1. Subject matters. How smart readers think.
1.1. As educators it is important to know what skills our students have in regards to text comprehension, and what skills they need more time developing.
1.2. Thinking strategies of effective readers
1.2.1. visulize
1.2.2. connect
1.2.3. question
1.2.4. infer
1.2.5. evaluate
1.2.6. analyze
1.2.7. recall
1.2.8. self-monitoring
1.3. Prior knowledge is the main determinant of comprehension
1.3.1. An overview of the text can help get readers ready for the bet possible comprehension.
1.4. Stages of reading:
1.4.1. Before reading
1.4.1.1. set a purpose
1.4.1.2. activate prior knowledge
1.4.1.3. develop quetions
1.4.1.4. make predictions
1.4.2. During reading
1.4.2.1. sample text
1.4.2.2. visulize
1.4.2.3. hypothesize
1.4.2.4. confirm/alter predictions
1.4.2.5. monitor comprehension
1.4.3. After reading
1.4.3.1. recall/retell
1.4.3.2. evaluate
1.4.3.3. discuss
1.4.3.4. reread
1.4.3.5. apply
1.4.3.6. read more
1.5. various kinds of reading
1.5.1. chronological order
1.5.2. cause and effect
1.5.3. steps on a process
1.5.4. problem and solution
1.5.5. compare and contrast
1.5.6. physical description
2. Building background knowledge before reading.
2.1. vocabulary knowledge
2.2. prior knowledge
2.3. structural knowledge
2.4. experiential knowledge
2.5. The three tiers
2.5.1. 1: common word than students already come to school knowing, not worth teaching
2.5.2. 2: general academic words that are encountered across content areas. Useful to teach
2.5.3. 3: discipline-specific words. Important to teach for understanding of concepts
3. Supporting comprehension during reading
3.1. step 1: Preview
3.1.1. teacher strategically segments a reading section
3.1.2. teacher or student preview reading selection, identify key vocabulary concepts, connect to background knowledge, make predictions, and set purpose for reading
3.2. step 2: click and chunk
3.2.1. students read text aloud in small groups
3.2.2. students stop at the end of each text segment to use context clues and morphemic analysis to determine the meaning of unknown words or to extend understanding of what they already know
3.3. step 3: get the gist
3.3.1. each student generates a gist statement about the "who" or the "what" f each text segment and shares with the group
3.4. step 4: wrap up
3.4.1. students ask and answer group members questions and write a review statement for the whole text
3.4.2. students engage in a text-based discussion about the most important ideas in the reading section
3.5. Key strategic features
3.5.1. before reading: teacher strategically segments text and sets a purpose of students reading
3.5.1.1. before reading: students preview build background knowledge and set purposes for reading
3.5.2. during reading: students collaborate clarify monitor comprehension and summarize
3.5.3. After reading: students ask and answer questions and discuss important elements of the text
3.6. predict
3.6.1. read text segment silently
3.6.1.1. ask questions
3.6.1.1.1. clarify
4. Creating motivating context
4.1. Backwards design
4.2. evaluate self efficacy
4.3. invest in new learning
4.4. generate local interst
4.5. connect outside with inside school literacies and learning
4.6. expand student choices and options
5. Explicit instruction in comprehension
5.1. clarifying
5.2. comparing and contasting
5.3. connecting to prior experiences
5.4. inferencing
5.5. predicting
5.6. questioning the text
5.7. recognizing the authors purpose
5.8. seeing casual relationships
5.9. summarizing
5.10. visualizing
6. Every day comprehension
6.1. Todays youth can be very distracted for attention-competing media between texting, video games, social media, movies and so much more.
6.2. Text can be so much more than just letters on a page. Text can be anything from a performance, art, spoken language and more.
6.3. As educators we want to challenge our students, this way their own personal comprehension can grow.
7. Dimensions of Comprehension
8. Conducting discussions after reading
8.1. effective discussion begin with open-ended questions worthy of discussion
8.2. interpretive authority and control of runs are shared between the teacher an students
8.3. there is substantial time for peer interaction and dialogue
8.4. a specific topic, activity or goal for the discussion is clearly started
8.5. all participants know the rules for contributing to the discussion
8.6. Comprehension and collaboration
8.7. teacher control
8.7.1. shared control
8.7.1.1. student control
8.8. Efferent
8.8.1. critical analytic
8.8.1.1. expressive
8.9. read text segment silently
8.9.1. students ask questions
8.9.1.1. teacher answers questions
8.9.1.1.1. teacher ask questions
9. metacognitive conversations
9.1. making thinking visible
9.2. exploring students concepts of reading
9.2.1. purpose
9.2.1.1. procudure
9.3. LaKeisha
9.3.1. when you read there should be a little voice inside your head like the storyteller is saying it and if there is not you are just looking at words
9.4. Student responsiveness to the idea of their own thinking is thrilling for teachers as well.
9.5. reflection: thinking about thinking
9.5.1. think aloud routine