C'S'R' Collaborative Strategic Reading

1
C.S.R. Collaborative
Strategic Reading

• January 24, 2008
• Becky Williams, AEA 267
• Reading and Language Arts Consultant

2
Todays Agenda

• Kindly refer to the lime green sheet on your
  tables for a peek at todays work
• Weve got a busy day ahead of us!

3
The Pane on Hot Pink!

• The Power behind the Windowpane
• Refer to your notesand see if you can determine
  what each pane represents as it relates to CSR

4
Time for Group Sharing

• In pairs
• Student samples
• Successes
• Concerns
• Questions

5
CSR Reading Materials

• CSR was primarily designed to be used with
  expository text found in social studies, science,
  and other content area textbooks.
• Select reading material with well-formed,
  interesting passages that are conducive to
  strategy application. Such material is
  characterized by
• Clues that help students predict what they will
  be learning
• Having one main idea per paragraph
• Provide context that helps student connect
  information

6
A Thought

• consider beginning/ introducing CSR with the
  Weekly Reader, Scholastic, or a similar
  nonfiction publication that captures students
  interest and can be read in a short time

7
Teachers Role in CSR

• Teach the strategies and procedures to students
  through whole class and small group teacher-led
  activities. Use modeling and think-alouds.
• Implement CSR 2-3 times a week with selected
  content area material.

8
More on the Teachers Role

• Circulate and provide ongoing assistance.
• Actively listen to students conversations
• Clarify difficult words, model strategy usage,
  encourage students to participate, and model a
  helpful attitude.
• Conduct a whole-class preview and /or a
  whole-class wrap up to introduce and/or review
  important concepts.
• Conduct follow-up activities to reinforce
  learning.

9
Before Reading
After Reading

• 1. Preview
• Brainstorm
• Predict

4. Wrap Up a. Ask Questions b. Review
During Reading
3. Get the Gist

• Read
• a paragraph
• or section of text
• Click Clunk
• Cruise Control Traffic Jam

10
Think and Share

• What is the relationship between automaticity and
  scaffolded instruction

11
Scaffolded Instruction

• With any luck, we move this way over time.

0 Teacher Responsibility 100
But we are always prepared to slide up and down
the diagonal
Gradual Release of Responsibility
0 Student Responsibility
100
12
CSR Components

• A Review
• Preview
• Click Clunk
• Get the Gist
• Wrap Up

13
PreviewingWhen How

• Preview Before Reading
• To prepare to engage in the Preview strategy, the
  teacher should have students look at the title,
  subheadings, pictures, and skim the text to look
  for key words.
• What happens when you forget or skip
  previewinglets find out!

14
Previewing

• Fill in the blanks
• Complete the yellow sheet individually and then
  share your answers with a neighbor
• DiscussWhy is it important that we activate
  background knowledge? How does it relate to the
  importance of schema or a network of ideas?

15
And the answers are

• poultry men
• chickens
• incubation
• Summarize
• Farmers
• Merchants
• difficulties
• promotion

• egg
• chicks
• sunshine
• feed
• Banties
• geese
• barnyard
• roost
• dark

16
Lets Look at Previewing

• Review pages 23/ 24 salmon sheet
• Then well review the DVD / previewing section
• Think RespondHow could you modify a preview
  lesson youve taught to reflect the teacher
  assisted phase?

17

• Students are ready to move to the independent
  phase of the Preview Strategy when they
  demonstrate during the teacher assisted phase
  that they can preview short sections of text.
• They should know what preview is, how to preview,
  when to preview, and why.

18
Goals of Click Clunk

• Students click 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
• To use fix-up strategies to figure out clunks.

19
Cruise Control Traffic Jam

• Click Cruise Control
• When you understand what you read, everything
  clicks along smoothly
• Clunk Traffic Jam
• When you dont understand what you read, clunk
  you stop. When you get to a clunk, use the fix-up
  strategies to try and figure out what the word or
  concept means.

20
On Clunks

• Its not important for students to have the exact
  definition of the word. Rather, the power of
  using the fix-up strategies is to create enough
  meaning of the word so it no longer interferes
  with the overall information being studied.

21
Importance of Building Vocabulary

• Young students who dont have large vocabularies
  or effective word learning strategies often
  struggle to achieve comprehension
• Bad experiences cause frustration and failure
  that continues
• Because they dont have sufficient word knowledge
  to understand what they read, they dont like to
  read
• Therefore, struggling readers have fewer
  opportunities to learn new words

22
Importance of Vocabulary

• Students vocabulary knowledge relates strongly
  to their reading comprehension and overall
  academic success
• Vocabulary knowledge assists beginning readers
  with phonological awareness and decoding
• Vocabulary knowledge is the bridge between
  word-level processes decoding and the cognitive
  processes of comprehension
• PREL, 2004

23
The Matthew Effects

• Good readers read more, become better readers,
  and learn more words
• Poor readers read less, become poorer readers,
  and learn fewer words.
• Stanovich, 1986

24
Need for Direct and Rich Vocabulary Instruction

• Direct instruction in vocabulary can increase
  vocabulary learning and comprehension Baumann
  Kameenui, 2004
• Vocabulary instruction is effective when teachers
  provide a variety of information about each word
  and actively involve students in the process
  Beck McKeown, 2004
• Teaching students to use fix-up strategies
  i,.e., clunks is just one small piece of
  vocabulary instruction

25
Criteria for Selecting Level II Words

• Importance and utility of words words that are
  used frequently in language by mature language
  users
• Instructional potential words that can be used
  in a variety of ways so students develop a deep
  understanding of meaning
• Conceptual understanding words related to
  concepts that students can understand and the
  meanings can be explained in simple terms
• Beck, McKeown, Kucan, 2002

26
Vocabulary Lesson Planning Matrix

• Assists teachers in determining vocabulary words
  to pre-teach
• Provides students opportunities to practice
  their click clunk strategies
• Assists teachers in identifying words that are
  unimportant for understanding the concept being
  taught

27
Time to Practice

• Resources needed
• Earth Friendly Fabrics goldenrod
• Vocabulary Lesson Planning Matrix tan
• Learning Log

28
Brazil

• Work in pairsmake a list of challenging words
• Place each word under one of the categories
• presupposed, supported, or taught
• Identify vocabulary words Level II
• What activities or support would you provide?

29
Get the Gist

• Students learn to get the gist by identifying
  the most important idea in a section of text,
  usually a paragraph
• Students identify the most important who or what
  in the paragraph they have just read and then
  state in their own words the most important idea
  about the who or what.
• Students provide the gist in as few words as
  possible.

30
Goal of GIST

• Teach students to restate in their own words the
  most important point as a way of making sure they
  have understood what they read.
• Improve students memories of what they have
  learned.

31
Your turn

• Turquoise paper
• The Structure of Chloroplasts
• Work individually
• Then compare answers with your tablemates
• Lets look over the entire rooms work

32
Excerpts on Summarization

• Take a few minutes to read the research on
  summarization
• Then, kindly complete the structured response
  sheet

33
Final practice

• Stone Age Genetics Ancient DNA Enters
  Humanitys Heritage
• Choose groups
• Assign roles
• Use cue cards

34
Time to Plan

• Use lesson planning and reflection form
• Find and attach a piece of applicable subject
  material
• Challenge work your kids through each of the
  strands of CSR
• Reflect on their learning and your progress

35
For next time

• Samples of student learning logs
• What are your plans regarding building-wide
  implementation?
• How might I be able to help?
• Web site info