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5 Comprehension (pt1)
- 2. That which is in the reader’s head (prior knowledge and metacognition) must connect or interact with that which is on the page (the written text) TO PRODUCE MEANING!
- 8. End How was the problem resolved Middle The problem What happened (usually 3 things) Beginning Tells where and who
Editor's Notes
- Comprehension is at the core of all literacy. It is the interaction between a writer and a reader.
- Here is one definition of comprehension.
- By noting what strategies “good” readers use to comprehend what they read, we can make instructional decisions about what strategies “all” readers must be taught in order to comprehend.
- These are just of few of the strategies for fictional material that we can explicitly teach our students to use in order to comprehend what they read.
- This is a list of strategies that can be taught for non-fiction texts. Each of these can be taught explicitly, by teacher modeling, guided practice, and independent practice with feedback.
- Here are steps for direct instruction (or explicit instruction) of comprehension strategies. Students need to know why they are learning a particular strategy and when and how to use it.
- We typically think of oral retelling as an assessment tool for comprehension. But if we look at it as more than a rubric, and teach it as a strategy, our students will understand what is expected in a retelling. Different stories will lend themselves to different parts of the retelling steps. Teacher modeling and lots of guided practice with many different passages will help students become confident in story retelling. This will result in better comprehension as well.
- Students can be directly taught the parts of a story.
- This is an easy strategy that works for many children’s stories. I teach the words Somebody, Wants, But , and So as a way to summarize (or retell) a story. (Make sure that a particular story works with this strategy before you use it.) Then I model the strategy and provide guided practice with a story that easily fits the strategy. After my students learn the strategy and have lots of guided practice with it, I can use a simple worksheet with those four words on it for independent practice.