Story Impressions

1
Session II

• Story Impressions
• Mind/Alternative Mind
• Summarizing and Retelling

2
Overview of this Session

• Objectives
• Review of Reading Tenets
• Complete a Guided Comprehension plan for explicit
  instruction of strategy

3
Anticipatory Set

• Students construct knowledge by linking what is
  new to what is already known. T F
• Writing is not a part of the curricular framework
  that supports comprehension. T F
• If the classroom teacher follows the teachers
  manual, even though she does not fully understand
  the comprehension strategy, she can still guide
  her students to master it. T F
• Comprehension instruction should include a
  variety of settings, approaches and tasks. T F
• Students should be taught comprehension
  strategies from texts that are on their
  independent level. T F
• Vocabulary development affects comprehension. T F
• The most effective way to encourage students to
  become engaged with text is to offer them free
  pizza. T F
• Comprehension skills and strategies can be
  explicitly taught. T F
• Comprehension strategies cannot be assessed as
  students engage in the process of learning. T F

4
Making Predictions
Story Impressions
5
Tenets of Reading Comprehension

• Comprehension is a social constructivist process.
• Balanced literacy is an instructional framework
  that fosters comprehension.
• Excellent reading teachers influence student
  learning.
• Good readers are strategic and take active roles
  in the reading process.

6
Story Impressions

• This is a way of introducing the text to set a
  purpose for reading.
• How does this strategy relate to the NJCCCS?
• How could you assess these students?
• Can you give another example of a pre-reading
  strategy?

7
Prepare a Guided Comprehension Instructional Plan
to take back for use in your own classroom.
Remember to follow these steps.

• Explain the strategy Clearly state the name of
  this strategy and list the key points you will
  cover as you explain to the students why it is
  used. Refer to the teacher in the video and the
  way she presented the strategy to the class.
• Demonstrate the strategy Choose a selection from
  your Core Reading Program and select a list of
  words/phrases in the order that they occurred in
  the story. Now do the same for a content area
  selection.
• Guide the students to apply the strategy As a
  shared writing activity, you will have the
  students assist you as they use these phrases to
  construct their predicted version of the text.
• Practice the strategy Read the text aloud
  without stopping.
• Reflect on the use of the strategy Revisit the
  text and confirm/ revise as needed.

8
Check for Understanding

• Think Look over the information we have
  covered thus far.
• Pair Turn to the person sitting next to
  you.
• Share Talk about it with your partner.
  Be prepared to share with the group.

9
Visualizing
Mind/Alternative Mind
10
Tenets of Reading Instruction

• Reading should occur in meaningful contexts.
• Students benefit from transacting daily with a
  variety of texts at multiple levels.
• Vocabulary development and instruction affect
  reading comprehension.

11
Visualizing

• Objectives
• Review of Reading Tenets
• Design of a Mind/Alternative Mind lesson for an
  upcoming CRP selection
• Initial practice in a controlled or sheltered
  setting

12
Mind/ Alternative Mind

• The next segment of the video describes a
  visualization strategy. Visualization is a way of
  picturing in your mind what is happening in the
  story. The classroom teacher in our video is
  using the comprehension strategy entitled
  Mind/Alternative Mind.

13
Mind/Alternative Mind

• Purpose To examine a topic or issue from two
  perspectives,
• Comprehension Strategy Visualizing, Evaluating
• Text Narrative, Expository
• Use During and After Reading
• Procedure
• 1. Discuss the text and examine which
  perspective is prevalent. Think about a
  perspective that is not presented or is missing
  from the text.
• Mind Draw the outline of a head to represent the
  perspective of a character. Label. Inside write
  or draw ideas that delineate that persons
  perspective.
• Alternative Mind Draw another outline of a
  character with a different perspective. Follow
  the same steps as above describing perspective on
  the same issue
• 2. Display completed portraits for others to
  view.
• 3. Share and discuss to compare and contrast

14

• Choose an upcoming text selection from your CRP
  with at least two featured characters and design
  a Mind/Alternative Mind activity.
• Using chart paper or construction paper draw two
  characters you want to explore and add details
  about their perspectives in the story.
• Share your completed activity with a partner.

15
Check for Understanding

• Think Look over the information we have
  covered thus far.
• Pair Turn to the person sitting next to
  you.
• Share Talk about it with your partner.
  Be prepared to share with the group.

16
Summarizing
Summary Tower
17
Summarizing

• Objectives
• Review Reading Tenets
• Extend the Learning
• Summary Tower
• Initial practice in a controlled or sheltered
  setting

18
Tenets of Reading Instruction

• Engagement is a key factor in the comprehension
  process.
• Comprehension skills can be taught.
• Dynamic assessment informs comprehension
  instruction.

19

• The Summary Tower is an organizational tool that
  can be used for summarizing and retelling.
• This type of strategy involves identifying
  important information in the text. This might
  include the main idea, supporting details, main
  characters, problem, problem resolution, etc.

20
Try it out!

• Choose a selection from your CRP or an alternate
  text (content area, trade book, etc.)
• Choose one of the lists we present on the
  following slide or develop your own 6 items to
  include on the tower.
• When this activity is completed the strips may be
  cut up and used to guide writing or retelling.

21
Summary Tower

• Purpose to provide a structure for summarizing
  factual information or retelling parts of a
  story.
• Choose or or
• Section 1 Who? Title Animal
• Section 2 What? Character Habitat
• Section 3 Where? Setting Food
• Section 4 When? Problem Description
• Section 5 Why? Solution Classification
• Section 6 How? Theme Illustration

22
Sample Comprehension Bulletin Board
Visualizing
Previewing
Summarizing
Story Impressions
Mind/Alternative Mind
Summary Tower
Another Strategy
Another Strategy
Another Strategy
23
Assessment

• In the last segment of our video, Dr. Allen
  discusses the value of assessment. She gives the
  following examples of informal assessment that
  are applicable for use in the classroom
• Discussion and Observation Do the students
  demonstrate an understanding of the correct
  application of this strategy. Can they articulate
  how and why it is used?
• Applied teaching techniques Looking at student
  work to determine the level of understanding.

24
What about students with special needs?

• Guided comprehension is a context where students
  learn comprehension strategies in a variety of
  settings using multiple levels and types of text.
  They receive peer support in a non-judgmental
  environment.
• Scaffolding is an important component to provide
  support for students as they attempt new tasks.
• Students with LD benefit from instruction in
  critical reading skills that is explicit and that
  includes specific corrective feedback.

25
What about ELLs?

• Listening to stories read aloud by the teacher is
  one of the most effective ways for ELL students
  to enrich vocabulary and comprehension.
• Discussion
• Pre-teaching vocabulary or phrases from the
  story,
• Predicting and confirming and retelling or
  sequencing

26
What can parents/ family members do to extend the
learning?

• Talk about favorite books
• Read to children and encourage them to read to
  them
• Encourage children to engage in activities that
  include reading or writing
• Display evidence of student work
• Visit the library or book store often
• Support your childs hobby by obtaining written
  materials that relate to that hobby

27
Summary Questions

• What do you feel are the strengths of this model?
  Weaknesses?
• What did you notice about how the children
  responded to instruction?
• Do you feel that you could incorporate this model
  in your reading block?
• Why? Why not?
• How compatible do you think this would be with
  your CRP?

28
Check for Understanding

• Think Look over the information we have
  covered thus far.
• Pair Turn to the person sitting next to
  you.
• Share Talk about it with your partner.
  Be prepared to share with the group.

29
Next Steps

• How can I use the information I have learned here
  today in my classroom?
• What can I try tomorrow?
• Create an action plan incorporating the
  transition from whole group to small group to
  independent practice.