Metacognition in the Primary Classroom November 20, 2017 Power of Reading Summit John Wolf Objectives:

• What is metacognition? • How do I teach my students about metacognition? • What metacognitive strategies should I use? Turn and Talk

What does a read aloud look like and sound like in your classroom?

3 Indiana Academic Standards Indiana Academic Standards require students to think and communicate their thinking in order to demonstrate understanding of complex text, and conceptual mathematics. Comprehending Text To comprehend text successfully, readers must:

• Decode or Pronounce Words • Read with Fluency • Apply Vocabulary Knowledge • Activate Prior Knowledge Relating to the Text • Use Cognitive and Metacognitive Strategies to Understand What They are Reading

-National Reading Panel, 2000

13 Research

• 50% to 66% of the world’s population engage in metacognition John Flavell, 1979

• Some children have no ideas of what they should do when they confront a problem and are often unable to explain their strategies of decision making Sternberg and Wagner, 1982 “ Students without metacognitive approaches are essentially learners without direction or opportunity to review their progress, accomplishments, and future directions.” O’Mally, Chamot, Stewner-Mazanaares, Russo, & Kupper, 1985 Priorities for Effective Instruction

Metacognitive “METACOGNITION, which is Strategies needed to use comprehension strategies well, can begin during direct teacher explanations and modeling of The Reading Thinking strategies, but develops most Cycle completely when students practice using comprehension Comprehension strategies as they read.” Strategies

-Michael Pressley Peer and Student Self Assessment What opportunities do I provide for students to practice peer and self-assessment strategies? Gradual Release of Responsibility Model

Teacher Responsibility

Student Responsibility

Source: From "Productive Work Group: How to Engage Students, Build Teamwork, and Promote Understanding" (p. 7), by Nancy Frey, Douglas Fisher & Sandy Everlove, Alexandria, VA: ASCS, © 2009 by ASCD, Reprinted and adapted with permission. Learn more about ASCD at www.ascd.org . Frontloading Teaching for Transfer • Transfer implies understanding-not only of what to do, but when to do it.

• A self regulated learner understands how to use a range of flexible problem solving strategies for extending learning to a higher plane.

• Self regulation is grounded in Vygotsky’s theory of higher-level psychological functions such as, • Conscious awareness (“I know what I know”) • Selective attention (“I can direct my attention to what I need to attend to”) • Voluntary memory (“This is important for me to remember”)

Source: Dorn & Soffos. Shaping Literate Minds. Stenhouse. Teaching for Transfer

Enhanced Awareness Awareness Control Self-control Self-regulation

Teacher Child regulated regulated | |

External Support by Teacher No external support; Internalized guidance; self- High support internal response activated formulated plan, flexible by external stimulus Text-Dependent Question Types

Vocabulary Use context clues. • Definitions • Descriptions • Synonyms • Examples

Answers are in the text. Level 1 •Facts and details

Level 2 Answers are in the text but may be in more than one place. Students may also have to reread use synonym- based words and language. • Identify cause and effect • Compare and contrast • Identify sequence or • Identify stated main idea steps in a process and supporting details Text-Dependent Question Types

Level 3 Answers are inferred or implied. • Make inferences • Analyze character • Draw conclusions • Unstated main idea • Make predictions • Use graphic features to interpret information

Level 4 Answers require the reader to think like the author. • Evaluate author’s purpose • Analyze text structure and organization. What is an Interactive Read Aloud?

6 Interactive Read Alouds

An interactive read aloud is a key component for helping students develop ways of thinking about texts. The students are actively engaged in thinking and talking about the texts. Interactive Read Alouds Listeners pick up information through oral language (written language read aloud) and put it together with what they know. They actively construct meaning and also notice aspects of the text being read (such as language, new ideas, story lines, characters). Interactive Read Alouds

• Brief discussion takes place before and after the reading as well as a few planned times during the reading. Collaborative Conversations

• Interaction between the teacher and students extends understanding of the text. All participants benefit from the thinking of each other.

9 What is the purpose of an Interactive Read Aloud? Purpose of Interactive Read Alouds

• Makes possible thinking and talking about text without requiring independent processing of print. • Expands linguistic, vocabulary, factual, and experiential knowledge. • Provides a model of fluent, phrased reading. • Improves listening comprehension. • Exposes students to a variety of story structures and genres. Big Payoff in Other Learning Areas by:

• Providing a rich context in which every student in the class can enjoy age-appropriate material and engage in the kinds of thinking that effective readers do related to written texts.

• Building up a shared repertoire of genres, writers, and specific texts that can be referred to during other reading and writing events. Selection of Texts for Interactive Read Aloud

• Texts are aligned to the curricular goals (e.g., align to topics and concepts required for a particular grade level). • Texts are positioned at the higher range within the Lexile grade level band. • Texts ensure comprehension of the particular concepts and/or topics under investigation (i.e., considerate texts). • Texts can be used as mentor texts across language, reading, and writing workshops. Instructional purposes of an Interactive Read Aloud

• Genre/Text Structure • Author Studies • Text Studies

23 Metacognitive Strategies Teacher action that prepares students for learning or elaboration through self-reflection regarding what was learned.

•Teacher modeling of problem solving steps •Think-pair-share •Goal setting •Journal Writing •Activation of Prior Knowledge •Cues and Questions

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906-911. Planning Considerations for Interactive Read Alouds

• Understand the purpose of before, during and after reading.

• Preview and practice reading the text. Read with expression, fluency and animation.

• Analyze the texts for points of inquiry and note or mark a FEW places for intentional interactions that will enable students to build up understanding. Think A loud

One of the most effective way to teach metacognitive strategies is the think-aloud.

This involves teacher talking the class through his/her thinking as he/she tackles a task, like a piece of text with new vocabulary or a new math concept. Modeling Metacognition with Students

• Predict • What do the pictures tell me about what I will read? • What do the heading tell me about what I will read? • What do I predict is the author’s purpose? Summarize • So far, I know this about what I read: • I think I will read more about ______as I continue to read. • I think what might happen next in this text is …. Connect • Does this remind me of something I already know? • How does this fit into what I already read so far? Modeling Metacognition with Students

Clarify • I didn’t understand …. , so I reread, figured it out, and read on and now I know what it means /how it connects.

Visualize The main thing I see on the page is …. • I can draw or represent this concept in another way that makes sense to me. Modeling Metacognition with Students

Question •I am wondering about •I need someone to help me understand… •Something I will ask my teacher or another student to clarify is….

Evaluate •As a result of reading, I know these three things about what I read. •As a result of taking notes, I can explain these concepts. Before Reading

Teacher’s Role Students’ Role • May address the front cover, back • Activate background knowledge. cover, end pages, dedication, book • Ask questions. jacket, author information, or publication date. • Understand purpose for listening. • Provides a few statements that engages students’ thinking about the text (e.g., genre). • Provides a brief introduction that engages the students and sets the purpose for listening comprehension.

30 Setting a Purpose for Reading

• In order for students to engage in a reading event, they must have a purpose for reading or listening. • Students’ purpose for reading and listening will influence how they interact with the text and subsequently how they comprehend the text. • The purpose for reading should align with the overarching theme or concept knowledge to be developed.

28 Example with an Informational Text

Lexile Level: 450L Second Grade Reading Band

May be Appropriate for K-2 Grades

Aligns to the Curriculum and Meets the Text Complexity Demands Day One

Read A Tree for All Seasons scaffolding comprehension of text

31 Before the Reading: Setting the Purpose for Listening Comprehension • A Tree for All Seasons is a text written and illustrated by Robin Bernard. • Just by examining the cover of the text, what type of genre is this particular text? • So let’s take a look at the front cover (reread title and discuss) and the back cover (discuss). So, knowing that it is a nonfiction text and by us examining the cover of the book, the back of the book and rereading the title, what do you anticipate this informational text might teach us? So, let’s read the book and find out if the tree indeed changes throughout the four seasons of the year. During Reading Teacher’s Role Students’ Role • Reads with appropriate phrasing, • Listen attentively. intonation, and expression (prosody). • Actively engage with text (e.g., ask and • Pauses occasionally to make or invite a answer questions, make predictions, comment, demonstrates ways of thinking draw inferences, determine central ideas about the text, or poses relevant or themes of text, analyzes their questions. development and summarize key supporting details and ideas). • Draws attention to writer’s craft/language use. • Use language, vocabulary and writer’s craft to comprehend text. • Stops occasionally to comment on language or vocabulary without • Talk about thinking and understanding interrupting the reading too much; with the group. defines or highlights unusual vocabulary. • Respect and value one another’s ideas • Builds on the students’ comments, and build on the ideas of others using predictions, questions, and connections. evidence from the text to validate understanding.

35 Sample Anchor Chart After the Reading

Teacher’s Role Students’ Role • Facilitates student collaborative • Participate in a discussion of the text with conversations through multiple the group. exchanges. • Respond to the meaning of the whole text • Invites and encourages conversations (i.e., theme, message, main topic or idea). about the overall meaning of the text • Describe the connection of text to other (i.e., , theme ,message, main topic or texts (e.g., series of events, scientific idea). ideas or concepts, characters, setting and major events using key ideas and details). • Rereads a section(s) of text to promote • Respect and value one another’s ideas deeper comprehension (e.g., character’s and build on the ideas of others using actions, setting, problem, solution, evidence from the text to validate language, author’s craft, and/or scientific understanding. ideas and pieces of information). • Respond to the text • Link the text to other texts.

37 After the Reading: Discussion Prompts

Discussion prompts that scaffold students in Identifying and retelling key details of the text.

1.From reading this text, what did we learn? 2.Let’s describe the tree during the different seasons using important vocabulary from the text. Day Two Reread A Tree for All Seasons Close Reading (Analyzing Craft and Language)

37 Extension: Spotlighting Vocabulary Writing About Reading Prompt

• Describe the maple tree across the four seasons of the year. • Be sure to use scientific vocabulary as you describe the changes in the maple tree so your information is clear, concise and accurate for your audience. Writing About Reading

42 Analysis of Response

• Comprehends key ideas from text. • Retells key details from the text. • Includes content specific vocabulary (i.e., Floppy green flower tassels, samaras, and bare). After Sharing Writing

• After reading, discussing and writing about how the maple tree changes throughout the year, do you think ALL trees change during the seasons of the year like the maple tree? • Let’s read some other books and articles about different kinds of trees and find out if all trees change throughout the seasons like the maple tree. Organizer

In this book,

----I know this to be true because Pause and Ponder

• Do you provide reading opportunities multiple times a day in your classroom for students to engage in complex texts?

• How do you use on-going assessment to determine whether you students are thinking deeply about texts?

• How to you scaffold your students to think at higher levels about texts? Support Tools for an Interactive Read Aloud Graphic Organizers

A graphic organizer for students to use as they are doing a project (KWL)

K W L What I Know What I Want to Learn What I Have Learned Multiple Meaning Web Card Pyramid Closing Thoughts

What changes in my practice might result from the ideas presented today? Free Support Tools

K-5 Instruction/Intervention Support Tools and Guidance https://www.tes.com/lessons/mcxVmRLub525ag/k-5-instruction- intervention-support-tools-and-guidance

Reading Comprehension Strategies https://www.tes.com/lessons/dO8llrcz-wxuZQ/reading-comprehension- strategies He who learns but does not think is lost Chinese Proverb