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Comprehension
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- 2. “If we wantstudents to think differently, we need to teach differently.” --Hilda Taba
- 3. Purposes for Reading •Literary Experience —aesthetic reading; Examples: novel, play, story, poem • To Be Informed —efferent reading; Examples: magazine, textbook, newspaper • To Perform a Task —complete a process; Examples: recipes, manuals, schedules
- 4. Tenets of ReadingComprehension (McLaughlin & Allen, 2002) Balanced literacy is a framework that fosters reading comprehension Excellent reading teachers influence students’ learning Reading needs to occur in meaningful contexts Good readers are strategic and take an active role in the reading process Comprehension skills and strategies can be taught Students will benefit from transacting with a variety of genre as well as a variety of levels Engagement is an important factor in the comprehension process Vocabulary instruction affects reading comprehension Comprehension is a social constructivist process Assessment informs instruction for reading comprehension
- 5. The Reading Process STAGES •Preparing to read—set purposes, preview text, connect to own experiences • Reading—make predictions, use skills & strategies as they read the text • Responding—respond to text orally or in writing • Exploring—revisit text to discuss author’s style, vocabulary and to think critically, engage in minilessons on strategies • Applying—create projects, reflect on reading TEACHING IDEAS • Probable Passages, Predict-o- gram, Anticipation Guide, List- Group-Label • Think Aloud, Say Something, Concept Squares, Sketch to Stretch • Reading Log, Literature Circle, Double Entry Journal • Reread Text, Concept/Word Map, Story Map, Grammar Lesson, Story Pyramids, Sequel or Pattern Book, Word Sort, Minilesson on concept or skills • Reader’s Theatre, Diorama, Read another book by same author Adapted from Gail Tompkins, 1997
- 6. Reading Comprehension Strategies (McLaughlin& Allen, 2002) PREVIEWING—activating prior knowledge, predicting, setting purposes SELF-QUESTIONING—generating questions to guide reading MAKING CONNECTIONS—relating reading to self, text, others, and world VISUALIZING—creating mental pictures and images while reading the text KNOWING HOW WORDS WORK—understanding words through vocabulary development, including the use of a variety of cueing systems for figuring out unknown words MONITORING—asking if what is being read makes sense and clarifying by adapting strategic processes to accommodate the response SUMMARIZING—synthesizing important concepts and ideas EVALUATING—making judgements
- 7. Text Comprehension • Howto read both narrative and expository texts • How to understand and remember what they read • How to relate their own knowledge or experiences to text • How to use comprehension strategies to improve their comprehension • How to communicate with others about what they read • Explicitly explain, model, and teach comprehension strategies, such as previewing and summarizing text • Provide comprehension instruction before, during, and after reading narrative and expository texts • Promote thinking and extended discourse by asking questions and encouraging student questions and discussions • Use systematic classroom-based instructional assessment to inform instruction • Adapted from PDE Website What Students Need to Learn How We Teach It
- 8. INSTRUCTION OF COMPREHENSION STRATEGIES (McLaughlin& Allen, 2002) EXPLAIN DEMONSTRATE GUIDE PRACTICE REFLECT
- 9. Comprehension is asocial constructivist process… Children will learn by making connections and by communicating with others about their reading and thinking. Predict-Read-Discuss Day Name ________________ Name ________________ Title: ________________ Pages Read: ____ to ____ Directions: Make predictions about text before reading. Share predictions with your partner. Read with your partner to confirm or disconfirm predictions, discuss the outcome and continue with the cycle. •I predicted… •This strategy helped me because… •My predictions were… BOOKMARK STRATEGY
- 10. Reading Strategies forActive Readers Make Connections Ask Questions Visualize Draw Inferences Determine Important Ideas ! Synthesize Information Repair Understanding Goodreadersarestrategicandtakeactiverolesinthe readingprocess…
- 11. Good readers arestrategic and take active roles in the reading process… Bookmark Strategy •Model through think aloud each of the strategies on the bookmark. •Provide students time to practice using the bookmark while you monitor what they are doing. •Finally, allow students to use the bookmarks for partner reading, literature circles and guided reading groups.
- 12. Students benefit fromtransacting with different genres at a variety of levels… Genres Fiction Expository (Nonfiction) Fantasy Realistic Fiction Historical Fiction Biography Mystery Levels Independent Literature Circles Discussion Groups Instructional Guided Reading Shared Reading Buddy Reading Difficult (Frustrational) Read Aloud
- 13. COMPREHENSION SKILLS AND STRATEGIESCAN BE TAUGHT…
- 14. The Guided ComprehensionModel McLaughlin & Allen, 2002 Assessment Assessment Teacher Directed Comprehension Instruction – Whole Group Explain Demonstrate Guide Practice Reflect Review Guide Practice Reflect Teacher Facilitated - Small group (4-6 students) Teacher Facilitated Reflection and Goal Setting – Whole Class Share Reflect Set new goals Student Facilitated Comprehension Routines Student Facilitated Comprehension Centers
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- 18. SELF-QUESTIONING— Thick and ThinQuestions Expository or Narrative
- 19. MAKING CONNECTIONS— Double-Entry Journal Narrativeor Expository
- 20. VISUALIZING— Sketch Through theText Expository or Narrative
- 21. KNOWING HOW WORDSWORK— Rivet: Vocabulary Instruction Expository or Narrative
- 22. KNOWING HOW WORDSWORK— Concept of Definition Map Expository or Narrative
- 23. MONITORING— Patterned Partner Reading Narrativeor Expository
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- 28. Assessment informs instructionfor reading comprehension… Provides an approximate range of reading levels for students Offers insights into student attitudes and interests Facilitates student-text matches Informs grouping for teacher-guided instruction Provides windows to students’ thinking Documents students’ performance Provides information for evaluating progress (McLaughlin & Allen, 2002)
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- 32. Reading is… • Readingmeans the world to me. It’s who I am. If anyone ever took all my books away and there weren’t any left in the world, there would be no more me. Emily Nadal, Grade 3 • Reading is something teachers use to get us hooked on school. Rosie Parker, Grade 3 • Reading is exercise for your brain. Ashley Todd, Grade 4
Editor's Notes
- #8 <number> Additional information: Text comprehension is the process that enables readers to make meaning of text and to communicate meaning about what was read (National Reading Panel, 2000). Comprehension strategies are conscious plans or procedures, that good readers use to help them be aware of how well they are comprehending as they read and write (National Reading Panel, 2000).