Elementary comprehension and analysis

2. Comprehension and Analysis
of the Text in a Foreign
Language
IKON Solutions
PiSE@ikonpr.com
787-620-0585

3. Professional Development
February13, 2019
8:00 a.m – 3:00 p.m
Participants:
Elementary Level English Teachers
ORE Caguas

4. Agenda
• Greetings
• Reflection
• Pre-test
• Mindfulness Exercise
• Workshop
• Comprehension and Analysis of the Text in
Foreign Language
• Professional Experience Sessions
• Questions
• Post-test
• Evaluation
• Closing

5. Objectives:
 Focus on comprehension strategies for readers as the brain
builds new connections and strengthens the neural pathways
to develop strong reading brains.
 Conceptualize the process in reading.
 Distinguish the differences and the ability to derive meaning
and metacognitive awareness :
Before During After

7. Comprehension and Analysis
of the Text in a Foreign Language
Mosaic of Thought
Ellin Oliver Keene and Susan Zimmermann
It is…“teachers who create the environment and give students
the tools they need to read deeply and thoughtfully, so that they
can contemplate ideas alone and with others and write
persuasively about what they read.”
It is…“teachers who embrace the wide range of responses their
students give to the same text, and challenge the students to
read books they believe they cannot.”

8. Professional experience #1
What I want to share is….

9. Reflection

10. Comprehension and Analysis
of the Text in a Foreign Language
Circular Letter No. 16-2016-2017 PUBLIC POLICY ON THE CURRICULAR CONTENTS
OF THE ENGLISH PROGRAM FOR ALL ELEMENTARY AND SECONDARY PUBLIC
SCHOOLS. Page 10
Reading Strategies
Making connections
Research
Visualization
Drawing/making inferences
Discriminating relevant from irrelevant information
Synthesizing

11. Neuroscience within the classroom…
Some of the current research from neuroscience
speak about how the brain learns. The major
themes include the deep connection , how we
perceive and understand the world and solve the
problems. It presents the dynamic process of
building new skills and knowledge. The learning
environments we create for our children—
teaching, assessment, student diversity and
graduation requirements.

12. Neuroscience within the classroom…
Offers answers or proposes teaching methods that could
be applied . Provides a to view that teaching and
learning challenges you to discover your own answers
to your own questions .In other words it can refer to the
classroom as an excellent and active research
laboratory.

13. Neuroscience within the classroom…
Teaching focuses on how learners learn
and invites you to consider how teachers
teach. As a result, you will become more
skilled in strategies to improve the
teaching process. Allowing students to
build their own knowledge. Because it is
always happening in the classroom.

14. Neuroscience within the classroom…

15. What research says:
Proficient readers use a number of different
cognitive strategies in the process of
interacting with texts and
constructing meaning.
(Harvey and Goudvis, 2014).

16. What research says:
Constructing meaning from building
his/her own knowledge , promoting
understanding and questioning the text.
(Harvey and Goudvis, 2014).

17. Different Learners, Different Minds…
Differentiated instruction
Approach to (or philosophy of) teaching
that allows for individual students'
learning needs and interest to dictate the
educational direction to allow for
different learner profiles to be successful
in a classroom.

18. Different Learners, Different Minds…
Making connections between individual
strengths , needs and differences must solve
problems. In context diversity can be
strength for others when inclusion is the
way all students learn together with the
same opportunities to acquire knowledge.

19. Professional Experience #2
Before ,during and after activities;
Before: View the images and think about how it
illustrates the possible interaction.
During: Comment , ask questions and create brain images.
After: Share and discuss the ideas presented by
peers.

20. Professional experience #2

21. Comprehension and Analysis
of the Text in a Foreign Language
Learning English Language is very
important , especially if we focus
in a set of opportunities that open
the process through text analysis.

22. Text analysis is what you do in order
to, reach an understanding of the
straightforward meaning of the text,
such as facts, vocabulary, dates, times
and locations. Comprehension can be
answered directly and explicitly from
the text.
Comprehension and Analysis
of the Text in a Foreign Language

23. Comprehension and Analysis
of the Text in a Foreign Language
Students must use information from
various parts of the text and combine
them for additional understanding.
Thinking about the general character and
features according to the type of text.

24. Comprehension and Analysis
of the Text in a Foreign Language
Type of text influences in reading
comprehension. Some texts are easy to
be perceived others are very difficult.

25. Comprehension and Analysis
of the Text in a Foreign Language
Different types of texts:
• Fiction
• Non-Fiction
• Poetry
• Graphic Novels
• Newspapers
• Comic Books
• Magazines
And more….

26. Comprehension and Analysis
of the Text in a Foreign Language
Readers comprehend and make
connections to the type of text based
on life experiences. The purpose to
understand and analyze the text is to
involve the reader in new experiences
through the story.

27. Text Complexity
The inherent difficulty of reading and
Comprehending a text combined with
consideration of the reader and the
tasks variables. Text types referring to
four aspects of writing and reading:
• Descriptive
• Narrative
• Expository
• Argumentative

28. Professional experience #3
Group (A)
4.R.10 Compare and contrast important points and key details in two texts of the same
topic.
Making connections: Choose one of the connections per group
and create a chart for the type of text.
Another book I read had something similar to the new book….
Text to text

29. 4.R.5 L. Refer to parts of the story ,describe how they connect to earlier
events in readers’ lives.
Making connections: Choose one of the connections per group and
create a chart for the type of text.
Text to self
Something similar happened to me! This reminds me of…
Professional experience #2
Group (B)

30. Professional experience #2
Group (C)
5.R.5 Describe the overall comparison with other events.
Making connections: Choose one of the connections per group and create a
chart for the type of text.
Reminds me of something I heard about…
Text to world

31. Professional experience #2
Group (D)
6.R.3 L. Compare and contrast characters or events drawing specific details
in the text(e.g.., how characters interact).
Making connections: Choose one of the connections per group and create a chart
for the type of text.
Reminds me of something heard or seen on radio , internet , tv and other
media.
Text to media

32. Comprehension and Analysis
of the Text in a Foreign Language
The Metacognitive View
According to Block (1992), metacognition
is the control readers execute on their
ability to understand a text. In this way,
Metacognition involves thinking about
what one is doing while reading.

33. Comprehension and Analysis
of the Text in a Foreign Language
For instance, they try to locate a topic
sentence and follow supporting details
toward a conclusion.
Projecting the author's purpose for writing
the text (while reading it).

34. Comprehension and Analysis
of the Text in a Foreign Language
Choosing, scanning, or reading in detail.
Making continuous predictions about what
will occur next. Based on information
obtained earlier, prior knowledge, and
conclusions obtained within the previous
stages.

35. Comprehension and Analysis
of the Text in a Foreign Language
Topics addressed through this professional
development workshop:
• Focused through the process in reading and
analyzing the texts.
• The importance of metacognition in
controlling the ability to execute
understanding by the readers.

36. Comprehension and Analysis
of the Text in a Foreign Language
• Making connections in different ways
to engage the readers in the text.
• Have a vision of the purpose and of
reading for a better quality of living.
Topics addressed through this
professional development workshop:

37. Video Links
• Teacher Toolkit: KWL (High School) – Presentation High
School
• https://www.youtube.com/watch?v=NI1g-oDI_g0
• 3-year-old blows away audience with poem for Black
History Month! - Elementary
• https://www.youtube.com/watch?v=5n_DeHMVAkM
• Behavioral Neuroscience
• https://www.youtube.com/watch?v=wS3SsIF9yVI
• BrainWorks: Neuroscience for Kids
• https://www.youtube.com/watch?v=CAKscnzkhHg

38. Video Links
• Middle School: The Second Infancy
– https://www.youtube.com/watch?v=iBJqBpkR2ak
• Diversity in Neuroscience - What does it mean?
– https://www.youtube.com/watch?v=J7xYaj3Ads8
• Introduction to Educational Neuroscience
– https://www.youtube.com/watch?v=VQjuDqc7YdQ

39. References:
 Goodman, Karlson.(2014).’The Process of Considering Text
Management.” Newark, DE:International Reading Association.
 Schoenbach, Ruth et al. Reading For understanding: A Guide to involve
in reading texts for kids Classrooms. San Francisco:Jossey-Bass,2012, p.
74.
 Tierny,(2010) readnaturallyanalizingprograms,California,Classroom
Practice.
 Laybourn,J. (2013): Common Core Standard. Captione CL
Puerto Rico Core Standards
English Program 2014
 BrainyQuote http://www.brainyquote.com/
 Google http://readingnow.com./

40. Thank You!

41. Contact us:
IKON Solution
Office: (787) 620-0585
Fax: (787) 620-0590
Email: PiSE@ikonpr.com