1. RAD
Reading
Answers that
Don’t Make Sense
How to target instruction for
reading comprehension

2. Allow yourself to be a learner and
participant.
We will begin and end on time.
Everyone deserves a right to be
heard, and everyone deserves the
right to hear.
Technology use is important,
please use it when required to.
Norms

3. 1 What will I be able to do when I've
finished the lesson?
I can identify and implement instructional
strategies that will help students
comprehend and thereby increase student
learning outcomes.
2. What is important for me to learn and
understand? To be able to do this?
I must learn and understand that I need to
model and provide multiple opportunities
for students to practice comprehending
text in a variety of ways. I need to be able
to use formative assessment along the wy
to see if they are ‘getting it’.
3. What will I do to show that I understand
the target and how well will I have to do it?
I can show this by implementing effective
instructional strategies that meet and
assist student learning outcomes and use
formative assessment to monitor
progress.
Learning Targets
Setting a
Learning Target

4. RAD and
SK
Outcomes

5. RAD and
SK Outcomes

6. RAD wiki

7. The assessment requires students to retrieve information, recognize
meaning, interpret text, and analyze text.
Question 1 assesses students’ ability to set a purpose for reading by making
predictions and anticipating content using text features.
Question 2 assesses students’ ability to retrieve information and recognize
meaning by locating main ideas and details that are explicitly stated in the text
and then reformulating these in their own words.
Question 3 assesses students’ ability to interpret text by making inferences or
drawing logical conclusions based on their understanding of the information in
the text.
Question 4 assesses students’ ability to analyze text by making connections
between new information and prior knowledge.
Question 5 assesses students’ metacognitive awareness of their comprehension
strategies.
Question 6 assesses students’ metacognitive awareness of their word-solving
strategies.
Questions

8. Commit and Toss
Why is predicting important
to teach, prompt, and
reinforce?

9. A prediction is what you think will happen based
upon the text, the author, and background
knowledge.
Prediction is an educated guess as to what will
happen.
As a reader, you can make predictions a text
BEFORE reading.
As a reader, you can make predictions a text
DURING reading.
Anticipation Guide
Prediction

10. Text Features

11. Building Reading
Comprehension Habits in
Grade 6 – 12: A Toolkit of
Classroom Activities (Ch. 5,
Making Inferences and Predictions)
Give One,
Get One,
Move On
Inference

12. Connecting
Group Summarizing
Template

13. Group Summarizing
Pages 104-106
- What Does It Mean to Make
Connections?
-Importance of Connecting
-Problems with Teaching Connecting
-How We Connect and the Connecting
Components
-Making Connections and the
Metacognitive Teaching Framework
Pages 107 – 110
- Explicit Instruction of Making
Connections
- Explaining and Defining Components
of Making Connections
-Noticing and Applying Components of
Making Connections With a Text
-Refining Strategy Use: Activities for
Teaching Connecting
-Connections Continuum
Pages 110 – 113
-I connect to the characters.
-I connect to the plot.
-I connect to the settings or place.
-I connect to visualize, taste, smell, feel,
or hear the text.
-I connect to predict or infer what will
happen in the text
Pages 113 – 117
-I connect to what I know about a topic
or word
-I connect to help me feel emotions
related to the text
-I connect to text organization and text
structure
-Self-Assessment and Goal Setting

14. Summarizing and
Notetaking
* Requires that students distill information into a
concise, synthesized form and focus on important points.
* Research emphasizes the importance of breaking down
the process of summarizing into a structure that can be
easily understood by students.
* Verbatim note taking is the least effective note-taking
technique
* Students should be encouraged to revisit and revise their
notes after initial recording them.
* They should use different formats and make notes as
complete as possible.
Main Idea and
Supporting Details

15. * Both require students to distill information into a
concise, synthesized form.
* Effective learners are able to sift through a great
deal of information, identify what is important
and then synthesize and restate the information.

16. Effect Size
* Effect size is a unit of measure used with meta-
analysis that expresses increase or decrease in
student achievement.
* Small - 0.02 - 0. 49
* Medium - 0.59 – 0.79
* Large – 0.80 and above
* Summarizing and Note-taking has 1.0 ES

18. Main Ideas and
Supporting Details
Marzano’s
Instructional
Strategies
Summarizing
Turn and Talk:
What did you find interesting?

19. Main Ideas Organizer
Cornell Notes
Quick Write
Two Column Note Taking
Interactive Notes
Reporter’s Notes
Sum It Up
Main Ideas and
Supporting Details
Graffiti
Pros?
Cons?
Use?
Other?

20. Word Skills
Modified Jigsaw

21. Comprehension Strategies

22. Strategies
Modelled Commit and Toss
Give one, Get One, and Move On
Group Summarizing
Turn and Talk
Graffiti
Modified Jigsaw
Quick Write
3-2-1

23. Quick Write
Topic:
Reflect on what was covered.
Write your thoughts, ideas, reactions
Ask Yourself:
How am I going to
record this?

24. 3-2-1
3 Things you
found interesting
2 Strategies you
are going to try
1 Question you
still have
Quick
Write
You will have 3
minutes to create
a Quick Write:
Topic:
What did you find
interesting and
what will you try?
Thoughts? Ideas?
Actions?
OR

25. RAD
Responses
Answered
Deliberately
How you can help your students
target reading comprehension