Classroom teachers and teacher-librarians facilitate collaborative
planning and coteaching by sharing a common language. The following
matrix shows how reading comprehension
strategies and AASL's
Standards for the 21st-Century Learner are related.
Does this matrix answer the question: Are school librarians
teachers of reading?
Alignment Matrix
Reading
Comprehension Strategies
(Zimmermann and Hutchins)
|
Indicators
from Standards for the 21st-Century Learner
(AASL)
|
Background
Knowledge |
Use prior and background knowledge
as context for new learning. (1.1.2)
Read widely and fluently to
make connections with own self, the world, and previous
reading. (4.1.2)
Recognize when, why, and how to focus efforts in personal
learning. (4.4.3)
Connect ideas to own interests
and previous knowledge and experience. (4.1.5)
|
Sensory Images |
Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. (1.1.6)
Read, view, and listen for pleasure
and for personal growth. (4.1.1)
Use visualization and imagination
to strengthen understanding (comprehension) and enjoyment.
(Judi's inference)
|
Questioning
|
Develop
and refine a range of questions to frame search for new understanding.
(1.1.3)
Find, evaluate, and select appropriate sources to answer questions.
(1.1.4)
Display initiative and engagement by posing questions and
investigating the answers beyond the collection of superficial
facts. (1.2.1)
|
Predictions and Inferences |
Use prior and background knowledge
as a context for new learning. (1.2.1)
Read, view, and listen for information
presented in any format (e.g., textual, visual, media, digital)
in order to make inferences and gather meaning. (1.1.6)
|
Main Ideas |
Organize
knowledge so it is useful. (2.1.2)
|
Fix-up Options |
Monitor own information-seeking
processes for effectiveness and progress, and adapt as necessary.
(1.4.1)
|
Synthesizing
|
Make sense of information gathered
from diverse sources by identifying misconceptions, main
and supporting ideas, conflicting information, and point
of view or bias. (1.1.7)
Continue an inquiry-based research
process by applying critical-thinking skills (analysis,
synthesis, evaluation, organization) to information and
knowledge in order to construct new understandings, draw
conclusions, and create new knowledge. (2.1.1)
Use strategies to draw conclusions
from information and apply knowledge to curricular areas,
real world situations, and further investigations. (2.1.3)
|
All Reading
Comprehension Strategies |
Read, view,
and listen for information presented in any format (e.g.,
textual, visual, media, digital) in order to make inferences
and gather meaning. (1.1.6)
Respond to literature and creative expressions of ideas
in various formats and genres. (4.1.3)
|
|