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Reading for comprehension and understanding in the 21st century.


READING FOR COMPREHENSION AND UNDERSTANDING IN THE 21ST CENTURY. How is this achieved? Who is responsible? Kerry Pierce Conklin Why is this important? – PowerPoint PPT presentation

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Title: Reading for comprehension and understanding in the 21st century.

Reading for comprehension and
understanding in the 21st century.
How is this achieved?Who is responsible?
Kerry Pierce Conklin
Why is this important?
  • Students need to learn how to read for
    comprehension so they can succeed as they
    transition from grade to grade and into the real
  • Teachers and librarians are both responsible for
    helping students with this concept by
    collaborating with one another.
  • Students will gain a lot more knowledge and
    understanding if we show them how to utilize the
    techniques and strategies that lead to critical
    thinking and making connections.

Learning Goals and Objectives
  • Understanding the 6 comprehension strategies and
    how to implement them.
  • How we can help students make connections to
    allow for deeper understanding of what they are
  • Understand Evidence Based Practice and the
    importance of EBP.
  • How teachers and librarians can
  • work together and coteach.

American Association of School Librarians
  • Reading is a foundational skill for 21st-century
    learners. Guiding learners to become engaged and
    effective users of ideas and information and to
    appreciate literature requires that they develop
    as strategic readers who can comprehend, analyze,
    and evaluate text in both print and digital
    formats. Learners must also have opportunities to
    read for enjoyment as well as for information.
    School librarians are in a critical and unique
    position to partner with other educators to
    elevate the reading development of our nations

Strategies for Comprehension
Best Practices in Reading Instruction
  • They indicate that connections are made to text,
    to self, to the world.
  • Make connections to their own life experiences.
  • Prior knowledge.
  • Build on what students already know.
  • Help students make connections.
  • KWL Charts.
  • Teachers and librarians need to model the idea of
    making connections.

Evidence Based Practice
  • What is it?
  • Why it is important for students, teachers and
    the librarian?
  • What are the outcomes?

Working Together
  • Developing a shared vocabulary and shared
    instructional practices
  • Classroom teachers and librarians may not know
    terms used by the other when teaching information
    literacy skills
  • Team teaching
  • One teaching/one supporting
  • Parallel teaching
  • Team teaching

  • Choose 2 lessons that you currently teach in your
    classroom which you think would benefit from
    coteaching with the librarian.
  • Which type of team teaching would you choose to
    use with each lesson?
  • Why would this be the most effective team
  • What type of techniques would you incorporate?
    You can use ones that were mentioned in the
    presentation or ones that you use in your
    classroom right now which are successful.
  • After everyone has had a chance to answer these
    questions we will go over your ideas.

  • Were the learning objectives met?
  • Was the information presented in a clear, concise
  • Did you learn a lot about the topic?
  • Would you be interested in incorporating the
    techniques and information in this presentation
    in the classroom?
  • How can the presentation be improved?
  • Any other comments?

  • American Association of School Librarians.
    (2011). Position Statement on the School
    Librarians Role in Reading. Retrieved April14,
    2011, from http//
  • McKenzie, Jamie. (2005). Power reading and the
    school library. From Now On The Educational
    Technology Journal, 14(6), Retrieved April 17,
    2011 from http//
  • Moreillon, J. (2008). position yourself at the
    center coteaching reading comprehension
    strategies. Teacher Librarian, 35(5), 27-34.
  • Moreillon, J. (2009). READING THE LIBRARY
    PROGRAM. Knowledge Quest, 38(2), 23-30.
  • Todd, Ross.(2008). The Evidence-Based Manifesto
    for School Librarians. School Library Journal,
    54(4), 38-43.
  • Trinkle, Catherine. (2009).Reading for Meaning
    Making Connections and Searching for Answers.
    School Library Media Activities Monthly, 15(6),
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