Brunnerhandouts nassp 2012 literacy copy by cuiliqing


									I Don’t Get It!
 Helping Students Understand
         What They Read

             Judy Brunner

 Author, Clinical Faculty, & Consultant


       Twitter - @judybrunner
Teaching Suggestion

     Knowledge Chart
What We Know   Want to Remember
              What’s Next

• Balance of fiction and non-fiction
• Complexity of text
• Vocabulary in context
• Reading, writing, speaking, listening, and
  language for English, science, social studies,
  and technical subjects
Teaching Suggestion

       Helping Students
       Help Themselves
         Work with a colleague,
 and divide the content of the handout.
     Skim the information, and find
5 things each of you want to remember.

        Be prepared to explain
     your choices to your partner.
                       Word Sorts
Purpose: to help students activate, use knowledge and learn from each


 Students work in groups of 2-3

 Teacher selects important vocabulary words – words or phrases are
  placed on index cards

 Students organize words in a manner that makes sense and prepare to
  explain to the class why words were grouped as they were

 After completion, ask students to explain to group how and why they
  grouped as they did
         Contextual Redefinition
Purpose: to help students activate, use knowledge and learn
  from each other


 Students work in groups of 2-3

 Teacher selects important vocabulary words.

 Ask students to define the words and include a rationale
  for the definition

 Provide students the words in the context of a sentence.
  Ask them to review their definitions for clarification or
Teaching Suggestion

           Metacognitive Behaviors

               Good                        Poor
              Readers                     Readers

Beers, K. When Kids Can’t Read: What Teachers Can Do. Portsmouth,
New Hampshire: Heinnemann, 2003.
  Good Readers             Poor Readers
    Before Reading          Before Reading

• Activate prior        • Start reading without
  knowledge               preparation
• Understand task and   • Read without
  purpose                 knowing why
• Choose appropriate    • Read without a
  strategies              strategy
  Good Readers                Poor Readers
    During Reading              During Reading

• Focus attention           • Are easily frustrated

• Monitor comprehension     • Do not know they don’t
• Anticipate and predict    • Read to get done
• Use fix up strategies     • Do not know what to do
                              when there is a lack of
• Use contextual analysis     understanding
    Good Readers                   Poor Readers
      During Reading                During Reading

•    Use text structure       •     Do not recognize
                                  important vocabulary
•    Integrate new
    information               •     Do not see
    with previous knowledge       organization
                                  of book
 Good Readers                   Poor Readers
     After Reading                After Reading

• Reflect & Summarize      •    Stop reading and
• Believe success is a
  result of effort         •     Feel success is a
• Seek additional              of luck
  information from other
                    Before Reading
     Student Role                   Teacher Role

• Think about what they     •    Motivate and set
  already know and would        purposes for reading
  like to know              •    Activate background
• Set purpose for reading
                            •     Relate reading to
                                students’ lives
                            •    Preview text to
                                anticipate challenges
                            •    Pre-teach vocabulary
                  During Reading
     Student Role                     Teacher Role

• Make personal connections   •     Break reading down
                                  into manageable parts
• Identify confusing parts
                              •     Provide
• Monitor understanding            predetermined
                                  stopping points for
• Recall information              discussion
                              •     Ask higher level
                                  thinking questions and
                                  provide ample wait time
                                  for answers
                  After Reading
     Student Role                     Teacher Role

• Talk and write about what   •     Provide opportunities
                                  for students to respond
  was read                        to the text
• Make connections to other   •     Provide accountable
  texts                           and purposeful
                              •     Encourage peer
                              •     Help relate reading to
                                  students’ lives
                  ReQuest Procedure
  Purpose – to improve student understand of what is being read and to
   promote higher level thinking and questioning


 Teacher directs students to read a designated portion of the text
  covering the remaining text with a cover sheet.
 The purpose of the reading is to ask the teacher questions over what
  has been read.
 Roles reverse and the teacher asks questions – ending with “What do
  you believe will happen next?”
 Students make predictions and read to see if they are correct.
 Reciprocal questioning continues
        Strategies & References
• Contextual Redefinition – J. Readance, T. Bean, & R.
  Baldwin Content area literacy: An integrated
  approach 6th ed.

• Differentiated Grouping Designs – Differentiated
  instructional strategies for reading in the content
  area 2nd ed.

• Helping Students Help Themselves - J. Brunner I
  don’t get it: Helping students understand what they
        Strategies & References

• Knowledge Chart – R. Marzano Building background
  knoweldge for academic achievement: Research on
  what works in schools
• Question, Reduce, Read & Discuss – J. Brunner I
  don’t get it: Helping students understand what they
• ReQuest – A. Manzo Journal of Reading 13, 23-26
• Word Sort – J. Gillet & M.J. Kita The Reading
  Teacher, 32, 538-546

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