A Closer Look at the Five Essential Components - Learning Point ...

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Teacher Behavior and Purpose Provide explicit instruction that includes modeling of the strategy. Provide appropriate practice. Example Lesson Excerpt T: To start you off with an example, I’m going to use the question frames we’ve used before. First, I look over the list of question frames (teacher refers to list on the overhead), and I select one that makes me think of a question about what I’ve read. These question frames are written on the overhead. 1. What does ______________ mean? 2. Why is ______________ important? 3. Why did ____________? 4. How did ____________? 5. How are ____________ and ___________ alike? 6. What is the difference between ____________ and ___________? 7. What causes ____________? 8. What would happen if ______________? T: Since this chapter in our science book has a lot of new vocabulary, I’m going to start out with the first question frame and write in one of the vocabulary words. What does climate mean? The teacher writes the question on the board. This is a “locate” question because the definition of climate is right there in the first paragraph on page 72. Now, I want to come up with a “think” question. As I read through the next paragraph, it says that climate is very important to plants and animals. It says that some plants and animals can’t live in a colder climate. That makes me think of a question using the last question frame: What would happen if the climate got much colder? This is a “think” question because I can’t locate the answer in the book. I have to “think” about what I read and what I already know to come up with the answer. The teacher gradually transfers responsibility for generating questions to students by prompting them to come up with questions of both types, giving them feedback on their questions, and finally, allowing them to work in pairs to create their own questions about this chapter in the science book. T: Now get with your partners and create three questions from the section beginning on page 72 and ending on page 74. Effective Reading Instruction? 35
Teacher Behavior and Purpose Example Lesson Excerpt Ending review After the students have had time to create several questions, the teacher and class work through a number of student-generated questions, focusing on the content of the chapter as well as the questions students created. T: Who has an example of a “think” question? S: Do we live in a cold climate? T: A yes-or-no question is not the kind of think question we are looking for. Who can ask me a question that makes me think about the word climate? S: What kinds of jobs need to pay attention to the climate and why? T: This is a good example of a think question. You must use what you learned in the chapter, think about it, consider what you know about different kinds of jobs, and answer the question. It is good because you are thinking and using information that you already know and putting it together. Okay, I think you did a pretty good job of writing your own questions. Remember, coming up with questions isn’t something you just do in science. It’s a way to help you understand anything you are reading. Let’s go over what we learned to do. First, we decided that writing questions of our own was a good way to understand more about what we’ve read. Then we talked about how we can use the question frames to get us started with writing our own questions. Finally, we practiced writing two types of questions: those that could be answered by locating information in the book and those that made us think about things we learned from other places also. Even if you don’t write the questions down, thinking about your own questions and how you would answer them will help you understand what you are reading. Other Effective Comprehension Strategies Comprehension monitoring. Readers monitor their own comprehension of a text by noticing when they begin to lose the meaning of what they are reading. When they realize they have lost the meaning, they can then apply one or more “fix-up” strategies such as summarizing what they have read in their own words, looking back through what they have read, or reading ahead (Taylor & Frye, 1992). Comprehension monitoring instruction is appropriate for students in second grade and above (NICHD, 2000). Effective Reading Instruction? 36
Page 1 and 2: A Closer Look at the Five Essential
Page 3 and 4: Explicit instruction means the teac
Page 5 and 6: Phonemic Awareness Phonemic awarene
Page 7 and 8: Phonemic Awareness Task Demonstrati
Page 9 and 10: Using Phonemes in New Word Learning
Page 11 and 12: An Example of Effective Phonemic Aw
Page 13 and 14: Phonics Understanding phonics and t
Page 15 and 16: Examples of Effective Phonics Instr
Page 17 and 18: Teacher Behavior and Purpose Exampl
Page 19 and 20: By definition, automatic behavior o
Page 21 and 22: An Example of Effective Fluency Ins
Page 23 and 24: Vocabulary What Is Vocabulary and H
Page 25 and 26: Textbook Definition Rewritten Defin
Page 27 and 28: Teacher Behavior and Purpose Provid
Page 29 and 30: From Where Does Vocabulary Growth C
Page 31 and 32: Comprehension Comprehension involve
Page 33 and 34: Readers can also use note-taking as
Page 35: An Example of Effective Instruction
Page 39 and 40: It is important that students perce
Page 41 and 42: References Adams, M. (1990). Beginn
Page 43 and 44: Hooks, P., & Jones, S. (2002). The
Page 45: Taylor, N., Wade, M., & Yekovich, F

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