Media Presentation for Class

1. Defining Comprehension Strategies
and Instructional Strategies

2. Comprehension is important because students need to be
able to not only to call words while reading but actually be
able to understand what is being read. As educators, we
need to have our students reading with a purpose (Reutzel
& Cooter, 2016). In order to have an opportunity to build
comprehension skills, students need instruction and a
variety of strategies to choose from. There are various
comprehension strategies that are used by the teacher to
help students build on their learning and engagement within
the classroom.

3. This is a metacognitive strategy that is used by the learner to
help recognize his/her own thinking ability. It also brings out
the strategies that enhances comprehension, as well as the
control one has over their own thinking (Reutzel & Cooter,
2016). This strategy can be used to enhance comprehension
while reading various texts.

4. The metacomprehension strategy index is used by the learner to
assess their awareness of many comprehension strategies used
before, during, and after reading the text (Reutzel & Cooter,
2016). This strategy is used to measure a student’s
metacomprehension for intervention purposes. The questions
that go with it allows the students and teacher to see where they
are more comfortable as far as the use of comprehension
strategies are concerned.

5. This is a strategy that teachers use to assess students’
comprehension and the knowledge of text structure in holistic
sequences and organized ways (Reutzel and Cooter, 2016). The
teacher will inculcate the use of an oral story retelling coding
form and maybe give points for all the elements included.
 Setting
 Objective
 Events
 Sequence
 Problem
 Solution

6. Scrambled Schema Story Task is a strategy used by teachers to
assess how well a student can reconstruct the order of a story
(Reutzel & Cooter, 2016). During this the story is divided into
various components then scrambled. The students must then re-
organize the elements of the story in the correct order. This will
help the teacher see if he/she need to change the instruction or
alter it to fit the needs of each of the students.

7. The comprehension and instructional strategies that were
mentioned are effective for transitional, intermediate, and
advanced learners because they help students become more
engaged in the lesson as well as addressing the Common Core
State Standards for comprehension. Students at each of these
levels are to be able to read at or above grade level and with
a purpose and understanding as well as recognize when they
should self-correct (Common Core State Standards Initiative,
2012). These strategies are reliable to both the students and
Teacher.

8. Reading Comprehension also depends upon decoding and
language comprehension. These fundamental skills are important
to the enhancement of comprehending what is read. While it
varies from student to student, teachers need to recognize the
value of each element of reading (SEDL, 2013). As it was
brought out, decoding and language comprehension depends on
each other in order to be successful.

9. This lesson is for grades 3rd -5th and can be used with any
story or text. It used Character Perspective Charting which
helped students better understand, interpret, and appreciate
the stories they read. (IRA and National Council of Teachers
of English, 2014). To help my students I could use a text that
is grade-level appropriate and engaging to the students.

10. There are many differences between comprehension strategies
and instructional strategies. The main one that students use is
the one that shows how they are more motivated by each
other while teachers are using strategies that are specific to a
student’s needs. Both are important to the success of students
learning how to comprehend what he/she reads.

11. Reutzel, D. R., & Cooter, R. B., Jr. (2016). Strategies for reading assessment and
instruction in an era of common core standards: Helping every child succeed (5th
ed.). Boston, MA: Pearson.
International Reading Association (IRA) and National Council of Teachers of
English. (2014a). ReadWriteThink. Retrieved from
http://www.readwritethink.org/search/?grade=13&resource_type=6&learning
_objective=8
Common Core State Standards Initiative. (2012b). English language arts
standards: Reading: Foundational skills: Kindergarten. Retrieved from
http://www.corestandards.org/ELA-Literacy/RF/K
SEDL. (2013). Cognitive elements of reading. Retrieved from
http://www.sedl.org/reading/framework/elements.html