Jasper cpq
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This document provides guidance on setting comprehension purpose questions (CPQs) for reading. It discusses the importance of having a purpose for reading and exploring different types of purposes. It recommends setting a CPQ before each reading to focus attention and encourage active thinking. The document provides tips for creating effective CPQ's and a process for selecting CPQ's, including brainstorming questions, integrating teacher resources, choosing questions that are answerable from the text but require inference, and selecting different types of questions for initial and subsequent readings. The goal is to help readers set purposeful CPQ's that deepen comprehension.
Jasper cpq
- 1. Reading With Purpose Grade 3 – Grade 5
- 2. Big Ideas • Track your thinking. • Set a CPQ for each reading. • Going from “Good to Great.” © 2013 Texas Education Agency / The University of Texas System 2
- 3. Goals for This Training • Clarify the importance of having a purpose for reading. • Explore Comprehension Purpose Questions. • Practice a process for setting Comprehension Purpose Questions. • Evaluate potential Comprehension Purpose Questions. • Select quality Comprehension Purpose Questions. © 2013 Texas Education Agency / The University of Texas System 3
- 4. PURPOSE FOR READING? Why Should We Set a © 2013 Texas Education Agency / The University of Texas System 4
- 5. © 2013 Texas Education Agency / The University of Texas System Comprehension © 2013 Texas Education Agency / The University of Texas System “Comprehension is the reason for reading. If readers can read the words but do not understand what they are reading, they are not really reading. Good readers are both purposeful and active.” (CIERA, 2003) 5
- 6. • Read The House silently. • Use a highlighter to highlight the important information as you read. Activity Handout 1 © 2013 Texas Education Agency / The University of Texas System 6
- 7. • What did you highlight and why? • Share with a partner what you thought was most important in the text. Activity © 2013 Texas Education Agency / The University of Texas System 7
- 8. • Read The House silently again. • If you were the person on the card, what information in the story would be important to you? Using your highlighter, highlight this information. Activity © 2013 Texas Education Agency / The University of Texas System 8
- 9. • What did you highlight and why? • Share with a partner what you thought was most important in the text this time. Activity © 2013 Texas Education Agency / The University of Texas System 9
- 10. Why Is It Important to Have a Purpose for Reading? © 2013 Texas Education Agency / The University of Texas System 10 Think Turn Talk
- 11. Why Should We Set a Purpose for Reading? Think about your data. • What does your data indicate regarding student comprehension? 1111© 2013 Texas Education Agency / The University of Texas System
- 12. Why Should We Set a Purpose for Reading? Fig. 19 Reading/Comprehension Skills Students are expected to… K(A) discuss the purposes for reading and listening to various texts… 1(A) establish purposes for reading selected texts based upon desired outcome to enhance comprehension. 2(A) establish purposes for reading selected texts based upon content to enhance comprehension. 3 5(A) establish purposes for reading selected texts based upon own or others’ desired outcome… to enhance comprehension. © 2013 Texas Education Agency / The University of Texas System 12
- 13. THREE TYPES OF PURPOSE? What Are the © 2013 Texas Education Agency / The University of Texas System 13
- 14. Three Types of “Purpose” to Consider • Author’s Purpose – What is the author trying to say? – Why did the author write this piece? • Reader’s Purpose – Why are you reading this? – What do you want to find out? • Instructional Purpose – How will you teach students to comprehend better? – What cognitive strategy(ies) are you teaching/reinforcing? – How will you deepen and extend comprehension? © 2013 Texas Education Agency / The University of Texas System 14
- 15. INSTRUCTIONAL PURPOSE A Focus On © 2013 Texas Education Agency / The University of Texas System 15
- 16. Instructional Purpose Instructional purpose includes the use of one thoughtful guiding question set prior to reading. We call it a Comprehension Purpose Question (CPQ). © 2013 Texas Education Agency / The University of Texas System 16
- 17. Goldilocks? © 2013 Texas Education Agency / The University of Texas System 17
- 18. © 2013 Texas Education Agency / The University of Texas System 18
- 19. Thoughtful “questions appear to be effective for improving learning from reading, because they: • Give students a purpose for reading. • Focus students’ attention on what they are to learn. • Help students to think actively as they read. • Encourage students to monitor their comprehension. • Help students to review content and relate what they have learned to what they already know.” (CIERA, 2001) Comprehension Purpose Questions © 2013 Texas Education Agency / The University of Texas System 19
- 20. COMPREHENSION PURPOSE QUESTIONS? How Do We Set © 2013 Texas Education Agency / The University of Texas System 20
- 21. © 2013 Texas Education Agency / The University of Texas System 21 It can’t be… that hard… can it?
- 22. What Is Important to Remember When Setting a CPQ? Comprehension Purpose Questions © 2013 Texas Education Agency / The University of Texas System 22
- 23. Tips and Tricks • Set a Comprehension Purpose Question for every reading. • Set a different CPQ each time you read the text. • Link the CPQ to the strategy you are focusing on. • Choose a question that will focus attention throughout the reading. • Post the CPQ for all to see and refer to. • Check and discuss after reading. © 2013 Texas Education Agency / The University of Texas System 23
- 24. Setting a CPQ Step 1: Record thinking while reading. Step 2: Brainstorm possible CPQs. Step 3: Integrate with Teacher Resources, if available. Step 4: Select great CPQs. Step 5: Select a CPQ for the first, second, and third reading. © 2013 Texas Education Agency / The University of Texas System 24
- 25. Scott Foresman Reading Street Grade 3, Book 2 (2011) Step 1: Record Thinking While Reading © 2013 Texas Education Agency / The University of Texas System 25
- 28. Read the excerpt from Silverwing (p. 35 middle of p. 38). As you read, track your thinking on sticky notes. Step 1: Your Turn. © 2013 Texas Education Agency / The University of Texas System 28
- 29. Setting a CPQ © 2013 Texas Education Agency / The University of Texas System 29 Step 1: Record thinking while reading. Step 2: Brainstorm possible CPQs. Step 3: Integrate with Teacher Resources, if available. Step 4: Select great CPQs. Step 5: Select a CPQ for the first, second, and third reading.
- 30. Step 2: Brainstorm Possible CPQs. © 2013 Texas Education Agency / The University of Texas System 30
- 31. Brainstorm questions and/or possible CPQs for the Silverwing excerpt. Step 2: Your Turn. © 2013 Texas Education Agency / The University of Texas System 31
- 32. Setting a CPQ © 2013 Texas Education Agency / The University of Texas System 32 Step 1: Record thinking while reading. Step 2: Brainstorm possible CPQs. Step 3: Integrate with Teacher Resources, if available. Step 4: Select great CPQs. Step 5: Select a CPQ for the first, second, and third reading.
- 36. © 2013 Texas Education Agency / The University of Texas System 36
- 37. Setting a CPQ © 2013 Texas Education Agency / The University of Texas System 37 Step 1: Record thinking while reading. Step 2: Brainstorm possible CPQs. Step 3: Integrate with Teacher Resources, if available. Step 4: Select great CPQs. Step 5: Select a CPQ for the first, second, and third reading.
- 38. CPQs: Going From Good to Great! A good CPQ: • Is answered in the text, either directly or indirectly. • Involves some student thinking. • Will focus on comprehension. • Relates to student learning. A great CPQ: • Cannot be completely answered until students have read the entire text. • Involves higher order thinking, inferences, and text evidence. • Will deepen and extend comprehension. • Relates to the comprehension strategy currently being taught. © 2013 Texas Education Agency / The University of Texas System 38
- 39. • Look at your list of brainstormed questions for the Silverwing excerpt. • Circle two questions you believe would make “good” or “great” CPQs. • Share your CPQs with a partner. • Use your Going From Good to Great! card to see if you can improve your questions and make them both “great” CPQs. Step 4: Your Turn. © 2013 Texas Education Agency / The University of Texas System 40
- 40. Setting a CPQ © 2013 Texas Education Agency / The University of Texas System 41 Step 1: Record thinking while reading. Step 2: Brainstorm possible CPQs. Step 3: Integrate with Teacher Resources, if available. Step 4: Select great CPQs. Step 5: Select a CPQ for the first, second, and third reading.
- 41. Step 5: Select a CPQ for the First, Second, and Third Reading. • First reading: Focus on the story as a whole. – Example: Why is everyone surprised by Mr. Kang’s choice at the end of the story? • Second reading: Deepen understanding. – Example: How is the bird similar to Mr. Kang? • Third reading and beyond: Deepen and extend understanding. – Example: What does the story teach us about the importance of being free? © 2013 Texas Education Agency / The University of Texas System 42
- 42. • Look at the suggested CPQs on Handout 4. • Read the excerpt from Brave as a Mountain Lion (Valiente como un puma), by Ann Herbert Scott on Handout 5. • Decide which CPQ you would use for a first reading, second reading, and third reading. • Be prepared to share. Step 5: Your Turn. Handouts 4 & 5 © 2013 Texas Education Agency / The University of Texas System 43
- 43. • Look at the two questions you have chosen as “good” or “great” CPQs. • Which question would make the strongest CPQ? • Write the question on a sticky note and place it in the text. Step 5: Your Turn © 2013 Texas Education Agency / The University of Texas System 48
- 44. Big Ideas © 2013 Texas Education Agency / The University of Texas System 49 • Track your thinking. • Set a CPQ for each reading. • Going from “Good to Great.”