Collaborative strategies for teaching reading comprehension

JUDI MOREILLON Collaborative Strategies for Teaching Reading Comprehension MAXIMIZING YOUR IMPACT Collaborative Strategies for Teaching Reading Comprehension M a x i m i z i n g Y o u r Im p a ct J U D I M OR E I L L ON AMERICAN LIBRARY ASSOCIATION Chicago   2007 While extensive effort has gone into ensuring the reliability of information appearing in this book, the publisher makes no warranty, express or implied, on the accuracy or reliability of the information, and does not assume and hereby disclaims any liability to any person for any loss or damage caused by errors or omissions in this publication Excerpts from See the Ocean, by Estelle Condra, copyright © 1994 by Estelle Condra, reprinted with permission of Inclusive Books, LLC; all rights reserved Excerpt from The Wise Woman and Her Secret, by Eve Merriam, text copyright © 1999 by Eve Merriam, reprinted with permission of Simon & Schuster Books for Young Readers, an imprint of Simon & Schuster Children’s Publishing Division Excerpt from The Important Book, by Margaret Wise Brown, copyright © 1949 by Margaret Wise Brown, reprinted with permission of HarperCollins Excerpt from Wild Dogs: Past and Present, by Kelly Milner Halls, copyright © 2005 by Kelly Milner Halls, reprinted with permission of Darby Creek Publishing Excerpts from Song of the Water Boatman, and Other Pond Poems, by Joyce Sidman, text copyright © 2005 by Joyce Sidman, reprinted with permission of Houghton Mifflin Company; all rights reserved The paper used in this publication meets the minimum requirements of American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials, ANSI Z39.48-1992 ` Library of Congress Cataloging-in-Publication Data Moreillon, Judi Collaborative strategies for teaching reading comprehension : maximizing your impact / Judi Moreillon p   cm Includes bibliographical references and index ISBN-13: 978-0-8389-0929-4 (alk paper) ISBN-10: 0-8389-0929-9 (alk paper) Reading comprehension—Study and teaching Lesson planning I Title LB1050.45.M667 2007 372.47—dc22 2006036132 Copyright © 2007 by the American Library Association All rights reserved except those which may be granted by Sections 107 and 108 of the Copyright Revision Act of 1976 ISBN-10: 0-8389-0929-9 ISBN-13: 978-0-8389-0929-4 Printed in the United States of America 11  10  09  08  07      5  4  3  2  1 With gratitude to the expert and generous colleagues who have propelled my own development as an educator Contents ACKNOWLEDGMENTS vii ix INTRODUCTION Maximizing Your Impact 10 Reading Comprehension Strategy One Activating or Building Background Knowledge 19 Reading Comprehension Strategy Two Using Sensory Images 39 Reading Comprehension Strategy Three Questioning 58 Reading Comprehension Strategy Four Making Predictions and Inferences 76 Collaborative Teaching in the Age of Accountability Reading Comprehension Strategy Five Determining Main Ideas 96 Reading Comprehension Strategy Six Using Fix-Up Options 114 Reading Comprehension Strategy Seven Synthesizing 132 GLOSSARY 155 REFERENCES 159 INDEX 163  Acknowledgments T here is nothing short of a legion of students of all ages, classroom teacher and teacher-librarian colleagues, administrators, researchers, and scholars who have stimulated my thinking, furthered my knowledge, and shaped my beliefs about teaching and learning Each of you has enriched my life and has deepened my com­mitment to the vital role of literacies and libraries in our lives, and I thank you I am grateful for the support and trust of my editor, Patrick Hogan, and my library “connector,” Connie Champlin You are my superheroes! My longtime friend and classroom teacher colleague, Denise Webb, gave me hours of her professional advice and critical feedback on the presentation of the lesson plans in this book as well as the Web support for these lessons I am in your debt Thank you to my public librarian collaborator, Mary Margaret Mercado, and to Judy, Karen, and Tina at the Tucson-Pima Public Library Kirk–Bear Canyon branch for providing me with summer access to piles of children’s literature from their collection and through interlibrary loan Finally, this book would not have been possible without my husband, Nick Vitale, and his fearless counsel, infinite patience, and enduring love Thank you all for teaching me vii Introduction T he goal of Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact is to help educators develop coteaching strategies to ensure student achievement It is founded on the belief that two heads—or more—are better than one Working together, teacher-librarians, classroom teachers, administrators, and families can create dynamic learning communities in which what is best for student learning is at the heart of every decision In these communities everyone is invested in everyone else’s success Through coteaching and sharing responsibility for all students in the school, educators can strengthen their academic programs I wrote this book to support the collaborative work of elementary school teacher-librarians who want to develop their understanding of teaching reading comprehension strategies I wrote it for educators who want to increase their expertise in using currently recognized best practices in instruction The teacher-librarians with whom I hope to share this work understand that, in order to make an impact on student achievement, they must teach what really matters in their schools The most effective way to that is to teach standards-based lessons every day in collaboration with classroom teacher colleagues Through effective classroom-library collaboration, teacher-librarians can help make others successful They can support their colleagues in accomplishing their goals These teacher-librarians are educators who intend to position themselves as essential partners in the literacy programs in their schools Preser­vice teacher-librarians are another readership for this book As students of school librarianship prepare for their careers, I hope they embrace the mission of the school library as a hub of learning The collaborative strategies offered in this book can help them make their instructional partner role their top priority If this book can help preser­vice teacher-librarians learn the vocabulary and practices that guide the work of their classroom teacher colleagues, then they will enter their positions ready to create partnerships that will improve student learning Something magical happened among the villagers As each person opened their heart to give, the next person gave even more And as this happened, the soup grew richer and smelled more delicious —From Stone Soup, retold and illustrated by Jon J Muth ix help the learner reach a level of achievement that he may not be able to reach without the scaffold A les­ son plan format is a procedural scaffold Outlines and graphic orga­nizers are examples of instructional scaf­ folds schema The schema theory suggests that knowledge is stored in abstract structures called schemas People orga­nize and retain information in their memories based on a hierarchy of characteristics For instance, in my schema for my dog Tessa, I have an overarch­ ing concept of animal, then pet, then dog, then poodle, then finally the specific traits of this particular dog When applied to reading comprehension, schema theory postulates that readers have preconceived con­ cepts that influence their understanding of texts This background knowledge is applied when texts are being read Schemas change when new information supplants old or is integrated into prior understandings semantic cue Semantics is the study of meanings, often meanings conveyed by words Readers learn to recog­ nize semantic cues that authors provide to help finetune meaning These meanings are influenced by the reader’s background knowledge and are often cultur­ ally specific Example: “His knees began to knock as the dark figure slinked out of the shadows.” The reader can use semantic cues to infer that the charac­ ter is frightened (knocking knees) and that the dark figure may be a threat (slinked out of the shadows) sign system Sign systems are ways to express meaning and understanding Readers can respond to literature and information using different modalities, including language, art, drama, music, and math story element Characters, setting, plot, conflict, and theme are the basic story elements Point of view, style (which includes cultural features), and visual 158 elements in illustrated works can also be considered story elements text The text is the totality of the work that weaves together print and illustration, whether in paper or electronic format text feature Text features help orga­nize information Tables of content, indexes, timelines, glossaries, graphics (including illustrations, photographs, charts, maps, tables, and captions and labels), headings or titles, subheadings or subtitles, font variations, and other print effects are text features often used in informational texts text structure Text structures are frameworks that can be used in both narrative and expository texts Examples include cause and effect, comparison and contrast, question and answer, problem and solution, and sequencing In some cases, certain words signal particular structures For instance, sequencing can be indicated by words such as first, next, then, and finally think-aloud strategy Think-alouds are used by edu­ cators and students when they wish to share their thinking processes orally In how-to strategy lessons, educators use a think-aloud strategy in modeling Think-alouds help others understand what is going on inside a person’s head when she is learning Thinkalouds are a form of metacognition—thinking about thinking When students understand their own think­ ing processes, they learn better think-pair-share In this procedure, a question or prob­ lem is posed Students think about a response or solu­ tion and turn to a partner to share their responses, and then the educators ask for volunteers to share with the larger group or whole class Glossary References AASL and AECT American Association of School Librarians and Association for Educational Communications and Technology 1988 Information power: Guidelines for school library media programs Chicago: American Library Association ——— 1998 Information power: Building partnerships for learning Chicago: American Library Association Ackerman, Diane 1990 A natural history of the senses New York: Random House Allen, Janet 2004 Tools for teaching content literacy Portland, ME: Stenhouse Arnold, D S., and Grover J Whitehurst 1994 Accelerating lan­ guage development through picture book reading: A summary of dialogic reading and its effect In Bridges to literacy: Approaches to supporting child and family literacy, ed D K Dickinson, 103–28 Cambridge, MA: Basil Blackwell Barth, Roland S 2006 Improving rela­ tionships within the schoolhouse Educational Leadership 63 (6): 9–13 Beck, Isabel L., Margaret G McKeown, Rebecca L Hamilton, and Linda Kucan 1997 Questioning the author: An approach to enhancing student engagement with text Newark, DE: International Reading Association Bloom, Benjamin S., et al 1956 A taxonomy of educational objectives: Handbook I The cognitive domain New York: David McKay Champlin, Connie 1998 Storytelling with puppets Chicago: American Library Association Christie, James F., Billy Enz, and Carol Vukelich 2003 Teaching language and literacy: Preschool through the elementary grades 2nd ed Boston: Allyn and Bacon Cushman, Karen 1996 Newbery acceptance speech Horn Book Magazine 72 (July/August): 413–19 DuFour, Rick 2001 In the right con­ text: The effective leader concen­ trates on a foundation of programs, procedures, beliefs, expectations, and habits Journal of Staff Development 22 (1): 14–17 Echevarria, Jana, MaryEllen Vogt, and Deborah J Short 2004 Making content comprehensible for English language learners: The SIOP model 2nd ed Boston: Allyn and Bacon 159 Eisenberg, Michael, and Robert Berkowitz 1990 Information problem solving: The Big Six approach to library and information skills instruction Norwood, NJ: Ablex Friend, Marilyn, and Lynne Cook 1996 Interactions: Collaboration skills for school professionals 2nd ed White Plains, NY: Longman Gardner, Howard 1993 Multiple intelligences: The theory in practice New York: Basic Books Glass, Gene V., and Mary Lee Smith 1979 Metaanalysis of research on class size and achievement Educational Evaluation and Policy Analysis (1): 2–16 Hall, Susan 2002 Using picture storybooks to teach literary devices, volume Westport, CT: Oryx Press Harada, Violet H., and Joan M Yoshina 2005 Assessing learning: Librarians and teachers as partners Westport, CT: Libraries Unlimited Hartzell, Gary 2002 What’s it take? White House conference on school libraries http://www.imls.gov/ pubs/whitehouse0602/garyhartzell.htm Harvey, Stephanie, and Anne Goudvis 2000 Strategies that work: Teaching comprehension to enhance understanding Portland, ME: Stenhouse Haycock, Ken 2004 Priority-setting: The tough work Teacher Librarian 31 (4): Jackman, Hilda L 1997 Early education curriculum: A child’s connection to the world Albany, NY: Delmar Keene, Ellin Oliver, and Susan Zimmermann 1997 Mosaic of thought: Teaching comprehension in a reader’s workshop Portsmouth, NH: Heinemann Koechlin, Carol, and Sandi Zwaan 2006 Q tasks: How to empower students to ask questions and care about answers Portland, ME: Stenhouse Krashen, Stephen D 2004 The power of reading: Insights from the research Westport, CT: Libraries Unlimited Lieberman, Ann 1995 Restructuring schools: The dynamics of changing practice, structure, and cul­ ture In The work of restructuring schools: Building from the ground up, ed A Lieberman, 1–17 New York: Teachers College Press Loertscher, David V 1988 Taxonomies of the school library media program Englewood, CO: Libraries Unlimited Loertscher, David V., Carol Koechlin, and Sandi Zwann 2004 Ban those bird units: 15 models for teaching 160 and learning in information-rich and technology-rich environments Salt Lake City: Hi Willow Manzo, Anthony V 1969 The request procedure Journal of Reading 13 (2): 123–26 Marzano, Robert J 2003 What works in schools: Translating research into action Alexandria, VA: Association for Supervision and Curriculum Development ——— 2004 Building background knowledge for academic achievement: Research on what works in schools Alexandria, VA: Association for Supervision and Curriculum Development Marzano, Robert J., Debra J Pickering, and Jane E Pollock 2001 Classroom instruction that works: Research-based strategies for increasing student achievement Alexandria, VA: Association for Supervision and Curriculum Development McGee, Lea M., and Donald J Richgels 1996 Literacy’s beginnings: Supporting young readers and writers 2nd ed Boston: Allyn and Bacon McKenzie, Jamie A 1997 Questioning toolkit From Now On: The Educational Technology Journal (3) http://fno.org/nov97/toolkit.html Meek, Margaret 1988 How texts teach what readers learn Stroud, UK: Thimble Press Miller, Nancy A S 1998 Impact! Documenting the LMC Program for Accountability Salt Lake City: Hi Willow Moreillon, Judi 2003 Peace doves and Picasso poems: Literature, art, technology, and poetry ReadWriteThink.org http://www.readwritethink org/lessons/lesson_view.asp?id=93 ——— 2005 Two heads are better than one: The fac­ tors influencing the understanding and practice of classroom-library collaboration: Preliminary report on the pilot study In Understanding in the library: Papers of the Treasure Mountain Research Retreat, no 12, ed David V Loertscher Spring, TX: LMC Source O’Brien-Palmer, Michelle 1998 Sense-abilities: Fun ways to explore the senses Chicago: Chicago Review Press Ouzts, D T 1998 Enhancing literacy using the question-answer relationship Social Studies and the Young Learner 10 (4): 26–28 Partnership for 21st Century Skills 2006 Results that matter: 21st century skills and high school reform http://www.21stcenturyskills.org References Reichardt, Robert 2001 Reducing class size: Choices and consequences [policy brief] Aurora, CO: Midcontinent Research for Education and Learning Rose, Laura 1989 Picture this: Teaching reading through visualization Tucson, AZ: Zephyr Press Rosenblatt, Louise M 1978 The reader, the text, the poem: The transactional theory of the literary work Carbondale, IL: Southern Illinois University Press ——— 1995 Literature as exploration 5th ed New York: Modern Language Association of America Scholastic Research and Results 2006 Research foundation paper: School libraries work! New York: Scholastic Schomberg, Janie 2003 TAG team: Collaborate to teach, assess and grow Teacher-Librarian 31 (1): 8–11 Serafini, Frank 2006 Around the reading workshop in 180 days: A month-by-month guide to effective instruction Portsmouth, NH: Heinemann Short, Kathy G., Jerome C Harste, with Carolyn Burke 1996 Creating classrooms for authors and inquirers 2nd ed Portsmouth, NH: Heinemann Short, Kathy Gnagey, and Kathryn Mitchell Pierce, eds 1990 Talking about books: Creating literate communities Portsmouth, NH: Heinemann Smith, Frank 1998 Joining the literacy club: Further essays into education Portsmouth, NH: Heinemann Sousa, David A 2001 How the brain learns: A classroom teacher’s guide Thousand Oaks, CA: Corwin Press ——— 2005 How the brain learns to read Thousand Oaks, CA: Corwin Press Stahl, Katherine A Dougherty 2005 Improving the asphalt of reading instruction: A tribute to the work of Steven A Stahl Reading Teacher 59 (2): 184–91 Tate, Marcia L 2003 Worksheets don’t grow dendrites: 20 instructional strategies that engage the brain Thousand Oaks, CA: Corwin Press Todd, Ross 2001 Evidence based practice: The sus­ tainable future for teacher-librarians SCAN 20 (1): 1–8 Wells, Gordon 1986 The meaning makers: Children learning language and using language to learn Portsmouth, NH: Heinemann Whitebread, David, ed 2000 The psychology of teaching and learning in the primary school New York: Routledge Wiggins, Grant, and Jay McTighe 1998 Under­ stand­ing by design Alexandria, VA: Association for Supervision and Curriculum Development Wilhelm, Jeffrey D 2001 Improving comprehension with think-aloud strategies: Modeling what good readers New York: Scholastic Wolfe, Patricia 2001 Brain matters: Translating research into classroom practice Alexandria, VA: Association for Supervision and Curriculum Development Young, Ed 1992 Seven blind mice New York: Philomel Zimmermann, Susan, and Chryse Hutchins 2003 Seven keys to comprehension: How to help your kids read it and get it! New York: Three Rivers Press References 161 Index Note: Page numbers in bold type indicate glossary definitions A achievement tests See standardized testing Achoo! Bang! Crash! A Noisy Alphabet (MacDonald), 44 Ackerman, Diane, Animal Sense, 43 Ada, Alma Flor Gathering the Sun, 41 Pío Peep! 45 admit slips, 57, 155 advancing and advanced readers, 15 Alexander, Jessica, This Is the Dream, 142– 146 alternative teaching, Amber on the Mountain (Johnston), 31–33 Amelia and Eleanor Go for a Ride (Ryan), 72–75 Amelia Earhart (Brown), 72–75 American Association of School Librarians, anchor texts, 107, 155 Andriana, Renée (illus.), 63 An Angel for Solomon Singer (Rylant), 63 Anholt, Laurence, Camille and the Sunflowers, 138–141 Animal Sense (Ackerman and Sis), 43 anticipation guides, 95, 155 art teachers, 40, 133, 138 assessment in backward planning, 11 collaboration in, 5–6 in lesson plans, 16 See also individual lesson plans Astrella, Mark (illus.), 49–51 @ your library campaign, author-illustrator studies, 25, 43–44 author’s intention, 24, 82, 118 B background knowledge, 19–38 connection types, 21–24 and elephant, 14, 19 and fix-up options, 118 lesson plans, 27–38 literature connections, 24–25 and predictions and inferences, 76–77 and questioning, 62–64, 65 teaching of, 21 backward planning, 5, 11, 155 Bacon, Paul (illus.), 92–95 Bartholomew and the Oobleck (Seuss), 45 Bee-bim Bop! (Park), 45 Bennett, David, One Cow Moo Moo! 80 Bergman, Mara, Snip Snap! What’s That? 44 best practices, 11–13 Big6 information literacy model, 98 biographies, 64, 101 B-K-W-L-Q charts, 20 163 Blood, Charles L., The Goat in the Rug, 45 Bloom’s taxonomy, 134, 155 Bond, Felicia (illus.), 86–88 book design and layout See text features book discussions See literature circles booktalks, 155 bookwalks, 155 The Boy Who Loved Words (Schotter), 82 Boyce, Natalie Pope, Pilgrims, 64 Bradby, Marie, More Than Anything Else, 69–71 brain-compatible strategies, 155–156 Brett, Jan, The Mitten, 82 Brimberg, Sisse (illus.), 64 Brown, Jonatha A Amelia Earhart, 72–75 Eleanor Roosevelt, 72–75 Brown, Margaret Wise, The Important Book, 57, 97–98 Browne, Anthony, Voices in the Park, 121–123 Bruchac, Joseph, Keepers of the Earth, 43 Bunting, Eve, Fly Away Home, 23–24, 82, 83 Burningham, John, Come Away from the Water, Shirley, 82 Burns, Ken (dir.), Jazz, 149 The Bus Ride That Changed History (Edwards), 142–146 C Caduto, Michael J., Keepers of the Earth, 43 Camille and the Sunflowers (Anholt), 138–141 Campoy, F Isabel, Pío Peep! 45 Carle, Eric Today Is Monday, 80 The Very Busy Spider, 45 Carlo and the Really Nice Librarian (Spanyol), 104–106 Carlson, Nancy, Look Out Kindergarten, Here I Come! 28–30 Carmi, Giora, A Circle of Friends, 44 Carroll, Lewis, “Jabberwocky,” 115, 128–131 The Carrot Seed (Krauss), 41 cartoons and predictions and inferences, 80, 81, 83 Catalanotto, Peter (illus.), 63 category matrix, 25–26, 31, 61–62 Catrow, David (illus.), 45, 80 Cendrillon (San Souci), 26 Cha-Cha Chimps (Durango), 80 Chapman, Lee (illus.), 82 Charlie Parker Played Be Bop (Raschka), 150 Charlip, Remy, Fortunately, 80 Chato and the Party Animals (Soto), 82, 89–91 Chato Goes Cruisin’ (Soto), 82, 89–91 Chato’s Kitchen (Soto), 82, 89–91 Chiago, Michael (illus.), 34–38 Cinderella (Perrault), 26 Cinderella variants category matrix, 26 A Circle of Friends (Carmi), 44 citation of sources, 12 class size, See also student-to-teacher ratios classroom libraries, Claverie, Jean (illus.), 41, 46 Clickety Clack (Spence and Spence), 44 164 Climo, Shirley, The Egyptian Cinderella, 26 cloze procedures, 118, 156 coassessment of lesson, collaboration and school reform, 6–8 as skill for student, 136 strategies for, 4–6, 16 collaborative planning, 11 collegial schools, 6–7 Collier, Bryan (illus.), 124–127, 142–146 Colman, Audrey (illus.), 46 Colón, Raúl (illus.), 69–71 Come Away from the Water, Shirley (Burningham), 82 Come On, Rain! (Hesse), 41 community building, 21 comprehension, loss of, 114–116 Condra, Estelle, See the Ocean, 42 connections, types of, 21–24 considerate texts, 97, 156 context clues, 117 Cooke, Andy (illus.), 80 cooperative learning skills, 13 coteaching modes, Coulson, Cotton (illus.), 64 Crews, Donald (illus.), 80 Crockett-Blassingame, Linda (illus.), 42 cues and questions, 60 See also instructional strategies curriculum standards in lesson plans, 16 curriculum support information literacy, 133 main ideas, 101 questioning, 64 sensory imagery, 41, 46 Cuyler, Margery, That’s Good, That’s Bad, 80 D Davis, David, Jazz Cats, 148 Davis, Jim, Garfield, 83 Davis, Kenneth C., Don’t Know Much about the Pioneers, 63 The Day of Ahmed’s Secret (Heide and Gilliland), 66–68 Dewitt Wallace–Reader’s Digest Library Power Project, 156 diagnostic tools, 15 dialogic reading, 60 differentiated instruction, 156 Discovery Library series, 102 diversity among students, Dog Breath (Pilkey), 46 Don’t Know Much about the Pioneers (Davis), 63 Dooley, Norah Everybody Brings Noodles, 45 Everybody Cooks Rice, 45 The Doorbell Rang (Hutchins), 46 Driscoll, Dan, The Inventor’s Times, 111–113 Duncan, Robert (illus.), 31–33 Durango, Julia, Cha-Cha Chimps, 80 Index E educational technology in lesson plans, 16 Edwards, Pamela Duncan, The Bus Ride That Changed History, 142–146 The Egyptian Cinderella (Climo), 26 Ehrlich, Amy (reteller), 26 Eight Animals Bake a Cake (Elya), 82 Eight Animals on the Town (Elya), 82 Eight Animals Play Ball (Elya), 82 Eleanor Roosevelt (Brown), 72–75 elephant metaphor, 13–14, 19, 39, 59, 77, 98, 116 Elya, Susan Middleton Eight Animals Bake a Cake, 82 Eight Animals on the Town, 82 Eight Animals Play Ball, 82 Emberley, Michael (illus.), 80 emerging readers, 15 English language learners (ELLs), 17, 98 equipment requirements in lesson plans, 16 Erlbach, Arlene, The Kids’ Invention Book, 111–113 Escrivá, Viví (illus.), 45 essential elements of instruction (EEI), 16, 156 Estrellita de oro (Hayes), 26 Everybody Brings Noodles (Dooley), 45 Everybody Cooks Rice (Dooley), 45 evidence-based practice, 11, 156 expository writing, 99, 101 F Fadden, John Kahionhes (illus.), 43 Feiffer, Jules, Meanwhile , 83 fiction inferences, 77 main ideas, 96–98, 101 and questioning strategies, 64, 72–75 five W questions, 61 fix-up strategy, 114–131 and elephant, 14, 116 lesson plans, 120–131 literature connections, 119–120 self-monitoring sheet, 118 teaching of strategy, 116–119 flexibly scheduled library, 156 Fly Away Home (Bunting), 23–24, 82, 83 Fortunately (Charlip), 80 Freedom Summer (Wiles), 92–95 Froggy Goes to School (London), 28–30 G Galey, Chuck (illus.), 148 Garfield (Davis), 83 Garland, Sherry, Voices of the Alamo, 92–95 Gathering the Sun (Ada), 41 genres, 156 See also multigenre texts Gibbons, Gail, The Seasons of Arnold’s Apple Tree, 80 Gilliland, Judith Heide, The Day of Ahmed’s Secret, 66–68 Giovanni, Nikki, Rosa, 124–127, 142–146 goals and objectives in planning, 5, 11 from standards, 16 strategies supporting, 13 The Goat in the Rug (Blood and Link), 45 Goin’ Someplace Special (McKissack), 92–95 Golenbock, Peter, Teammates, 92–95 Goode, Diane (illus.), 22 Grand Canyon (anecdote), 20 graphic novels, 83 graphic organizers and English language learners, 17 in lesson plans, 16 main ideas, 101 and notemaking, 12 predictions and inferences, 79 questioning, 65 synthesis, 133 Graves, Linda (illus.), 59 Green Eggs and Ham (Seuss), 45 Greenwood, Rosie, I Wonder Why Volcanoes Blow Their Tops, 64 Guevera, Susan (illus.), 82, 89–91 guided practice in lesson plans, 16 H Halls, Kelly Milner, Wild Dogs, 100 Hally, Greg (illus.), 79–80 Harper, Charise Mericle, Imaginative Inventions, 111–113 Hayes, Joe, Estrellita de oro, 26 hearing and literary connections, 44–45 Heide, Florence Parry, The Day of Ahmed’s Secret, 66–68 Heller, Ruth (illus.), 26 Hello Ocean (Ryan), 49–51 Hesse, Karen, Come On, Rain! 41 higher-order thinking, 156 Himler, Ronald (illus.), 23–24, 82, 83, 92–95 Hip Cat (London), 150 historical fiction, 64, 72–75, 101 Hoberman, Mary Ann You Read to Me, I’ll Read to You: Very Short Fairy Tales , 80 You Read to Me, I’ll Read to You: Very Short Mother Goose Tales , 80 You Read to Me, I’ll Read to You: Very Short Stories , 80 How to Make an Apple Pie and See the World (Priceman), 45 Hubbard, Woodleigh (illus.), 150 Hunter, Sara Hoagland, The Unbreakable Code, 92–95 Hush Songs (Thomas), 44 Hutchins, Pat The Doorbell Rang, 46 Rosie’s Walk, 82 I I See the Rhythm (Igus), 150 I Want to Be a Librarian (Liebman), 104–106 “I wonder” questions, 60–61 Index 165 I Wonder Why Volcanoes Blow Their Tops (Greenwood), 64 If You Give a Moose a Muffin (Numeroff), 86–88 If You Give a Mouse a Cookie (Numeroff), 86–88 If You Give a Pig a Pancake (Numeroff), 86–88 If You Take a Mouse to School (Numeroff), 86–88 Igus, Toyomi, I See the Rhythm, 150 illustrations, 80, 82, 156 I’m Still Here in the Bathroom: Brand New Silly Dilly Songs (Katz), 45 Imaginative Inventions (Harper), 111–113 The Important Book (Brown), 57, 97–98 inconsiderate texts, 97 individual differences and sensory abilities, 40 inferences, 82–83 See also predictions and inferences information, knowledge, and wisdom, 96 information literacy, 98, 133 Information Power, 2, 9, 98 informational books background knowledge, 24 main ideas, 97, 101 questioning, 63 self-monitoring graphic organizer, 135 and sensory imagery, 41, 46 inside-outside circles, 156 instructional strategies advanced organizers, 91 categorizing, 66, 138 classifying, 28, 31, 34, 49, 69, 72, 104, 121, 124, 128, 147 comparing, 28, 31, 34, 66 cooperative learning, 52, 55, 69, 86, 89, 142 cues, 52, 55, 69, 89, 92 cues and questions, 28, 31, 34, 66, 72, 104, 121, 124, 128 metaphors, 55, 124, 128 nonlinguistic representation, 52, 86, 147 notemaking, 89, 92, 138, 142, 147 notemaking and summarizing, 34, 55, 111 summarizing, 104, 121, 124, 128, 138, 142, 147 intelligence, crystallized, 20–21 intelligences, multiple, 40 interdisciplinary teaching, 133 interlibrary loan, 133 The Inventor’s Times (Driscoll and Zigarelli), 111–113 J “Jabberwocky” (Carroll), 115, 128–131 Jazz (television), 149 Jazz A-B-Z: An A to Z Collection of Jazz Portraits (Marsalis), 150 Jazz Cats (Davis), 148 Jazz for Kids: Sing, Clap, Wiggle, and Shake (CD), 150 jazz unit, 147–153 Jeffers, Susan (illus.), 26 Johnson, Crockett (illus.), 41 Johnston, Tony, Amber on the Mountain, 31–33 Joysmith, Brenda (illus.), 44 166 K Kasza, Keiko, My Lucky Day, 77, 78 Katz, Alan, Take Me Out of the Bathtub, 45 Keepers of the Earth (Caduto and Bruchac), 43 The Kid Who Invented the Popsicle (Wulffson), 111–113 The Kid Who Invented the Trampoline (Wulffson), 111–113 The Kids’ Invention Book (Erlbach), 111–113 Kotzwinkle, William, Walter the Farting Dog, 46 Krauss, Ruth, The Carrot Seed, 41 K-W-L charts, 20 L Lagarrigue, Jerome (illus.), 92–95 learning skills modeled by educators, learning styles See differentiated instruction Lee, Ho Baek (illus.), 45 lesson plans background knowledge, 27–38 fix-up options, 121–131 main ideas, 104–113 overview, 15–17 predictions and inferences, 86–95 questioning, 66–75 sensory imagery, 49–57 synthesis, 138–153 Levine, Michelle, Rosa Parks, 142–146 Lewin, Ted (illus.), 66–68 Lewis, E B (illus.), 142–146 Library Power Project, 156 Liebman, Daniel, I Want to Be a Librarian, 104–106 Link, Martin, The Goat in the Rug, 45 literacy engagement, 156 literature circles, 77, 157 literature connections and background knowledge, 24–25 and fix-up options, 119–120 main ideas, 101–103 predictions and inferences, 80–83 questioning, 62–64 sensory imagery, 43–46 synthesis, 136 Locker, Thomas, Water Dance, 52–54, 101 London, Jonathan Froggy Goes to School, 28–30 Hip Cat, 150 Look Out Kindergarten, Here I Come! (Carlson), 28–30 Louie, Ai-Ling, Yeh-Shen, 26 Loumaye, Jacqueline, Van Gogh, 138–141 M MacDonald, Ross, Achoo! Bang! Crash! A Noisy Alphabet, 44 Madeline Hunter lesson plans, 16, 156 main ideas, 96–113 and elephant, 14, 98 lesson plans, 103–113 literature connections, 101–103 teaching of strategy, 98–101 Index Maland, Nick (illus.), 44 Markle, Sandra, A Mother’s Journey, 107–110 Marks, Alan (illus.), 107–110 Marsalis, Wynton, Jazz A-B-Z, 150 Mayflower 1620 (Plimoth Plantation), 64 McKissack, Patricia, Goin’ Someplace Special, 92–95 Meanwhile (Feiffer), 83 mentoring in collaboration model, Merriam, Eve, The Wise Woman and Her Secret, 59 metacognition, 157 metaphors and similes, creating, 13–14, 41 in lesson plans, 55, 124, 128 Miner, Julia (illus.), 92–95 The Mitten (Brett), 82 modeling behaviors background knowledge, 21, 22 collaboration, 136 and English language learners, 17 fix-up options, 116 in lesson plans, 16 notemaking and summarizing, 99–100 questioning strategies, 59, 62 sensory imagery, 46 for students, synthesizing, 132 and think-aloud strategies, 13 Mora, Pat, Tomás and the Library Lady, 69–71 More Than Anything Else (Bradby), 69–71 Moreillon, Judi, Sing Down the Rain, 34–38 Morgan, Pierr, The Turnip, 45 Morrison, Toni, Remember, 142–146 A Mother’s Journey (Markle), 107–110 motivation of students, 11, 16 See also individual lesson plans movement activities, 45 Mufaro’s Beautiful Daughters (Steptoe), 26 multicultural connections, 45–46 multigenre texts, 46–47, 102, 156, 157 multiple intelligences, 40 multiple sources, evaluation of, 134 Murdocca, Sal (illus.), 64 Murray, Glenn, Walter the Farting Dog, 46 music and poetry, 44–45 music teachers, 40, 133 Muth, Jon J (illus.), 41 My Lucky Day (Kasza), 77, 78 My Name Is Yoon (Recorvits), 31–33 The Mysteries of Harris Burdick (Van Allsburg), 83 N The Napping House (Wood), 82 narrative frames, 97, 99, 157 National Geographic’s Reading Expeditions, 102 The New Kid on the Block (Prelutsky), 43 Night Wonders (Peddicord), 102 Nikly, Michelle, The Perfume of Memory, 41, 46 No Child Left Behind Act, No Friends (Stevenson), 83 nonlinguistic representation, 13, 40, 52, 86, 147 notemaking and summarizing, 157 in lesson plans, 12, 13 (see also instructional strategies: notemaking and summarizing) main ideas, 99–101, 103 synthesis, 135 numbered-heads-together participation strategy, 157 Numeroff, Laura If You Give a Moose a Muffin, 86–88 If You Give a Mouse a Cookie, 86–88 If You Give a Pig a Pancake, 86–88 If You Take a Mouse to School, 86–88 O objectives See goals and objectives Officer Buckle and Gloria (Rathmann), 82 Once There Was a Bull (frog) (Walton), 79–80 One Cow Moo Moo! (Bennett), 80 one teaching, one supporting teaching mode, one-on-one teaching, 60 open access libraries, 157 Osborne, Mary Pope Pilgrims, 64 Thanksgiving on Thursday, 64 The Other Side (Woodson), 142–146 outcome-based instructional design, 11 Over in the Garden (Ward), 45 Owl Moon (Yolen), 55–57 P parallel teaching, Park, Linda Sue, Bee-bim Bop! 45 Parker, Nancy Winslow (illus.), 45 The Parrot Tico Tango (Witte), 82 pathfinder, Internet, 157 Peanuts (Schulz), 83 Peddicord, Jane Ann, Night Wonders, 102 Perez, Gloria Osuna (illus.), 26 Perez, Lucia Angela (illus.), 26 The Perfume of Memory (Nikly), 41, 46 Perrault, Charles, Cinderella, 26 physical education teachers, 40 Picasso, Pablo, 147–153 picture walks See bookwalks piggyback texts or songs, 157 Pilgrims, 64 Pilgrims (Osborne and Boyce), 64 Pilkey, Dav, Dog Breath, 46 Pinkney, Brian (illus.), 26 Pinkney, Jerry (illus.), 92–95 Pío Peep! (Ada and Campoy), 45 plagiarism, 12 planning forms, Plimoth Plantation, Mayflower 1620, 64 poetry main ideas, 101 predictions and inferences, 80 Index 167 poetry (Cont.) sensory imagery, 44–45 Polacco, Patricia, Thank You, Mr Falker, 10, 13, 18 The Polar Express (Van Allsburg), 41 Potter, Giselle (illus.), 82 Prange, Beckie (illus.), 102 predictions and inferences, 76–95 and elephant, 14, 77 inferring, 82–83 lesson plans, 84–95 predicting, 80–82, 117 teaching of strategy, 77–80 Prelutsky, Jack, The New Kid on the Block, 43 previewing See anticipation guides Priceman, Marjorie, How to Make an Apple Pie and See the World, 45 principals and culture of collaboration, 8–9 print, 157 professional development, 8–9, 101 Q question-answer relationships (QAR), 62, 157 questioning strategy, 58–75, 115 and elephant, 14, 60 and fix-up options, 117 lesson plans, 65–75 literature connections, 62–64 teaching of strategy, 60–62 questioning the author (QtA) strategy, 62 R Ransome, James (illus.), 142–146 Raschka, Chris, Charlie Parker Played Be Bop, 150 Rathmann, Peggy, Officer Buckle and Gloria, 82 read-alouds and sensory imagery, 41 reader responses, 77, 134, 157 reading ahead and fix-up options, 117 reading comprehension and librarians, Reading Quest series, 102 reading scores See standardized testing reading transactions, 157 reciprocal questioning (ReQuest), 62 Recorvits, Helen, My Name Is Yoon, 31–33 recreational reading, reflection, 6, 21 Remember (Morrison), 142–146 Remkiewicz, Frank (illus.), 28–30 rereading and fix-up options, 117 research, 2–4 research process, 135–136 research-based strategies background knowledge, 19–21 fix-up options, 116 main ideas, 96–98 predictions and inferences, 76–77 questioning, 58–60 sensory imagery, 39–40 synthesis, 134 168 resource-based instruction units, 133 resources in lesson plans, 16 rhyming books See poetry Rogers, Paul (illus.), 150 Rosa (Giovanni), 124–127, 142–146 Rosa Parks (Levine), 142–146 Rosie’s Walk (Hutchins), 82 Roucha, Claudine (illus.), 138–141 Ryan, Pam Muñoz Amelia and Eleanor Go for a Ride, 72–75 Hello Ocean, 49–51 Rylant, Cynthia An Angel for Solomon Singer, 63 When I Was Young in the Mountains, 22 S San Souci, Daniel (illus.), 26 San Souci, Robert D Cendrillon, 26 Sootface, 26 scaffolds, 157–158 scanning, 135 schemas, 20, 158 Schoenherr, John (illus.), 55–57 school reform and collaboration, 6–7 Schotter, Roni, The Boy Who Loved Words, 82 Schulz, Charles, Peanuts, 83 Scrambled Eggs Super! (Seuss), 45 The Seasons of Arnold’s Apple Tree (Gibbons), 80 See the Ocean (Condra), 42 self-directed learning, 11–12 self-monitoring of comprehension, 118, 120, 135 Selznick, Brian (illus.), 72–75 semantic cues, 158 Sendak, Maurice, Where the Wild Things Are, 82 sensory imagery, 39–57, 115 and elephant, 14, 39 lesson plans, 48–57 literature connections, 43–46 teaching of strategy, 40–43 Seuss, Dr Bartholomew and the Oobleck, 45 Green Eggs and Ham, 45 Scrambled Eggs Super! 45 Seven Blind Mice (Young), 13–14, 18, 133 Shanahan, Danny (illus.), 142–146 Shannon, George, Tomorrow’s Alphabet, 80 Shaw, Alison, Until I Saw the Sea, 49–51 She’ll Be Comin’ ’Round the Mountain (Sturges), 45 sheltered instruction model, 17 Shore, Diane Z., This Is the Dream, 142–146 Sidman, Joyce, Song of the Water Boatman, 102 Siebert, Diane, Train Song, 41 sight and literary connections, 43–44 sign systems, 158 Silva, Simón (illus.), 41 similarities and differences (instructional strategy), 13 Index similes See metaphors and similes, creating Sing Down the Rain (Moreillon), 34–38 Sis, Peter, Animal Sense, 43 skimming, 135 smell and taste in literary connections, 45–46 Snip Snap! What’s That? (Bergman), 44 Soentpiet, Chris K (illus.), 69–71 Song of the Water Boatman (Sidman), 102 Sootface (San Souci), 26 Soto, Gary Chato and the Party Animals, 82, 89–91 Chato Goes Cruisin’, 82, 89–91 Chato’s Kitchen, 82, 89–91 Spanish words in texts, 89–91 Spanyol, Jessica, Carlo and the Really Nice Librarian, 104– 106 Spence, Rob, and Amy Spence, Clickety Clack, 44 Spengler, Kenneth (illus.), 45 Spengler, Margaret (illus.), 44 standardized testing impact of librarians on, 2–3, 17 and instructional strategies, 12–13 and main ideas, 97 standards curriculum, 16 and English language learners, 17 information literacy, 12 Information Power, See also individual lesson plans station or center teaching, Steptoe, John, Mufaro’s Beautiful Daughters, 26 Stevenson, James, No Friends, 83 Stewart, Joel (illus.), 128–131 sticky notes, 65 See also graphic organizers story elements, 158 story variants, 25, 44 storytelling by children, 21 students diversity among, self-directed learning, 11–12 writing by, 49–51, 97, 99 student-to-teacher ratios and cofacilitation, 48 and collaboration, 7, predictions and inferences, 80, 83 questioning strategies, 65 synthesizing, 133 study skills See notemaking and summarizing Sturges, Philemon, She’ll Be Comin’ ’Round the Mountain, 45 Swiatkowska, Gabi, 31–33 syntax and fix-up options, 118 synthesizing, 132–153 and elephant, 14, 133 lesson plans, 137–153 literature connections, 136 teaching of strategy, 134–136 T Take Me Out of the Bathtub (Katz), 45 taste and smell in literary connections, 45–46 Taylor, Eleanor (illus.), 80 teacher isolation, teacher-librarians as collaborators, status of, 1–2, team teaching, Teammates (Golenbock), 92–95 technology and imagination, 40 Terry, Will (illus.), 44 text, connections to, 21–24 text features, 97, 135, 158 text sets, 24–25, 136 text structure, 158 textbooks and main ideas, 102 texts, 158 text-to-self connections, 23 text-to-text connections, 23, 25 text-to-world connections, 23–24 Thank You, Mr Falker (Polacco), 10, 13, 18 Thanksgiving on Thursday (Osborne), 64 That’s Good, That’s Bad (Cuyler), 80 think-aloud modeling, 158 and English language learners, 17 in questioning lesson plans, 65 think-pair-share procedure, 158 This Is the Dream (Shore and Alexander), 142–146 Thomas, Joyce Carol, Hush Songs, 44 Thornton, Peter J (illus.), 45 “Three Musicians” (Picasso), 147–153 Today Is Monday (Carle), 80 Tomás and the Library Lady (Mora), 69–71 Tomorrow’s Alphabet (Shannon), 80 touch and literary connections, 45 Train Song (Siebert), 41 The Treasure of Ghostwood Gully (Vaughan), 44 The Turnip (Morgan), 45 Two Bad Ants (Van Allsburg), 79 U The Unbreakable Code (Hunter), 92–95 Until I Saw the Sea (Shaw), 49–51 V Van Allsburg, Chris The Mysteries of Harris Burdick, 83 The Polar Express, 41 Two Bad Ants, 79 Van Gogh (Loumaye), 138–141 van Gogh, Vincent, Vincent’s Colors, 138–141 Vaughan, Marcia, The Treasure of Ghostwood Gully, 44 Venn diagrams, background knowledge, 28–30 The Very Busy Spider (Carle), 45 Vincent’s Colors (van Gogh), 138–141 visualization, 115, 117 Index 169 vocabulary, 117 Voices in the Park (Browne), 121–123 Voices of the Alamo (Garland), 92–95 W Walter the Farting Dog (Kotzwinkle and Murray), 46 Walton, Rick, Once There Was a Bull (frog), 79–80 Ward, Jennifer, Over in the Garden, 45 Water Dance (Locker), 52–54, 101 websites, evaluation of, 136 Weisgard, Leonard (illus.), 57, 97–98 When I Was Young in the Mountains (Rylant), 22 Where the Wild Things Are (Sendak), 82 Wild Dogs (Halls), 100 Wiles, Deborah, Freedom Summer, 92–95 Wimmer, Michael (illus.), 41 The Wise Woman and Her Secret (Merriam), 59 Witte, Anna, The Parrot Tico Tango, 82 Wolff, Ashley (illus.), 45 Wood, Audrey, The Napping House, 82 Wood, Carol (illus.), 43 Wood, Don (illus.), 82 170 Wood, Michele (illus.), 150 Woodson, Jacqueline, The Other Side, 142–146 wordless books, 44 writing by students, 49–51, 97, 99 Wulffson, Don L The Kid Who Invented the Popsicle, 111–113 The Kid Who Invented the Trampoline, 111–113 Y Yeh-Shen (Louie), 26 Yolen, Jane, Owl Moon, 55–57 You Read to Me, I’ll Read to You: Very Short Fairy Tales (Hoberman), 80 You Read to Me, I’ll Read to You: Very Short Mother Goose Tales (Hoberman), 80 You Read to Me, I’ll Read to You: Very Short Stories (Hoberman), 80 Young, Ed, Seven Blind Mice, 13–14, 18, 26, 133 Z Zigarelli, James, The Inventor’s Times, 111–113 Index Judi Moreillon is a literacies and libraries consultant She also serves as an adjunct assistant professor in the Department of Language, Reading, and Culture (LRC) and in the School of Information Resources and Library Science (SIRLS) at the University of Arizona in Tucson She teaches courses in children’s and young adult literature and school library admin­ istration Dr Moreillon earned her master’s degree in library science from SIRLS and her doctorate in edu­ cation from LRC During her twelve-year tenure as a teacher-librarian, she collaborated with classroom teachers, specialists, and principals at the elementary and high school levels to integrate literature and infor­ mation literacy into the classroom curriculum Two of the elementary schools were Dewitt Wallace–Reader’s Digest Library Power schools She has also served as a district-level teacher-librarian mentor, a literacy coach, a classroom teacher, and a teacher educator Dr Moreillon’s current research centers on the fac­ tors that influence preser­vice and first-year classroom teachers’ understanding and practice of classroomlibrary collaboration [...]... book is about teaching reading comprehension strategies The chapters describe the strategies and provide resources for teaching them Sample lesson plans at three levels of reading development provide educators with opportunities to put the ideas and information in this book into action in their libraries and classrooms The Web supplements for these lessons provide extensive support for teaching the... perfectly positioned to be a coteacher of reading comprehension strategies With access to a variety of resources in various formats at a wide range of reading levels, what is the best way for teacher-librarians to realize their potential with regard to teaching reading comprehension? Although research has consistently shown that ready access to a wide variety of reading materials increases the chances... that task Information literacy standards, as delineated in Information Power: Building Partnerships for Learn­ ing (IP2), are also integrated into each of these reading comprehension strategy lessons Un for tunately, the information literacy keywords are not readily found in the core subject curriculum standards For example, a reading standard that requires students to locate specific information by... instructional leaders, principals are pivotal in establishing value for collaborative teaching Collaborative Teaching What do principals expect of teacher-librarians? Haycock reported that principals value both formal and informal staff development facilitated by teacher-librarians An informal example is as simple as offering “short sessions for individuals and interested small groups on new resources, whether... doing so can educators help students become strategic readers who understand that their proficiency in reading for information and for pleasure will impact all their life choices What is reading? Simply put, reading is making meaning from print and from visual information But reading is not simple Reading is an active process that requires a great deal of practice and skill It is a complex task which,... more co­­ teaching approaches, assign responsibilities for par­­­ticular aspects of the lesson, and schedule teaching time based on the needs of students and the Collaborative Teaching requirements of the learning tasks They may set up another meeting before teaching the lesson and schedule a follow-up time to coassess student work and to evaluate the lesson itself Using a collaborative planning form can... who apply these strategies seamlessly in their reading process The metaphors serve as handy shorthand for students and educators to communicate about the meaning of the comprehension strategies The Web-based support for this book includes bookmarks that can be used to remind students of these metaphors On one side, the parts of the elephant and the comparable reading comprehension strategies are listed... proficiency levels or readiness for Reading Comprehension Strategy Process new learning Reading Development Level Motivation All readers can benefit from Instructional Strategies Student-Friendly Objectives specific instruction in reading Lesson Length Presentation comprehension strategies As Purpose Student Participation Procedures read­­ers continue to practice the Objectives or strategies with the support... defines one of these reading comprehension strategies, discusses considerations for teaching it, offers children’s literature resources, and presents three sample “howto” strategy lessons that help teach students how to use the strategies to make meaning Although the lessons can be taught by individual educators, the sample lessons are designed to maximize educators’ opportunities for coteaching and lowering... opportunities for coteaching and lowering the student-to-teacher ratio during instruction Foundations and Best Practices for Teaching Reading Comprehension Strategies The how-to lessons presented in this book provide models that can guide educators as they help students acquire reading strategies The strategies define what is taught, but how the lessons were designed and how they are taught are equally important ... Thank you all for teaching me vii Introduction T he goal of Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact is to help educators develop coteaching strategies. .. This book is about teaching reading comprehension strategies The chapters describe the strategies and provide resources for teaching them Sample lesson plans at three levels of reading development... proficiency in reading for information and for pleasure will impact all their life choices What is reading? Simply put, reading is making meaning from print and from visual information But reading is