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RDNG 413 Comprehension Strategies Across Disciplines

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Bethany Gibbs

on 1 April 2014

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Transcript of RDNG 413 Comprehension Strategies Across Disciplines

Visualizing: Being able to produce and organize information and data in graphic organizers or charts and tables
Determining Importance: Explicit instruction of the features of nonfiction text
Questioning: Interpreting data
Inferring: Making predictions/hypotheses when doing experiments
Synthesizing: Using an observation journal to write about the "big picture" or conclude data
Activating Background Knowledge: Doing Picture Walks to explicitly teach vocabulary or comparing actual events with the scientific information present

Comprehension Strategies in Literacy
How To Broaden Strategy Use
- Students must own the strategies they use if they are to be applied across disciplines and texts.

Modeling and the Gradual Release Model help equip students to use these strategies.

Visualizing- Visualize a historical account of a major battle in a war
Inferring- Looking at a historical portrait and drawing information from what they see
Synthesizing- Comparing and contrasting multiple texts about the same subject and arguing in defense of the topic

Comprehension !
Comprehension of text in all disciplines
Reading is Thinking
- reinforce concepts of reading as a meaning making process
- help students be metacognitive

Common Core supports discipline specific conversations across all content areas
- literacy is a part of the learning we do in all subjects

Create an engaging environment that is
rich in textual talk
Comprehension Strategies Across Disciplines
Monitor and Navigate Texts
Students must know the differences in texts they will find across content areas and which strategies are effective in them.
Questioning- Considered one of most effective strategies for history instruction. Example: History Frames/ Story Maps
Determining importance- Test sources against other sources to measure validity “as well as contextualization within a time and place and comparison to conditions and events in other parts of the world at the time the document was created.”

Works Cited
Not commonly thought of as requiring in depth comprehension strategies
NCTM considers math a language and form of communication
a means of communicating numerical value
through unique symbols, equations, and meaning
Universal or cross-cultural?
Reading a wide-variety of mathematically centered or related texts in classroom will help generate lifelong learning and interest in reasoning mathematically.
Reading to:
Make public (present)
Get example
Generate something new
Categories of Reading in Math

Read and understand the text/problem
To define vocabulary
To interpret and understand word problems;
Problem solving,
Critical thinking
create word problem scenario or visualize numbers

Determining importance:
determine importance based on the outlook of the word problem. An essential skill when reading through word problems
What info is relevant to the problem?
: making predictions of meaning of words or scenarios based on known words, information and context
Predict possible solutions
Making Connections
Visualizing & Inferring
Determine Importance
- A bridge between our experiences and the text.

- Using personal experiences to construct meaning

- Nudges students into thinking about bigger issues

- When our students ask questions, we know that they are self-monitoring and interacting with the text.

- Authentic questions

- Think aloud
- Movie in the mind

- Visualizing personalizes reading

- Inferring = background knowledge + text clues
- Most commonly introduced through nonfiction

- Highlighting

- What does the
author think is important?
- Pick out most important info and merge with thinking to create a response that is personal and factual

- Synthesizing incorporates multiple strategies
Background Knowledge-Compare story or events with those in their own lives

Why reading comprehension in math?
Establish purpose and
connect to background
Monitor comprehension
Set goals
Think about what one already knows
Ask questions
Make predictions
Test predictions against the text

Generic Reading
Discipline-Specific Reading
Build prior knowledge
Build specialized vocabulary
Learn to deconstruct complex sentences
Use knowledge of text structures and
genres to predict main and subordinate ideas
Map graphic (and mathematical) representations against explanations in the text
Pose discipline relevant questions
Compare claims and propositions across texts
Use norms for reasoning within the discipline (i.e. what counts as evidence) to evaluate claims
Use strategies to
repair understanding
and create meaning
Question, analyze, and synthesize information from the text to form a deep understanding
Make connections or schema:

connect the meaning of the problem with prior knowledge necessary to understand and complete the assignment
past formulas, equations, problems (used often)
Asking Questions
appropriate questions about missing elements or how to solve a problem
What are we trying to find? What do I know?
using the problem to dig for deeper meaning about the strategy or concept used to solve the word problem and tie it to real world situations
We want students to be able to understand mathematics problems so they build confidence which brings interest in reading and thinking critically about mathematics for a lifetime
Practice Reading Cycle.
Strategies in Science
"60% of text that students read or listen to should be nonfiction" -Terri Sessoms
These designs should encompass the following:
1. content goals used explicitly during reading comprehension instruction
2. interesting and engaging texts
3. choices for students in the topics and texts
4. collaboration with other students for learning from science texts
5. real-world experiences or hands-on activities related to the topics
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