e r lite ra l questions. A n swerin g literal qu estion s is th e lowest level of com p .... âWhat I've Learned about
Learning is a consequence of thinking. This sentence turns topsy-turvy the conventional pattern of schooling. The conventional pattern says that first students acquire knowledge. Only then do they think with and about the knowledge they have absorbed. But it is really just the opposite: Far from thinking coming after knowledge, knowledge comes on the coattails of thinking. As we think about and with the content we are learning, we truly learn it. Knowledge does not just sit there. It functions richly in people’s lives so they can learn about and deal with the world. From Smart Schools: Better Thinking and Learning for Every Child
by David Perkins 1992 New York: Free Press
Comprehension = Understanding
Comprehension Continuum
Answering literal questions is the lowest level of comprehension. Shows that the learner can skim and scan for answers, pick one out that matches the question and has short term recall. Does not demonstrate understanding.
Retell
Retelling the events of a story shows that the learner can organize thoughts sequentially and has short term recall of fragments of information. Does not demonstrate understanding.
Merge thinking with content
Real understanding takes root when learners merge their thinking with the content. Understanding begins here.
Acquire knowledge
Once learners have merged their thinking with the content, they can begin to acquire knowledge. Shows understanding.
Gain insight
As we acquire knowledge and think about what we are learning, we have new insights and understandings.
Actively use knowledge
With new insights and understandings, learners can actively use knowledge, applying what they have learned to the experiences, situations and circumstances in their daily lives to further expand understanding.
Knowledge does not just sit there. It functions richly in people’s lives so they can learn about and deal with the world. David Perkins 1992
Answer literal questions
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Oral Language
Writing
Reading
Social Studies
Science
Math
(Lit study, genre study, text structure, etc.)
Language Arts
Strategies for Active Reading Active Readers:
Monitor Comprehension listen to their inner voice and follow the inner conversation, notice when meaning breaks down and/or mind wanders leave tracks of their thinking by jotting thoughts when reading stop, think and react to information talk about the reading before, during and after reading respond to reading in writing employ “fix up strategies” ---reread for clarification, read on to construct meaning, use context to break down an unfamiliar word, skip difficult parts and continue on to see if meaning becomes clear, check and recheck answers and thinking, examine evidence .
Activate and Connect to Background Knowledge refer to prior personal experience activate prior knowledge of the content, style, structure, features and genre connect the new to the known- use what they know to understand new information merge their thinking with new learning to build knowledge base activate their schema to read strategically
Ask Questions wonder about the content, concepts, outcomes and genre question the author question the ideas and the information read to discover answers and gain information wonder about the text to understand big ideas do further research and investigation to gain information 4
Infer and Visualize Meaning use context clues to figure out the meaning of unfamiliar words draw conclusions from text evidence predict outcomes, events and characters’ actions surface underlying themes answer questions that are not explicitly answered in the text create interpretations based on text evidence visualize as well as hear, taste, smell and feel the words and ideas
Determine Importance sift important ideas from interesting but less important details target key information and code the text to hold thinking distinguish between what the reader thinks is important and what the author most wants the reader to take away construct main ideas from supporting details choose what to remember
Synthesize and Summarize take stock of meaning while reading add to knowledge base paraphrase information move from facts to ideas use the parts to see the whole--read for the gist rethink misconceptions and tie opinions to the text revise thinking during and after reading merge what is known with new information to form a new idea, perspective, or insight generate knowledge (Harvey and Goudvis 07)
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The Components of Active Literacy Reading, writing, drawing, talking, listening and investigating to engage in the world of issues and ideas, to enhance understanding, to build and actively use knowledge and to develop insight. Talking and listening to each other Having a conversation—“Literacy floats on a sea of talk.” (Britton 1970) Sharing thinking and learning with others Discussing, agreeing, disagreeing, debating
Reading to construct meaning
Noticing and thinking about the inner conversation Activating background knowledge and thinking about new learning Asking authentic questions Inferring to surface big ideas and themes Determining importance and synthesizing information Stopping, thinking and reacting to information and ideas
Responding to reading by talking Connecting personal experience and ideas to the text Wondering and thinking inferentially Creating a common language for talking about what we read and think
Constructing meaning through writing and drawing Writing and drawing to merge our thinking with information Making thinking visible Surfacing big ideas and themes
Writing and drawing to discover and explore thinking Learning information, building new knowledge and organizing it Expanding thinking and ideas—inferring and interpreting Creating original ways to represent learning
Investigating and doing further research
Exploring topics of our own choosing; gathering information Asking and answering significant questions Summarizing and synthesizing information Sharing learning to bring it to life Harvey and Goudvis 2006
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THE BOOK IS THE GREATEST INTERACTIVE MEDIUM OF ALL TIME. YOU CAN UNDERLINE IT, WRITE IN THE MARGINS, FOLD DOWN A PAGE, SKIP AHEAD. AND YOU CAN TAKE IT ANYWHERE. MICHAEL LYNTON
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Three Principles of Reading Achievement
The Reading Principle---Readers must read extensively in text they can and want to read. The more kids read the better they read. “Reading volume—the amount students read in and out of school—significantly affects the development of reading rate and fluency, vocabulary, general knowledge of the world, overall verbal ability and last, but not least, academic achievement”. (Cunningham and Stanovich 1998 a and b) So we need to have text on a wide range of topics and on many levels readily accessible for the kids in our classrooms. (Allington 2005) Readers need a multi-source multi-genre curriculum if they are to read and understand.
The Response Principle---Readers must have opportunities to respond to their reading by talking, writing and drawing about their reading. The best way to better understand what we read is simply to talk about it. We must increase the amount of purposeful student-to-student talk in our classrooms. (Allington 2002) Book clubs, Lit Circles (Daniels 02) Read Write and Talk (Harvey and Goudvis 05) all provide opportunities for readers to talk and write about their reading. Writing in relation to reading leads to improved literacy achievement. And don’t forget authentic artistic response for those who want to draw, sing, act etc.
The Explicit Instruction Principle—Readers need explicit instruction in the strategies to decode text as needed. They do not need phonics instruction if they can already read. And they need explicit instruction in the strategies to comprehend text. (Pearson et al 1992, Keene and Zimmerman 2007 Harvey and Goudvis 2007) Teachers need to make their thinking visible by modeling how they use a strategy and then give kids time to practice collaboratively and independently. “The critical role of reading widely cannot be overemphasized. Many parents, administrators, and teachers still believe that literacy is primarily a matter of skill instruction. The importance of practicing, using and “living” literacy is often overlooked. Perhaps this is partly because we live in a society that does not always practice the literacy it preaches and supposedly values—libraries are underfunded, television is the predominant source of entertainment and information and 70% of all reading is done by only 10 % of the population. (Sanders 1994) We know that parents, teachers, and communities can dramatically affect how much children read.(Gambrell, 1996) But we also know that a relatively simple intervention—reading---can have a powerful effect on students’ comprehension, thinking knowledge of the world, and choices in higher education and life careers.” (Shefelbine 1998) In short , we need to build in a ton of time for our kids to read, just plain read. We need to show them how and then let them read. As Harvey Daniels says, “Why not just have kids go, choose a book, read it, talk to someone about it and then get another one?” Worksheets don’t help. But thinksheets do--graphic organizers, post-its, margin annotations-give readers a place to work out their thinking so they can learn, understand and remember. Reading, talking, writing and thinking are what are kids need to be doing. Just plain reading and giving kids time to respond to text will make all of the difference.
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Allington, Richard. “What I’ve Learned about Effective Reading Instruction” Phi Delta Kappan, June 2002: 741-747 Allington, Richard (2005) What Really Matters for Struggling Readers (2nd Ed): New York: Allyn and Bacon Cunningham. A. and Stanovich, K. (1998) “What Reading Does for the Mind.” The American Educator. (Spring/Summer 1998): 8-15 American Federation of Teachers Daniels, Harvey (2002) Literature Circles (2nd Ed) Portland, ME: Stenhouse Gambrell, L.B. Creating Classroom cultures that foster reading motivation.” The Reading Teacher. 50, (1996): 235-262 Harvey, Stephanie and Anne Goudvis (2008) The Primary Comprehension Toolkit. Portsmouth NH: Heinemann -------- (2007) Strategies That Work 2nd ED. Portland ME: Stenhouse ---------(2005) The Comprehension Toolkit. Portsmouth NH: Heinemann Keene, Ellin and Susan Zimmermann (2000) Mosaic of Thought 2nd Ed. Portsmouth ME: Heinemann Pearson, P. David, J. A.Dole, G.G. Duffy, and L. R. Roehler. 1992. “Developing Expertise in Reading Comprehension: What Should Be Taught and How Should It Be Taught?” In What Research has to Say to the Teacher of Reading, ed I J. Farstrup and S. J. Samuels, 2nd ed Newark, DE: International Reading Association Sanders, B.(1994) A is for Ox. New York: Vintage Books Shefelbine, J. (1998) Academic language and literacy development. Paper presented at the 1998 Spring Forum on English Language Learners, Sacramento, CA. (Harvey 08)
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The Voice You Hear When You Read Silently is not silent, it is a speakingout-loud voice in your head: it is spoken, a voice is saying it as you read. It’s the writer’s words, of course, in a literary sense his or her “voice” but the sound of that voice is the sound of your voice. Not the sound your friends know or the sound of a tape played back but your voice caught in the dark cathedral of your skull, your voice heard by an internal ear, informed by internal abstracts and what you know by feeling, having felt. It is your voice saying, for example, the word “barn” that the writer wrote. but the “barn” you say is the barn you know or knew. The voice in your head, speaking as you read, never says anything neutrally-some people hated the barn they knew, some people love the barn they know so you hear the word loaded and a sensory constellation is lit: horse-gnawed stalls, hayloft, black heat tape wrapping a water pipe, a slippery spilled chirr of oats from a split sack, the bony filthy haunches of cows… And “barn” is only a noun-no verb or subject has entered into the sentence yet! The voice you hear when you read to yourself is the clearest voice: you speak it speaking to you.
Thomas Lux-- New Yorker 7/97
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