Checking for Understanding Duncan Met.pdf - StarTalk
Checking for Understanding Duncan Met.pdf - StarTalk
Checking for Understanding Duncan Met.pdf - StarTalk
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Friday, October 19, 12<br />
<strong>Checking</strong> <strong>for</strong><br />
Comprehension<br />
Mimi <strong>Met</strong> Greg <strong>Duncan</strong><br />
myriammet@gmail.com interprep@earthink.net
Friday, October 19, 12<br />
At the end of this session, you will be<br />
able to say, “I can . . .”<br />
explain why checking <strong>for</strong> comprehension is<br />
essential<br />
identify various types of strategies to check <strong>for</strong><br />
comprehension<br />
explain when specific strategies might be the most<br />
useful in checking <strong>for</strong> comprehension
Friday, October 19, 12<br />
Watch and Learn
Friday, October 19, 12<br />
Comprehension Check<br />
Scientists have invented a new airborne shuttle.<br />
The invention has many sophisticated working<br />
parts, including a ding alarm.<br />
The new invention is expensive but will be bought<br />
by the government.
Friday, October 19, 12<br />
Were you able to answer our questions?<br />
Did you understand the lesson you saw on the<br />
video?<br />
What’s wrong with having been able to answer our<br />
questions but not understand the lesson?
Friday, October 19, 12<br />
TL + CI =? U
Friday, October 19, 12
Friday, October 19, 12<br />
Did the teacher check <strong>for</strong> comprehension?<br />
front<br />
YES = Arms UP<br />
NO = Arms straight out
Friday, October 19, 12<br />
How did he check <strong>for</strong> comprehension?<br />
A. He called on individual students.<br />
B. He had students write down the answer, and he walked<br />
around the room to see what they had written.<br />
C. He watched <strong>for</strong> facial expressions and body language.<br />
D. He did not check <strong>for</strong> comprehension.
Friday, October 19, 12<br />
What did the teacher learn from the<br />
answers students gave?<br />
What was NOT possible <strong>for</strong> him to learn<br />
based on his selection of this particular<br />
strategy?
Friday, October 19, 12<br />
Among the strategies<br />
Physical movement<br />
we just used . . .<br />
What is useful about this strategy<br />
and why?
Friday, October 19, 12<br />
More Strategies to<br />
Check <strong>for</strong> Comprehension<br />
Non-Verbal Strategies<br />
Student facial expressions and body language
Friday, October 19, 12
Friday, October 19, 12<br />
Movement<br />
Thumbs up /Thumbs down<br />
Do as I say (TPR)
Friday, October 19, 12<br />
Make my sentence true /<br />
you understand<br />
Hold-ups<br />
Act out
Friday, October 19, 12<br />
Even MORE Strategies to<br />
Check <strong>for</strong> Comprehension<br />
Either/or<br />
Oral Production Strategies<br />
Fill in the blank
Friday, October 19, 12<br />
Pair / Group Work<br />
Numbered Heads Together
Friday, October 19, 12<br />
Name the States
Friday, October 19, 12<br />
Pair / Group Work<br />
Numbered Heads Together<br />
Bicycle Chain
Friday, October 19, 12<br />
Turn and talk<br />
Line-ups<br />
Think - Pair - Share
Friday, October 19, 12<br />
3 Threes in a row
Friday, October 19, 12<br />
I am yellow.<br />
Animals like to eat<br />
me. People like to<br />
eat me too.<br />
I am a green food<br />
you eat in salad.<br />
I am a food you eat<br />
hot.<br />
I am something to<br />
drink. You make me<br />
from oranges.<br />
I am a vegetable you<br />
can eat without<br />
cooking.<br />
You put me in a<br />
bowl with cereal.<br />
I am very cold and<br />
you can eat me after<br />
dinner.<br />
I am a red fruit.<br />
You use me to make<br />
a sandwich.
Friday, October 19, 12<br />
Physical Movement Turn and Talk Facial Expressions<br />
Think Pair Share White Boards Numbered Heads<br />
Either/Or<br />
Make My<br />
Sentence True<br />
Bicycle Chain
Friday, October 19, 12<br />
3 big ideas I heard today<br />
2 strategies I will use right away<br />
1 “ah-ha” moment<br />
Reflecting
Friday, October 19, 12<br />
As this session ends, I can . . .<br />
explain why checking <strong>for</strong> comprehension is<br />
essential<br />
identify various types of strategies to check <strong>for</strong><br />
comprehension<br />
explain when specific strategies might be the most<br />
useful in checking <strong>for</strong> comprehension
Friday, October 19, 12<br />
<strong>Checking</strong> <strong>for</strong><br />
Comprehension<br />
Mimi <strong>Met</strong> Greg <strong>Duncan</strong><br />
myriammet@gmail.com interprep@earthink.net
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