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- https://storytrail.com/Impact/presentations.htm
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- Objectives:
- At the end of this workshop, you will be able to:
- Define seven reading comprehension strategies and make connections
between them and information literacy skills (AASL Standards for the 21st
Century Learner).
- Identify research-based instructional strategies that can be
incorporated into classroom-library collaborative lessons.
- Specify and practice coteaching strategies.
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- Reading advocacy is important work for teacher-librarians
- BUT it
- does not equal reading instruction!
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- Activating and Building Background Knowledge
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- Sit in groups of four (or five).
- Shuffle and deal the puzzle parts.
- Take turns reading the library learning standards puzzle pieces.
- Determine keyword or keywords in the LLS.
- Discuss as a group which reading comprehension strategy is compatible
with that LLS.
- Place the piece on the board under that strategy.
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- “Teaching is too difficult
to do alone;
collaborate
with your teacher-librarian.”
- Poster from the Dewitt Wallace-Reader’s Digest
Library Power Project, circa 1994
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- One Teaching, One Supporting
- Center Teaching
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- Alternative Teaching
- Team Teaching
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- One educator reads a text, the other records students’ ideas
- Jointly model the learning tasks
- Provide think-alouds to show a diversity
of responses
- Demonstrate cooperative learning,
discussion procedures, and debating techniques
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- Chapter 3: Advanced Lesson
Collaborative Strategies for Teaching Reading Comprehension:
Maximizing Your Impact
- by Judi Moreillon
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- Instructional Strategies: Cues and Questions, Classifying, Notemaking
and Summarizing, and Comparing
- Lesson Length: 3 or 4 Sessions
- Purpose: The purpose of this lesson is to provide background knowledge
to prepare students to read about an unfamiliar cultural tradition and
to make text-to-world connections between the worldviews suggested by
these traditional practices and those of present-day U.S. mainstream
culture.
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- Reading keywords: use graphic organizers to clarify the meaning of text;
use context to determine the meaning of words; use reference sources to
determine the meaning of words; develop vocabulary in context; describe
the historical and cultural aspects found in cross-cultural works of
literature; fluency
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- Science keywords: ecology; describe the interaction between human
populations and the environment
- Social studies keywords: describe the different perspectives of Native
American tribes; human cultures; locate information using a variety of
resources; research skills
- Educational technology keywords: technology research skills
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- Use prior and background knowledge as context for new learning. (1.1.2)
- Read, view, and listen for information presented in any format (e.g.,
textual, visual, media, digital) in order to make inferences and gather
meaning. (1.1.6)
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- Collaborate with others to broaden and deepen understanding. (1.1.9)
- Organize knowledge so it is useful. (2.1.2)
- Connect ideas to own interests and previous knowledge and experience.
(4.1.5)
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- 1. Identify the need for background knowledge.
- 2. Make notes from websites and print resources.
- 3. Use the background knowledge they gathered to understand new text.
- 4. Develop fluency through the practice and performance of a choral
reading.
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- 5. Identify which information helped them better comprehend the
narrative poem.
- 6. Analyze and compare the cultural practices and ecological view of
traditional Tohono O’odham culture with present-day U.S. mainstream
culture.
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- Teacher-Librarian Marilyn Teicher
- and Fifth-grade Classroom Teacher
Massiel Garcia
- P.S. 86
- Bronx, New York
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- How do we recognize the need for background information?
- When we need it, where can we get background information?
- How does background information help us comprehend text?
- Why is it important to compare new information with prior knowledge?
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- https://storytrail.com/Impact
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Notes
