read
• Evaluating the text
– What do you think about the author’s
writing style?
– How does this text compare to others you
have read about characters who have
disabilities?
– Would you recommend this book to
someone else? Why/Why not?
Assessing ELA Content
Comprehension
Strategy
Assessment:
comprehension
strategy
Comprehension
• Premise: Readers will improve
comprehension if they have a
repertoire of cognitive and metacognitive strategies they can employ
when interacting with texts.
Comprehension Strategies
• Comprehension Strategies are
processes readers engage in for the
purpose of better understanding and
remembering what they read. They are
flexible, and applied to a variety of
texts.
• D. Pearson, 1992
• Tompkins, pp. 253-254 (6e)
Comprehension Strategies
Group Presentations
Next week…
Comprehension Strategies
• You have drawn a comprehension strategy.
• You will be working with others who have
chosen the same strategy.
• You will have 10 minutes (maximum) to
present information on the strategy.
• A web link to resources is on the course
website under Class 7. We will also email
additional information. These are a
beginning; you will need to augment.
Website with Resources for
Comprehension Strategies
Comprehension Strategies
At this time, please go to the Google doc link
found under Class 7 to list your name &
email address under the comprehension
strategy you have chosen.
Comprehension Strategies
• Name of strategy
• Definition - what it is
– Key features of this strategy
• Connection to Common Core State Standards
• What you propose to do to teach (+ citations)
– Day One
– Day Two
– Day Three
– Day Four
• Possible considerations for adaptations
• Academic language – sentence frames
Comprehension Strategies
1. Making Predictions
1. Questioning
1. Making Connections
1. Drawing Inferences
1. Visualizing
1. Identifying What’s Important
1. Summarizing
Demonstration
Comprehension
Strategy:
Making Predictions
Disclaimer!
Your presentation
will not contain
demonstrations
Making Predictions:
Definition
• By making thoughtful predictions
about what will happen in the text,
readers establish a purpose for reading
(other than to answer someone else’s
questions). As they read, they confirm
and/or revise their initial predictions,
based on new information in the text.
Making Predictions:
Key Features
• Why this strategy is important:
– Readers set a purpose for reading and become more
engaged in the reading experience.
– They read to find evidence to support their predictions.
• Ways to teach:
– Directed Reading Thinking Activities (DRTA)
• Tompkins, pages 263 (6e)
• Adaptations:
– Must be taught how to make predictions
• What’s in the Bag?
• Hole in the Picture
Common Core State
Standards – Reading
– RL.K.10b and RI.K.10b
• Use illustrations and context to make
predictions about text.
– RL.1.10b and RI.1.10b
• Confirm predictions about what will happen
next in a text.
Academic Language
• Forms:
– Prediction, evidence, support, revise
• Functions:
– Making prediction
– Citing support
• Sentence Frames:
– I predict _____ because _____.
– My evidence is _____.
– I revise my prediction because _____.
Making Predictions
• Day 1:
– What’s in the Bag?
• Day 2:
– Hole in the Picture
– DRTA - unknown word
• Day 3:
– DRTA - text 1
• Day 4:
– DRTA - text 2
Day One
What’s in the Bag?
Hole in the Picture
Day One
Hole in the Picture
Hole in the
picture:
Numbered Post-its
covering picture
Day Two
Unknown Word DRTA
Unknown DRTA
• I was really mad. All of the ____ was
missing.
• It used to be in a box on my desk.
• But not one piece was there now.
• Who could have taken it? I had baked that
_______ my self.
• It was whole wheat.
• I had wanted to make a sandwich for my
snack.
Day Three
DRTA - Text 1
Dog Breath by Dav Pilkey
-Thanks to Lara Jacobs, MST 2011
Day Four
DRTA - Text 2
Application of new
Learning and
Assessment
DRTA
Procedures
DRTA question prompts
Prediction
What do you think will happen?
What do you think this will be about?
Confirmation
Why?
What is your evidence?
Read the sentence that supports that idea.
Consensus
Do you all agree?
DRTA
• Potential Problems
– Selecting stopping points
•Divergent thinking
– Encouraging disagreement
•Divergent opinions
– Getting students to cite
evidence
– Maintaining neutrality
– Predictions are not “right”
DRTA Considerations
• Level of text
– Should be at students’ independent reading
level
• Appropriateness for predictions
• Recording predictions
• Grouping considerations
– individual, pairs, small groups
Comprehension Learning
Segment (CLS)
Fall Take Over
edTPA
Comprehension Learning
Segment (CLS)
• You will select one comprehension strategy
that you will (most likely) teach across your
4-day Take Over.
• This series of lessons can focus on a
comprehension strategy for listening or
reading, depending on the developmental
level(s) of your students.
Comprehension Learning
Segment (CLS)
• This assignment will be part of the edTPA. It is
designed to address the PLANNING component of
edTPA.
• If you want feedback on your CLS draft, it will be
due November 10 (holiday) or 17. This is so we can
give you feedback in a timely manner.
– Submissions can be an outline of the 3-4 day
sequence of lessons or lesson plan drafts
– This FB will have a different focus than that
which you will receive from your CT or site
supervisor.
Comprehension Learning
Segment (CLS)
• MST will most likely teach the
comprehension lessons during take over.
• Final draft is due via GauchoSpace on
December 17, 2014 @ 5:00 p.m.
• All CLS documents/resources can be found on
GauchoSpace instead of the website due to
edTPA privacy requirements.
Comprehension Learning
Segment
• In the next few weeks, begin the
conversation with your CTs regarding
which comprehension strategy would
be most appropriate for your students.
Comprehension Learning
Segment
• Next week, you will receive a
worksheet that is designed to help you
as you begin to plan your
Comprehension Learning Segment
(CLS) with your Cooperating Teacher.
Homework
Read:
• Tompkins Chapter 9: Promoting Comprehension:
Text Factors (pp. 288-310)
• Whatever you need to read for your presentation
Do:
• HW Reading Guide – Chapter 9 (on Website)
• Word Analysis Lesson Plan assignment (3-6+ESC)
due Oct. 27
• Prepare Comprehension Strategy Presentation
Comprehension Strategies
• Name of strategy
• Definition - what it is
– Key features of this strategy
• Connection to Common Core State Standards
• What you propose to do to teach (+ citations)
– Day One
– Day Two
– Day Three
– Day Four
• Possible considerations for adaptations
• Academic Language