Turning Reading Challenges into Reading Successes

1
Turning Reading Challenges into Reading Successes

• Janette Klingner
• University of Colorado at Boulder

2
What Do We Mean by Evidence-based?

• Instruction should be based on scientific
  research evidence about what works.
• However, it is essential to find out what works
  with whom, by whom, for what purposes, and in
  what contexts.

One size does not fit all.
3
Evidence-based Literacy Instruction
Includes explicit instruction in phonological
awareness, the alphabetic code, fluency,
vocabulary development, and reading comprehension.
Builds on students prior knowledge, interests,
motivation, and home language. Helps students
make connections.
Includes frequent opportunities to practice
reading with a variety of materials in meaningful
contexts.
4
Sample Resources

• CEC Division for Learning Disabilities (DLD)
  http//www.teachingld.org/ld_resources/alerts/defa
  ult.htm
• Francis, D. J., Rivera, M., Lesaux, N., Kieffer,
  M., Rivera, H. (2006). Research-based
  recommendations for instruction and academic
  interventions Practical guidelines for the
  education of English language learners. Houston,
  TX Center on Instruction.
• Klingner, J. K., Vaughn , S., Boardman, A.
  (2007). Teaching reading comprehension to
  students with learning difficulties. New York
  Guilford.
• OConnor, R. (2006). Teaching word recognition
  Effective strategies for students with learning
  difficulties. New York Guilford.
• What Works Clearinghouse http//www.whatworks.ed.
  gov/

5
Phonological Awareness

• Phonological Awareness Training
• Matching
• Oddity detection,
• Same/different judgment,
• Simple production,
• Counting,
• Compound production (Current Practice Alerts
  Troia, 2004)
• Multiple programs (What Works Clearinghouse)
• DaisyQuest
• Auditory Discrimination in Depth (ADD)/Lindamood
  Phonemic Sequencing (LIPS)
• Earobics
• Ladders to Literacy for Kindergarten Students
• Stepping Stones to Literacy

6
Phonological Awareness and ELLs

• Phonological awareness transfers from L1 to L2.
• Instruction in phonological awareness benefits
  ELLs.
• Phonological awareness (in English) can present
  special challenges to ELLs.
• Some phonemes may not be present in the students
  native language and, therefore, might be
  difficult to distinguish auditorily from similar
  sounds.
• Sound placement in words differs across
  languages.
• Phonological tasks with unknown words are more
  difficult.
• Teachers can help ELLs by finding out which
  phonemes exist and do not exist in their native
  language and helping them hear new sounds.

7
The Alphabetic Principle

• Multiple Approaches (What Works Clearinghouse)
• Reading Recovery
• Corrective Reading
• Early Intervention in Reading
• Fast ForWord
• Kaplan SpellRead
• Peer-Assisted Learning Strategies (PALS)
• Read, Write, Type
• Start Making a Reader Today (SMART)
• Success for All
• Voyager Universal Literacy System
• Waterford Early Reading Program
• Wilson Reading System

8
Alphabetic Principle, Decoding, and ELLs

• The process of learning to read in English is
  faciltated when students are already literate in
  their L1 and the orthographic systems of the two
  languages are similar it is more challenging
  when they are not.
• Spanish and English share many similarities
  (e.g., the sounds represented by the letters b,
  c, d, f, l, m, n, p, q, s, and t).
• However, vowels look the same in Spanish and
  English but represent different sounds.
  Therefore, English vowel sounds and their various
  spellings can be very challenging for ELLs.
• Unfamiliar phonemes and graphemes make decoding
  and spelling difficult.
• Not knowing English vocabulary prevents ELLs from
  using word meaning to figure out how to read a
  word.

9
Fluency

• Repeated reading
• Provide opportunities to hear a more expert
  reader model fluent, expressive reading
• Classwide Peer Tutoring At least 25 studies
  support the effectiveness of CWPT (Current
  Practice Alerts Maheady, Harper, Mallette, 2003)
• Multiple Approaches (What Works Clearinghouse)
• Corrective Reading
• Fluency Formula
• Kaplan SpellRead
• Ladders to Literacy
• Reading Recovery
• SMART

10
Fluency and ELLs

• Fluency includes both word recognition and
  comprehension
• ELLs typically have fewer opportunities to read
  aloud in English with feedback
• Effective practices
• Opportunities to hear a more expert reader model
  fluent, expressive reading (e.g., echo reading,
  tape-recordings)
• Ensuring students understand text before they
  read it
• Repeated reading
• Classwide peer tutoring partner reading

11
Vocabulary

• Pre-teach critical vocabulary, using explicit
  instruction.
• Use visuals, diagrams, and concept maps.
• Teach how to
• use prefixes, suffixes, and root words to figure
  out word meanings,
• use context clues,
• use resources such as dictionaries and
  glossaries.
• Help students access schema and connect with
  their prior knowledge.
• Provide multiple and frequent opportunites to
  practice.

12
Vocabulary and ELLs

• Some ELLs are able to read phonetically (word
  calling) yet do not understand what they read.
• ELLS begin school knowing fewer English words and
  sayings than their peers.
• ELLs and English speakers may have different
  concepts for the same label.
• Words with multiple meanings, anaphora, and
  idioms can all cause confusion.
• ELLs literate in an L1 that has many cognates
  with English have an important resource.

13
ACTIVITYRemembering Vocabulary
14
Sample Tree Diagram
15
Sample Concept Map
Main Category
Animal
CHARACTERISTICS
Has no backbone.
Subordinate Category
Body has 3 parts.
Has 6 or more legs.
Many have wings.
Insect
EXAMPLES
Ants
Spiders
Flies
16
Sample Word Map
Example
My cat when she is sleeping in the sun.
Tranquil
Calm
Upset
Synonym
Antonym
Me when I get in trouble.
Non-example
17
Semantic Feature Analysis
18
Reading Comprehension

• Reading Comprehension Strategies (Current
  Practice Alerts Brigham, Berkley, Simpkins,
  Brigham, 2007)
• Multiple Strategy Approaches
• Reciprocal Teaching (Palincsar Brown, 1984)
• Collaborative Strategic Reading (Klingner
  Vaughn, 1998)
• Multiple Approaches (What Works Clearinghouse)
• Accelerated Reader
• Early Intervention in Reading
• Failure Free Reading
• Kaplan SpellRead
• PALS
• Reading Recovery
• SMART

19
Reading Comprehension and ELLs

• Reading comprehension is a complex process of
  constructing meaning by coordinating a number of
  skills related to decoding, word reading, and
  fluency and the integration of background
  knowledge.
• Many factors affect the reading comprehension of
  ELLs, such as
• language proficiency,
• vocabulary knowledge,
• ability to use comprehension strategies,
• differences in text structure,
• culture influences,
• schema.

20
Reading Comprehension Strategies

• Typically little attention is paid to teaching
  ELLs how to use comprehension strategies, even in
  the upper grades, because teachers tend to focus
  on word recognition, pronouncing words correctly,
  and answering literal comprehension questions.
• Teach BEFORE, DURING, and AFTER reading
  comprehension strategies.
• Provide opportunities for collaboration.

21
ACTIVITY
22

• Swedes Win!
• Switzerland put one stone in the middle and piled
  guards in front of it before Swedish second
  Cathrine Lindahl took out two stones with one
  shot to get the edge back. With her first stone,
  Swiss skip Mirjam Ott curled her rock around a
  guard, but it didn't get inside the Swedish rock
  that was sitting on the lip of the red 4-foot
  circle. Norberg cleared one of the stones away
  from the front so she would have a clean shot at
  the target, or house, if she needed it. If
  Norberg could convert with the hammer, the gold
  medal was theirs. They called timeout. The crowd
  made some noise. And then it fell quiet again.
  Norberg pushed out of the hack and let the rock
  slide. It bounced first off one yellow-handled
  Swiss rock and then the other, clearing them out
  of the scoring zone. As it came to rest in the
  white 8-foot circle - alone in the house - the
  Swedes celebrated.

23
Influence of Schema

• Second language readers better comprehend and
  remember passages that either are compatible with
  their native cultures or are considered more
  familiar.
• When texts are inconsistent with the readers
  expectations, comprehension is negatively
  affected and recall may be distorted.
• Activating background knowledge improves
  comprehension.

24
Prior Knowledge

• Ask students to brainstorm what they already know
  about a topic.
• Help students make connections between new
  content and prior learning.
• Help students connect new learning with real
  life experiences outside of school.
• Provide common experiences that build students
  prior knowledge.
• Teach using thematic units that help students
  build in depth knowledge about a topic.
• Use graphic organizers when introducing new
  topicsadd info as the unit progresses.

25

• Graphic Organizers (Current Practice Alerts
  Ellis Howard, 2007)

26
Motivation

• Snow, Burns, and Griffin (1998) emphasized the
  importance of motivation in the precursor to the
  National Reading Panel report, Preventing
  Reading Difficulties in Young Children, noting
  that motivation is crucial.
• To promote motivation, include
• opportunities for social interaction and
  collaborative learning
• choices about reading materials and tasks
• independent reading activities that are
  purposeful and a good reader-text match
• instruction that is at an appropriate level and
  provides students with many opportunites for
  success and
• meaningful, interesting, engaging tasks that
  connect with outside-of-school experiences.

27
Factors that Influence Learning to Read for
English Language Learners
Learning context
Reading skills in L1 L2
Teachers skills behaviors
Oral proficiency in L1 L2
Instructional practices
28
The Relationship b/w Oral Proficiency and
Second-Language Reading

• L2 oral proficiency and L2 reading are positively
  related, particularly at higher grade levelsthe
  best predictor of English reading in grades 3
  through 5 may be L1 reading ability, but in
  grades 6 through 8 the best predictor may be oral
  English proficiency.
• ELLs need some knowledge of English before they
  can successfully draw on L1 reading abilities
  when reading in English.
• There seems to be a reciprocal relationship
  between oral proficiency and reading achievement,
  with instruction in L2 reading comprehension
  facilitating gains in L2 oral skills.

29
Factors that Influence Learning to Read for
English Language Learners
Learning context
Reading skills in L1 L2
Teachers skills behaviors
Oral proficiency in L1 L2
Instructional practices
30
Understanding Bilingual Students' Cognitive
Reading Processes

• Concepts learned in ones first language transfer
  to English when the appropriate English
  vocabulary is learned.
• Native language literacy instruction promotes
  literacy in English.

Common Underlying Language Proficiency
31
Differences b/w Second Language Readers and
Native English Readers

• Translation, cognate awareness, and information
  transfer across languages are strategies unique
  to bilingual reading.
• Unknown vocabulary is an obstacle for bilingual
  readers in a way that it is not for the
  monolingual reader.
• Good second-language readers focus much more on
  word meaning than do good monolingual readers.
• Cohesive signals (e.g., referents such as them
  or it) are more problematic for second language
  readers.

32
Differences b/w More and Less Proficient Second
Language Readers

• Proficient bilingual readers differ from
  marginally proficient or struggling bilingual
  readers. They
• actively transfer information across languages,
• translate from one language to another,
• access cognates,
• use more schematic knowledge,
• use a greater variety of metacognitive and
  cognitive strategies and use them more
  frequently,
• take more action on plans to solve breakdowns in
  comprehension and check their solutions more
  often, and
• make better and/or more inferences.

33
Factors that Influence Learning to Read for
English Language Learners
Learning context
Reading skills in L1 L2
Teachers skills behaviors
Oral proficiency in L1 L2
Instructional practices
34
Contexts for Literacy Instruction

• We can close the achievement gap for culturally
  and linguistically diverse students by changing
  their learning contexts (Alvermann, 2005).
• Culturally and linguistically diverse students
  are more likely to excel academically when
• they are provided access to high quality
  teachers, programs, curricula, and resources
• they are taught with the most effective
  practices and
• their culture, language, heritage, and
  experiences are valued and used to facilitate
  their learning and development--every learner
  brings a valid language and culture to the
  instructional context.

35
Factors that Influence Learning to Read for
English Language Learners
Learning context
Reading skills in L1 L2
Teachers skills behaviors
Oral proficiency in L1 L2
Instructional practices
36
Teachers of ELL Students Need to Know

• Instructional strategies linked to academic
  growth for culturally and linguistically diverse
  students
• The language acquisition process and the unique
  needs of ELLs
• Assessment procedures for monitoring progress,
  particularly in language and literacy
• How to differentiate instruction for students who
  do not seem to be responding

37
Factors that Influence Learning to Read for
English Language Learners
Learning context
Reading skills in L1 L2
Teachers skills behaviors
Oral proficiency in L1 L2
Instructional practices
38
Oral Language and ELLs

• Optimal programs for ELLs include a focus on oral
  English language development.
• ELLs benefit from frequent opportunities to
  engage in structured, supported, academic talk.
• This focus on oral language development includes
  not only vocabulary, but also common language
  structures.
• When students oral language improves, so do
  their reading fluency and comprehension.

39
Response to Intervention A Three-tiered Model

• Intensive assistance,
• as part of
• general education
• support system

• Special
• Education

Research-based instruction in general education
classroom
40
2nd Tier

• Intensive support that supplements the core
  curriculum and is based on student needs as
  identified through screening, progress
  monitoring, and other means by a problem-solving
  or intervention team.
• Only for those students who differ from their
  true peers in rate and level of learning.
• Support is provided as part of general education.

41
Characteristics of Effective Interventions

• Timely
• Intensive
• Explicit
• Systematic
• Includes many opportunities for guided practice,
  with effective error correction procedures and
  immediate positive feedback
• Guided by data on student progress
• Motivating, engaging, and supportivea positive
  atmosphere is essential

42
Tier 1 Examples

• Note All examples are from real classrooms with
  English language learners, most at beginning
  levels of English proficiency.

43

• Students are seated in a circle on the alphabet
  rug. Teacher asks them to stand up, and says,
  Lets do the alphabet rap song. Teacher begins
  to rap and makes motions with her hands to
  symbolize sound-letter correspondence. Sings
  A-Alley, B-Bubba, C-Catina, D-Deedee Students
  are trying to mimic the teacher, however, they
  are falling behind. Students are not
  understanding this--the teacher is going too
  fast. Teacher says, Lets try it one more
  time. More and more students are falling behind
  to the point where the majority are just looking
  around and bumping into each other. They look
  like bumper cars. These students cannot keep up
  with the song and hand motions. Teacher, S is
  for Sammy Snake (making a slithering motion)... V
  is for Vinny Vampire (motioning with her hands to
  her mouth that she had vampire fangs).W is
  Willie Weasel. (Orosco, 2007)

44

• The whole Class is sitting in a circle (on the
  A-B-C rug), with the teacher seated at the head.
  Teacher says, Yesterday, how many of you knew
  your sight words? One student speaks out, One?
  Another, Three? Teacher replies, You are
  right. Three students were able to tell me their
  sight words. We need to practice these words we
  are really behind. Every one of you should know
  these sight words by now. You need to practice
  these at home. Dont you practice these at
  home? Teacher says this with frustration in her
  face and voice. Teacher states, Only those 3
  students will be able to pull from the treasure
  chest. Teacher begins sight words practice
  and holds up index cards with-Big, My, See, Like,
  I, At, This, And, Up, Have, Too. Students repeat
  sight words as Teacher holds up index cards. This
  is a repetitive process. She then holds up the
  word Big without saying anything. One student
  says the word Big. She holds up a another.
  See. The same student says the word again. She
  holds up the word see again and tells the
  student who knew the previous answer not to say
  anything. Pause. Another says see. She
  continues to go through this process with all the
  words, and says, Okay guys, you need to practice
  these at home, you are not paying attention, you
  should have known these words by now. (Orosco,
  2007)

45
Tier 2 Example

• The literacy teacher provides Tier 2
  interventions. The following excerpt finds the
  literacy teacher reinforcing a previous literacy
  lesson that this homeroom teacher had started on
  Zebras.

46

• Literacy teacher This book is called Zebra
  Play. She starts singing, One little Zebra went
  out to play, on the savanna one fine day. (He)
  had such enormous fun. He asked another zebra to
  come. Literacy teacher prompts one student to
  take off running like a Zebra. One student runs
  around the classroom (acting like a zebra).
  Literacy specialist picks another student to do
  the same. She then picks another and so forth.
  Literacy teacher is doing choral singing of
  Zebra Play as students run around the
  classroom. They grew tired as they ran around.
  Therefore, they all lay down Students are
  running around however, they are not singing or
  chanting the Zebra Play they are just playing
  and running into each other.

47

• Are the teachers implementing evidence-based
  instruction? Why do you think this?
• What do you conclude about these students
  opportunity to learn?
• What would you do?

48
Selected References

• August, D. Shanahan, T. (2006). Developing
  literacy in second-language learners Report of
  the National Literacy Panel on language-minority
  children and youth. Mahwah, NJ Lawrence Erlbaum.
• Echevarria, J., Graves, A. (2006). Sheltered
  content instruction Teaching English-language
  learners with diverse abilities. Boston Allyn
  and Bacon.
• Fitzgerald, J. (1995). English-as-a-second-languag
  e learners cognitive reading processes A review
  of research in the United States. Review of
  Educational Research, 65, 145-190.
• Francis, D. J., Rivera, M., Lesaux, N., Kieffer,
  M., Rivera, H. (2006). Research-based
  recommendations for instruction and academic
  interventions Practical guidelines for the
  education of English language learners. Houston,
  TX Center on Instruction.
• Hoover, J., Klingner, J. K., Baca, L., Patton,
  J. (2007). Methods for teaching culturally and
  linguistically diverse exceptional learners.
  Upper Saddle River, NJ Merrill/Prentice Hall.
• Klingner, J. K., Vaughn, S. (2004). Strategies
  for struggling second-language readers. In T. L.
  Jetton J. A. Dole (Eds.), Adolescent Literacy
  Research and Practice (pp. 183-209). New York
  Guilford.

49
Collaborative StrategicReading
50
CSR Teachers Views

• "CSR is an excellent technique for teaching
  students reading comprehension and building
  vocabulary and also working together
  cooperatively. I think it is wonderful. We have
  been using it with the science text and it's
  turned out beautifully (Lucille Sullivan, 5th
  grade teacher)."
• CSR is great for kids with LD because they
  contribute to their groups and feel successful,
  and they get the help they need with their
  reading (Sallie Gotch, Inclusion Specialist).

51

• When the Miami-Dade County Public Schools
  Language Arts Director observed CSR for the first
  time, she said excitedly
• You have worked out all the kinks. Reciprocal
  Teaching, as great as it is, just seemed too
  challenging to implement with an entire class.
  But youve figured out how to make it work. I
  love it. If the superintendent were to say that
  starting tomorrow every teacher in M-DCPS would
  have to implement CSR in order to keep their job
  in this district, I would jump up and down and
  shout hallelujah!

52
ACTIVITY
53
Por que es importante enseñar estrategias de
comprensión?

• Las Estrategias de Comprensión reflejan los
  procesos o tácticas mentales utilizados por
  lectores de gran habilidad cuando están
  activamente envueltos con el texto. La
  instrucción de las estrategias de comprensión
  está basada en la premisa de que aún los
  estudiantes que tienen dificultades entendiendo
  el texto se les puede enseñar con éxito a aplicar
  las estrategias usadas por los lectores de gran
  habilidad, y de que cuando los lectores que
  tienen dificultades aprenden a aplicar estás
  estrategias, su comprensión de la lectura
  mejorará. Las estrategias de comprensión
  benefician a todos los lectores, pero son
  esenciales para los estudiantes con problemas del
  aprendizaje.

54
Collaborative Strategic Reading

• Collaborative Strategic Reading (CSR) combines
  cooperative learning (e.g., Johnson Johnson,
  1989) and reading comprehension strategy
  instruction (e.g., Palincsar Brown, 1984).
• CSR was designed to promote content learning,
  language acquisition, and reading comprehension
  in diverse classrooms that include English
  language learners and students with learning
  disabilities (Klingner, Vaughn, Schumm, 1998).

55
CSR Goals

• To increase conceptual learning and the
  acquisition of content knowledge in ways that
  maximize students' involvement.
• To enhance reading comprehension skills for all
  students and particularly those with learning
  disabilities or at-risk for reading difficulties.
• To provide access to the general education
  curriculum.

56
CSR Overview

• Students of mixed achievement levels apply
  comprehension strategies while reading content
  area text in small cooperative groups.
• Initially, the teacher presents the strategies
  (preview, click and clunk, get the gist, and wrap
  up) to the whole class using modeling, role
  playing, and teacher think-alouds.
• After students have developed proficiency
  applying the strategies through
  teacher-facilitated activities, they are then
  divided into heterogeneous groups where each
  student performs a defined role as students
  collaboratively implement the strategies.

57
CSRs PLAN for STRATEGIC READING
DURING READING
Click Clunk
BEFORE READING
AFTER READING
1. Were there any parts that were hard to
understand (clunks)? 2. How can we fix the
clunks? Use fix-up strategies a) Reread the
sentence and look for key ideas to help you
understand. b) Reread the sentences before and
after looking for clues. c) Look for a prefix or
suffix in the word. d) Break the word apart and
look for smaller words.
Preview
1. BRAINSTORM What do we already know about the
topic? 2. PREDICT What do we predict we will
learn about the topic when we read the passage?
Wrap Up
1. ASK QUESTIONS What questions check whether we
understand the most important information in the
passage? Can we answer the questions? 2.
REVIEW What did we learn?
Get the Gist
1. What is the most important person, place, or
thing? 2. What is the most important idea about
the person, place, or thing?
58
CSR Previewing

• Students preview the entire passage prior to
  reading each section. The goals of previewing
  are
• For students to learn as much about a passage as
  they can in a brief period of time.
• To activate students background knowledge about
  the topic.
• To help students make predictions about what they
  will learn.
• To motivate students interest in the topic and
  to engage them in active reading from the onset.

59
CSR Click and Clunk

• Students click and clunk while reading each
  section of the passage. The goals of clicking
  and clunking are
• For students to monitor their reading
  comprehension.
• To identify when they have breakdowns in
  understanding (clunks).
• To use fix-up strategies to figure out clunks
• Reread the sentence without the word. Think
  about what would make sense.
• Reread the sentence with the clunk and the
  sentences before or after the clunk looking for
  clues.
• Look for a prefix or suffix in the word.
• Break the word apart and look for smaller words
  you know

60
Examples Fixing Clunks

• Sylvia Pads.
• Marcos Pads es . . . clunk expert?
• Carol Read the sentences before or after the
  clunk looking for clues. OK. Look at
  these bones that have pads of cartilage
  between them. It is saying that cartilage
  has something that is between them,
  something that protects them. OK, it is
  something that protects the bone.
• Marcos Pads es algo que protege los huesos.
• Carol OK, everybody understand now?

61

• Albert Who has a clunk?
• Pablo Calcium.
• Albert Try to read sentences in the back and in
  the front to try to get a clue. Think if you
  see any sentences in the back or in the front
  that can help you. Did you get anything?
• Pablo No.
• Albert OK, now I do, I get something. It is a
  tiny crystal-like mineral. Do you know what
  mineral is?
• Pablo Yeah.
• Albert What is it?
• Pablo Its like a kind of vitamin.
• Albert OK, calcium is a type of element that
  there is in the bones. And, the bones need that.
  Calcium helps the bones in order to make them
  strong. Do you now understand what calcium is?
• Pablo Yes.
• Albert What is it again, one more time?
• Pablo It is a type of element that helps the
  bones grow.
• Albert OK, good.

62
ACTIVITY
63
CLUNK PRACTICE

• Is there a middle ground between an obsession
  with aging and an intelligent commitment to a
  healthier lifestyle? How much time, money,
  energy, and angst should we devote to the fight
  against senescence?

64

• In Shakespearean drama, both tragic and comic,
  the storms and calamities that shake the
  sublunary globe are reflections of turmoil in the
  hearts of men.

65

• Among other preliminary activities, the
  prospective groom's party formally inquires as to
  the girl's clan-name this is a ritualization of
  the taboo on consanguineous marriage.

66

• Excess is Mr. King's stock-in-trade, and he has
  used his prodigious energies over the years to
  soak up vast quantities of material about weird
  literature and film Mr. King, who possesses an
  enviable superabundance of imagination, suffers
  from a less enviable logorrhea. Along with
  hundreds of names, relevant and irrelevant - from
  Shirley Jackson to Joan Didion, from H.P.
  Lovecraft to Ronald McDonald - we are exposed to
  thousands of Kingian pronouncements there is
  nothing that doesn't elicit an opinion from him -
  or a definitive statement.

67
CSR Get the Gist

• Get the gist means to find the main idea in a
  section of text. The goals of get the gist are
  to
• Teach students to restate in their own words the
  most important point as a way of making sure they
  have understood what they have read.
• Improve students memory of what they have
  learned.
• To get the gist, students
• Identify the most important who or what in the
  paragraph or section of text they have just read.
• State in their own words the most important idea
  about the who or what.
• Provide the gist in as few words as possible.

68
Getting the Gist

• Paul Who would like to get the gist?
• Luis I think it is talking about how the bones
  connect together and how they couldnt slide
  off. How they could be twisted and not slide
  off.
• Paul OK, does anybody want to add more to that?
  Does anybody have another opinion? Que es tu
  opinion? Si quieren agregar algo a lo que el
  digo? Que es la idea principal de este pedazito
  de lo que leemos?
• Luis Bueno, la idea principal de lo que leemos
  es de los cartilagos, de los huesos y como se
  unen. (OK, the main idea of what we read is
  about the cartilage, about the bones and how
  they join.)
• Paul Muy bien. Frank?
• FrankYo creo que la idea principal es como los
  huesos se unen, como ellos se envelven uno a
  otros. Como el joint ayuda a los huesos
  moverse. (I think the main idea is how the
  bones join, how they are involved with each
  other. How the joint helps the bones move.)

69
Fixing a Clunk Getting the Gist

• Maria Que cosa quiere decir wrinkle? (What does
  wrinkle mean?)
• Susana Es lo que cubre el cerebrum. (It is what
  covers the brain.)
• Stan No, es cuando tu tienes que planchar y
  tiene arrugas. Son arrugas. (It is when you
  have to iron and it has wrinkles. They are
  wrinkles.)
• Susana OK, can someone get the gist? Gloria?
• Gloria It is talking about the cerebrum and its
  surface is like wrinkled and folded.

70
ACTIVITY
71
Seabirds

• A seabird is any bird that spends most of its
  time at sea and depends on the sea and its
  islands for all its basic needs. The sea provides
  food and its remote islands and rocky
  outcroppings provide safe nesting and resting
  places. For 60 million years, these highly
  specialized diverse birds have adapted to life on
  the worlds vast oceans.

72

• Who or What
• Seabirds
• Most Important Information
• Seabirds depend on the sea and its islands for
  their basic needs.
• The sea provides food, resting and nesting
  places.
• Write the gist in 10 words or less
• Seabirds get what they need from the sea.
• Seabirds depend on the sea for everything they
  need.

73

• Mount Lassen went off with a bang. The
  California volcano erupted in a series of
  explosions between 1914 and 1917. It threw out
  tons of hot ash, boulders, and melted rock called
  lava. The boiling lava melted the snow at the top
  of Mount Lassen. It made the earth beneath the
  snow turn into mud. The thick mud flowed down the
  mountainside like a river. It mowed down miles of
  trees in its path and filled meadows with up to
  20 feet of mud.

74

• Who or What
• Mount Lassen
• Important Information
• The volcano erupted.
• It threw out hot ash, boulders and lava.
• The earth beneath the snow turned to mud.
• The mud flowed down the mountainside.
• The mud mowed down trees and filled the meadows
  with mud.
• Write the gist in 10 words or less
• Mount Lassen erupted and caused damage.

75
The Structure of Chloroplasts

• The cellular organelle where photosynthesis
  takes place is called a chloroplast. Chloroplasts
  contain chemical compounds called chlorophylls
  that give these organelles a green color. When
  you observe a plant, all the green parts you see
  contain cells with chlorophyll and can carry out
  photosynthesis. In most plants, the leaves
  contain the most chloroplasts and are the major
  sites of photosynthesis.

76

• Who or What
• Chloroplasts
• Important Information
• The cellular organelle where photosynthesis takes
  place is called a chloroplast.
• Chloroplasts contain chlorophyll and carry out
  photosynthesis.
• Leaves contain the most chloroplasts and sites of
  photosynthesis.

77

• Write the gist in 10 words or less
• Chloroplasts in cellular organelles contain
  chlorophyll that carry out photosynthesis.
• Chloroplasts contain the chlorophyll that carry
  out photosynthesis.
• Leaves have chloroplasts with chlorophyll
  molecules to perform photosynthesis.

78
CSR Wrap Up

• Wrap Up has 2 parts Question Generation and
  Review
• Question Generation
• The goals are to improve students knowledge,
  understanding, and memory of what was read.
• Students use question starters who, what, when ,
  where, why, and how (the 5 Ws and an H).
• Students ask some questions about information
  stated explicitly in the passage and other
  questions that require an answer not right in the
  passage, but in your head.
• Other students try to answer the questions.
• Review
• Students write down the most important ideas they
  learned that day in their CSR Learning Logs.
• They then take turns sharing their best ideas.

79
Questioning during Wrap Up

• Tasha What might happen if your bones did not
  contain enough calcium?
• Anthony They will break.
• Tasha OK, they will probably break. But can we
  add a little bit?
• Natalie Well, first of all, what is calcium?
  And then we can figure out what it says and how
  it helps the bones.
• Anthony OK, calcium is something that keeps the
  bones healthy and stuff like that.
• Natalie Tasha?
• Tasha If you dont have enough calcium the bones
  will rot and you will be dead. And, then after
  you die you know your bones decay and you turn
  into dust. Your bones will like decompose in
  your body which will destroy and corrupt. If it
  does not have enough calcium, then the bones
  will get weak and break.
• Luis OK, I would say the same thing because the
  bones without calcium are nothing.
• Natalie All right, well, we finished this.

80
Wrap Up

• Step 1 Generate Questions
• Think of questions and write them in your
  Learning Log.
• Ask and answer questions.

• Step 2 Review
• Think about what you learned from the reading.
• Write it in your Learning Log.

81
Question-Answer Relationships (QAR) Taxonomy of
Questions
Textually Explicit A question whose answer is
stated explicitly in the text. Textually
Implicit A question where the information needed
to answer the question is located in several
sentences or paragraphs. The reader must
integrate this information to generate the
answer. Scriptually Implicit A question whose
answer must be supplied from the readers
background knowledge. The reader needs to
activate a schema or script to generate the
answer (Raphael, 1984).
82
Question Answer Relationships Question Types

• Right There - The answer is easy to find in the
  reading. The words used to make up the question
  and the words used to answer the question are
  right there in the same sentence. (Textually
  Explicit)
• Think and Search - The answer to the question is
  in the reading. The answer is made up of
  information that comes from more than one
  sentence or paragraph. You have to put together
  information from different parts of the reading
  to find the answer. (Textually Implicit)

83
QAR Question Types

• The Author and You - The answer to the question
  is not in the reading. Think about what the
  author tells you and what you already know.
  (Scriptually Implicit)
• On My Own - The answer to the question is not in
  the reading. You can answer the question by
  thinking about what you already know.
  (Scriptually Implicit)

(Raphael, 1984)
84
Activity

• Held Back Classifying Questions

85
Questioning Strategy

• Identify the important ideas in the selection.
• Use these ideas to write questions.
• Start each question with a question word.
• Write different types of questions.

86
Modeling CSR
87
Paper Six-Pack Rings May Save Animals Lives, by
Fred Berendam/Peter Arnold, Inc.

• Six-packs of soft drinks and juice are often
  held together with rings made of plastic. The
  plastic rings can cause problems if theyre left
  behind by careless people. Animals can get
  tangled in the rings. The rings can make it hard
  for animals to swim, to eat, or to fly. Sometimes
  the animals die.
• Now, a new kind of six-pack ring could help save
  animals lives. The rings are made of paper.
  Birds and other animals can free themselves if
  they get tangled in paper rings. And, after a
  short time, the rings fall apart, or biodegrade.
  Nothing is left to harm the environment.

88
CSR Cooperative Group Roles

• Once students are proficient in applying the
  comprehension strategies, they are ready to learn
  their CSR roles.
• Roles are important because cooperative learning
  works best when all group members have an
  assigned, meaningful task.
• Roles should rotate.
• Students can perform more than one role at a
  time.
• Anyone can be a successful CSR Leader!

89
CSR Roles

• Leader Leads the group in the implementation of
  CSR by saying what to read or which strategy to
  do next.
• Clunk Expert Leads the group in trying to figure
  out difficult words or concepts.
• Gist Expert Guides the group towards the
  development of a gist and determines that the
  gist contains the most important ideas but no
  unnecessary details.
• Announcer Calls on different group members to
  read or share an idea. Makes sure everyone
  participates.
• Encourager Watches the group and gives feedback.
  Looks for behaviors to praise. Encourages all
  group members to participate and assist one
  another.
• Time Keeper Sets the timer for each portion of
  CSR and lets the group know when it is time to
  move on. Helps keep the group on task.

90
CSR Materials

• CSR Learning Logs
• Clunk Cards
• Click and Clunk Practice Sentences
• Cue Cards

91
CSR Learning Log
92
CSR Learning Log
Todays Topic_____________________________________
_ Date ____________ Before Reading
After Reading PREVIEW WRAP UP


During Reading CLUNKS
GISTS
93
CSR LEADERS CUE CARDS
94
Clunk Cards
95
CLUNK CARDS FOR THE PRIMARY GRADES
96
CSR Reading Materials

• Expository textbooks
• Weekly Reader, Scholastic, or a similar
  non-fiction publication

97
CSR Teachers Role

• Provide explicit instruction in the CSR
  strategies and procedures to students.
• Implement CSR 2-3 times a week.
• Once students are working in groups, circulate
  and provide ongoing assistance.
• Actively listen to students' conversations
• Clarify difficult words
• Model strategy usage
• Provide encouragement
• Conduct whole-class previews and/or wrap ups to
  introduce and/or review important concepts.
• Conduct follow-up activities.

98
Comprehension Instruction Across the Grades

• Use consistent vocabulary for comprehension
  strategies, starting in kindergarten.
• Help students understand beginning in K that
  reading is thinking.
• Teach comprehension strategies in K and 1st grade
  during whole class activities (e.g., reading Big
  Books, trade books).
• In 1st, 2nd, and 3rd, teach comprehension
  strategies during Guided Reading or during other
  small group instruction as well as with whole
  class activities.
• Once students in 2nd and 3rd grade are proficient
  in applying the strategies, you may want to have
  them work in pairs before they work in groups.

99
ACTIVITY
100
Trying Out CSR

• In groups of 4-6, select someone to perform each
  of the CSR roles.
• Its OK for you to perform more than one role at
  a time.
• You will read Noise On, Language Off
• The asterisks indicate where each section ends
  (so that the article has 3 sections).
• I will let you know when to begin.

101

• What do you like about CSR?
• What concerns do you have?
• Any questions?

102
A few CSR references

• Klingner, J. K., Vaughn, S., Dimino, J., Schumm,
  J. S., Bryant, D. (2001). Collaborative
  Strategic Reading. Longmont, CO Sopris West.
• Klingner, J. K., Vaughn, S., Argüelles, M. E.,
  Hughes, M. T., Ahwee, S. (2004). Collaborative
  strategic reading Real world lessons from
  classroom teachers. Remedial and Special
  Education, 25, 291-302.
• Klingner, J. K., Vaughn, S. (1999). Promoting
  reading comprehension, content learning, and
  English acquisition through collaborative
  strategic reading (CSR). The Reading Teacher, 52,
  738-747.
• Klingner, J. K., Vaughn, S. (1998).
  Collaborative strategic reading (CSR) Involving
  all students in content area learning. Teaching
  Exceptional Children, 30, 32-37.

103
For more information

• Janette Klingner
• University of Colorado at Boulder
• School of Education
• 249 UCB
• Boulder, CO 80309-0249
• E-mail Janette.Klingner_at_Colorado.EDU