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The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy. Appendix B
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Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
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Preparing Teachers: Building Evidence for Sound Policy
Appendix B
How Teachers Learn Critical Knowledge and Skills: Tracing One Example
Learning Objective
Reading diverse text with understanding.
Student’s Opportunity to Learn
Develop and enhance language and meta-cognitive skills to meet the demands of specific printed texts.
Experience supported opportunities to learn to interpret diverse kinds of texts for diverse purposes.
Teacher Study
Linguistic and psychological studies:
development of oral and written language abilities, including relations among meta-cognitive abilities, print processing abilities, and comprehension abilities
theories of text-comprehension
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Pedagogy of reading (teaching and assessing):
activities to develop and practice comprehension and metacognition strategies on oral language, on written text read aloud, and as the student reads independently
activities to develop concepts and words (oral and written)
activities to develop the skills needed to lead text-based discussions focused on constructing the meaning of text and engaging in knowledge building with text
Teacher’s Opportunity to Demonstrate Knowledge
Suppose a linguistically/culturally diverse student in your classroom has excellent decoding skills but has trouble comprehending the texts you assign. What are some reasons why comprehension may be a problem for this student?
Describe the interplay between prior knowledge and reading strategies as students read and comprehend a text on a particular topic.
Analyze a text for its affordances and challenges and identify probing questions that will assess students’ understanding of the content.
Discuss the purpose and use of comprehension strategies. When do readers use them? How do they contribute to reading comprehension?
Discuss how readers’ perspectives influence what they comprehend and interpret from a text.
Teacher’s Opportunity to Demonstrate Practice
Select a text that you or your cooperating teacher uses as part of the regular curriculum—this could be a selection in a basal reading program or a leveled text or a trade book. Read through the text and identify the likely areas where your linguistically/culturally diverse student may have trouble comprehending the text. Plan a lesson that builds or activates prior knowledge to build a bridge between what your student knows and the new information the student needs to understand the text better.
Select two different, but relatively easy, texts for your students to read, one on a familiar topic and one on an unfamiliar topic. Develop, conduct, and evaluate a lesson in which you show students how you can read texts on a familiar topic by activating and using prior knowledge. Then show them
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how you often use comprehension strategies to comprehend a text on the unfamiliar topic since you do not have much background information on which to rely.
Select a text that will be used in content instruction (a text book or trade book). Identify a set of learning goals appropriate to the use of that text; identify semantic and linguistic features that might impede students’ comprehension of the text, script how you will launch the discussion of the text, and script a set of probing questions that you will use to guide a discussion of the text so that the discussion is consistent with your learning goals and reflects the textual challenges.
Read a text on a topic with which you are very unfamiliar. As you read, think about and list the different comprehension strategies you use to assist you in making sense of this difficult text. In a small group, discuss with your peers the strategies you used and the reasons why you used them. Next use a think-aloud to assess a typical third-grader’s comprehension abilities as the student reads a text. Make a list of the specific strategies the student uses. Compare and contrast these lists with your peers. Develop a profile of a typical third-grade reader’s strategies for comprehending text.
Develop, implement and evaluate a comprehension lesson where students learn how to revisit a story from a different perspective. Then, ask students to write a story of their choosing from a perspective that is different from the one taken by the author of the story.
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