Teaching for Comprehension,
Fluency and Vocabulary
in K-6
K 6 Classrooms
Bob Schwartz
Oakland University
rschwart@oakland edu
[email protected]
Expert - Novice Differences
1.
2.
3.
4.
5.
Expert notice features and meaningful patterns of
information that are not noticed by novices.
Experts have acquired a great deal of content
knowledge that is organized in ways that reflect a
deep understanding of their subject matter.
Experts’ knowledge cannot be reduced to sets of
isolated facts, but instead reflects contexts of
applicability.
Experts are able to flexibly retrieve important
aspects of their knowledge with little attentional
effort.
Experts have varying levels of flexibility in their
approach to new situations.
How People Learn, Bransford et al., 1999
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Reading Ability & Instructional Goals
Advanced
1. Personal Commitment
2. Word Recognition
3. Sight Vocabulary
Emergent
R. Schwartz, Oakland University
1.
2.
3.
4.
Flexible use of:
• Comprehension
Strategies
• Study Skills
• Vocabulary
Expansion
Beginning
Interest in Learning
See Purpose & Function
Oral Language
Print Concepts
Category
What is it?
Dynamic
Interaction
Reading
Driving
between a reader
and a text
the purpose is to
construct meaning
depends on reader’s
knowledge, text type
and context
Comparisons
Reading
Mysteries
Properties
What is it like?
Studying
What are some examples?
Illustrations
Reading on
the Internet
R. Schwartz, 1988
2
Information Sources
Most of the information we use as
readers
d
iis iinvisible
i ibl iinformation
f
ti
(phonological, structural and
semantic), brought to the text by
the reader….
Text provides the opportunity to
build up experience with the
mixing of visible and invisible
information….
M. Clay, COT, pp. 98-99
Story Grammar Elements
•
•
•
•
•
•
setting
initiating event
internal responses
attempts
consequences
reactions
3
Story Grammar
Story
Theme
Pl t
Plot
Episode 1
Characters
Time
Episode N
Setting
Place
Problem
Characters
Setting
Problem
Action
Time
Place
Resolution
Knowledge of Text
Structure
Action
Resolution
Expectation of Connections
Text-Text:
Text- Self;
Text - World
Oral Language
Reading Comprehension
Vocabulary Learning
Word Recognition
Rapid
Experience/
Background Knowledge
Problem Solving
R. Schwartz, Oakland University
4
Category
What is it?
Dynamic
Interaction
Reading
Instruction
Dancing
Comparisons
Properties
What is it like?
between a teacher
and a student
Helps student construct:
Strategies, knowledge &
attitudes of proficient readers
depends on teacher’s
and student’s knowledge
and the instructional
context
Creating a
Literate
Environment
Interactive
Teaching
What are some examples?
Illustrations
Meaning Focus
R. Schwartz, 1988
Visual Scanning
Fluency
Word Recognition
Sight Words
Expectation of What
Fluent Reading
Sounds Like
Problem Solving
R. Schwartz, Oakland University
5
Category
What is it?
Properties
What is it like?
Comparisons
What are some examples?
Illustrations
R. Schwartz, 1988
Responsive Teaching
Once a teacher understands how to
make a facilitating response to the
child’s half-right and half-wrong
responses at the most powerful
point in time, he or she becomes
effective. (Partners in Learning,
1993, p. 149)
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