Reading Comprehension Professional Development Session
1. B Y
M I K E R E I S I N G E R
Addressing Comprehension for
our School
2. What main problems do our students have with
comprehension?
Based on our most current comprehension
assessments, we find that many students are not:
self- monitoring
using previous knowledge
going back to the text
3. How do we further assess comprehension?
Include a variety of literal and inferential questions
Informal reading inventories
Cloze or maze passages
Include appropriate reading dependency levels
Make questions simple and easier to read than the
text
Always use a variety of assessments
Background knowledge and interest may vary
4. What is the cause of these comprehension
problems?
Weak or incomplete comprehension strategies
Poor self-awareness while reading
Interest in subject
Lack of purpose for reading
5. How can we address these issues?
Think alouds
Student generated questions
Summary writing
Graphic organizers
Reading guides
6. Think Alouds
Teacher modeled
Stop and explain thinking
Reread to clarify misunderstandings.
Read ahead to find answers to predictions.
Reflect for further inferences.
Find more information in resources beyond the text.
7. Student Generated Questions
Teach readers to be curious about their reading.
Prompt questions creation before, during and after
reading.
Teach students to look for words that point to answers to
who, what, when, where , why, how questions.
Use question stems: Why might_______________?
Who was _______________? When did _____?
Where would __________________be found? How
is ______________similar to ______________?
Encourage “I wonder” questions after reading.
Include discussion.
Allow students to ask each other the questions and share
answers.
8. Summary Writing with GRASP Whole Group
Read text and close
Recall information
Share and combine
Arrange information into categories
Create topic sentence and detail sentences
Reread
Revise
9. Graphic Organizers
KWL and KWLS charts
Connect prior knowledge to interest
Allow space for students to reflect on what they learned
Give opportunities for students to ask further questions
Semantic maps
Relationships between ideas
Use a key word
Brainstorm ideas related to word
Categorize shared ideas
Share
Add new terms
Text structure maps
Story maps guide readers to story elements and main ideas and
details
10. Reading Guides
Made with advance preparation
Printed guides for students to work independently
Checklists or steps
Based on specific, important elements of an assigned
text
Questions are answered while reading in sequence
11. References
McKenna, M. C., & Stahl, K. A. (2015). Assessment
for reading instruction. New York: The Guilford
Press.
Cockrum, W. A., &Shanker, J. L. (2013). Locating
and Correcting Reading Difficulties. Upper Saddle
River: Pearson Education Inc.
Tovani, Chris (April 4, 2016). Questioning What We
Read. Live talk and presentation. Aurora Academy
Charter School, Aurora, Colorado