This document summarizes a professional development workshop on comprehension strategies as a process for English teachers. The workshop included greetings, reflections, assessments, mindfulness exercises, presentations on comprehension strategies and differentiated instruction, group discussions on strategies for before, during and after reading, and information on metacognition and neuroscience as it relates to reading. The goal was to help teachers focus on comprehension strategies to strengthen student reading skills and conceptualize reading as a process involving different cognitive stages.

2. Comprehension Strategies
as a Process
IKON Solutions
PiSE@ikonpr.com
787-620-0585

3. Professional Development
February 13, 2019
8:00 a.m – 3:00 p.m
Participants:
English Teachers High School Level
ORE Caguas

4. • Greetings
• Reflection
• Pre-test
• Mindfulness Exercise
• Workshop:
Comprehension Strategies as a Process
• 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 for every student.
 Conceptualize the process in reading.
 Distinguish the differences and the ability to derive meaning
and metacognitive awareness :
Before During After

6. Mosaic of Though tEllin Oliver Keene and Susan Zimmermann
Mindfulness exercise:
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.”

7. Reflection: Observe, analyze and comment

8. Professional Experience:
Think and share
Would you share the first image in your
brain as you observed the novels?

9. Reading Comprehension is….
The ability to process information that we
have read, understand and construct
meaning of the relevant ideas within a text,
relating the message with prior knowledge.

10. What are strategies?
Strategies are a group of actions to determine a specific
purpose. It is important to ask the following……
What strategy will help in reading comprehension?
How will the student understand the process?
Which level will the student gradually reach?

11. Differentiated Instruction
“The teacher does not try to differentiate
everything for every one every day. That’s
impossible, and it would destroy a sense of
wholeness in the class. Instead, the teacher
selects moments in the instructional sequence to
differentiate, based on formal or informal
assessment.”
Tomlinson, (2005)

12. Differentiated elements based on
student interest or individual need…
 Content :
 Are you using diverse materials and teaching methods in class?
 Process:
 Are you providing individual, pair share , teams in small-group
and large-group activities?
 Products:
 Are you promoting and guiding the student to demonstrate
understanding through assessment strategies before , during and
after the performance task ?
 Learning Environment:
 Are you making it happen in a classroom behavior expectations
clear, challenging, highly motivated and understanding
teenagers brain work?

13. Professional Experience : Group 1
Before: (11.L.1A ) Demonstrate comprehension of oral presentations and discussions in a variety of social
topic by asking and answering questions that show thoughtful consideration of the ideas.
View the book covers and think about how it illustrates the
possible content.
Comment , ask questions and create brain images.

14. Professional Experience: Group 2
During:
(11.R.5.1) Analyze in detail how an author’s ideas are developed by particular portions of a text. ( news article )
Read the picture discuss ideas that will be presented next according to the
participants, preview ideas, so you might know what is coming up. Then, overview
the image and think more deeply about the ideas your group wrote down. In this
method, the rereading is important. Find details or write as a news reporter.

15. Professional Experience: Group 3
Join with the other people to discuss the ideas just
presented. “Here’s what I think I understand; here are
the questions I still have.” If you are having doubts or
for credit with your peers. These informal discussions
can be held, before or after the full-group discussions
are delivered.
After:
(11.S.4) Adjust language according to the context, purpose and audience participating
in class and group discussion.

16. What is Neuroscience?
Neuroscience is the scientific study of the nervous
system. It is a branch of biology that combines with
others such as physiology , anatomy , molecular
biology and many other science areas which
understand the properties of neurons and neural
circuits.

17. Neuroscience & Learners
Different Learners, Different Minds
Teachers challenges are to reconsider labels like "normal" and
"disabled" by looking at the important connection between individual
strengths and weaknesses and the context in which we must solve
problems. Weakness in one context can be strength in another. Some
teachers have transform specific lessons and practices to improve
student learning. Rather than suggesting that learners are universally
the same in any school, the challenge educators experiment by
creating answers to their own questions.

18. Neuroscience & Learners
Neuroscience is to education what biology is to medicine
and physics is to architecture.
Biochemistry is not enough to cure a patient, and physics is
not enough to build a bridge. To perform great work, it is
important to…..
 develop and evaluate evidence-informed
teaching and learning practices based on
neuroscience
 support teachers to better understand and
access research on the science of learning,
and use it to improve their practice.

19. Brain and Learning:
Introduction
Neuroscience, and new understandings can
transform classroom practice. This field provides
for students to explore fundamental challenges,
everyday decisions and explains how they
perceive and interact with the world.

20. Brain and Learning:
All major categories of human
behavior, especially the skills
that schools develop in students,
use multiple parts of the brain,
not merely the left or right side.

21. Brain and Learning:

22. What does research say about
reading?
Barnes & Noble has published a survey in
which indicates that through a period of time
the American Nation is reading less. It reveals
that 75% of the participants believe that
reading is extremely important. Meanwhile
23% believe that it is important for them to
read as parents to their children. Nevertheless
only 48% do it occasionally.

23. What does research say?
According to READ California, suggests 15
minutes reading daily. The students were able to
add at least a million words to their vocabulary.
It also reveals that group reading and sharing
everyday is the path for a successful
professional career.

24. Circular Letter 16-2016-2017 fragment
• Nivel Secundario
• Noveno a Duodécimo Grado (9.º-12.º)
Entre noveno y duodécimo, se cubren los conceptos de los
estándares de contenido y las expectativas del grado. Los
maestros enriquecen el aprendizaje de los estudiantes de
noveno a duodécimo grado utilizando lecturas
suplementarias con el propósito de promover los cinco
estándares y expectativas del programa de inglés
(comprensión auditiva, oral, comunicación escrita, lectura
y lenguaje), empleando destrezas tecnológicas e
informáticas.

25. Circular Letter 16-2016-2017 fragment
• Se desarrollan destrezas de análisis literario, discursos
narrativos, descriptivos, expositivos y persuasivos, al igual
que la composición escrita y de investigación. Se integra la
informática y la tecnología como elementos claves para el
desarrollo del aprovechamiento académico. Los estudiantes
utilizan lecturas suplementarias que promueven proyectos
individuales de comunicación oral y escrita para enriquecer y
estimular la lectura independiente.

26. • Reading Strategies
• Making connections
• Research
• Visualization
• Drawing/making
inferences
• Discriminating
relevant from
irrelevant information
• Synthesizing
Circular Letter 16-2016-2017
fragment
• Nivel Secundario
• Noveno a Duodécimo Grado
(9.º-12.º)

27. Strategies for Reading
Comprehension
New Generation
Nowadays it is a challenge to keep students
focused in reading each day as it is
recommended, specially children are reading
less than ever. Nevertheless this has to do with
practice, modeling and motivation. Strategies
implemented by teachers whom enrich the
process could be the key of successful students.

28. Comprehension Strategies as a
Process

29. Strategies for Reading
Comprehension
The process of comprehending begins before
students can read, when someone shows a book
to them. They listen to the words, see the
pictures in the book, and may start to associate
the words on the page with the words they are
hearing and the ideas they represent.
Frequently connecting to prior knowledge.

30. Comprehension Strategies as a
Process
The reading process organizes itself most naturally into an
examination of three phases: pre-reading, active reading, and
post-reading. To learn comprehension strategies, students need
modeling, practice, and feedback.

31. Comprehension Strategies as a
Process
 Before Reading Strategies
Readers think of comprehension only as answering
questions.
Preview
Promote curiosity
Activate schemata
Set purpose for reading motivation
What do I know? Connect prior knowledge
What do I want to know?

32. Comprehension Strategies as a Process
Active strategies applied to reading is a layered process.
Readers might be thinking about their reading comprehension
and processing while they are reading in order to improve.
Construct meaning
Evaluate comprehension interactive and individual reading
Employ fix-up strategies as needed
Process information ask questions
Am I understanding? Infer
If not, what should I do about it? Reread
Am I fulfilling my purpose?
 During Reading Strategies

33. Comprehension Strategies as a Process
 After Reading Strategies
Transition from learning to read to reading to learn, is no longer
an end in itself. Instead, learning specific information and then
using that information to perform some task becomes the goal
of reading. This type of reading involves a number of complex
activities such as understanding and remembering the main idea
of the selection, monitoring comprehension and learning.
Review / summarize
Evaluate understanding / Critical interpretation
Evaluate reading process
What have I learned? Include graphic organizers
What changes / improvements are needed in my
reading habits/skills?

34. What is Metacognition?
An important concept related to the development of
fluent reading is that of metacognition or
metacognitive awareness. Simply stated metacognition
is knowing about knowing, thinking about thinking.
Metacognition is knowing "what we know" and
"what we don't know." Just as an executive's job is
management of an organization, a thinker's job is
management of thinking, a learner's job is
management of learning. The basic metacognitive
strategies are:
1. Connecting new information to former knowledge.
2. Selecting thinking strategies deliberately.
3. Planning, monitoring, and evaluating thinking
processes.

35. Comprehension as a Process
Reading for
Comprehension
Literal
Inferential/Interpretive
Evaluative /Applied

36. Is simply what the text says. Exactly what
actually happens in the story. This is a
very important level of understanding it
provides foundation for more advanced
comprehension.
Literal meaning:

37. This is a closer and effective
communication of thoughts or
feelings from the author . The
reader draws meaning from the
selection to share with others.
Interpretive/Inferential Reading:

38. The reader is making links between
the text and his/her experience with
prior knowledge to understand and
follow the selection answering
doubts if it appears. It allows the
reader to ask open-ended questions
to promote deeper understanding.
Evaluative /Applied Reading:

39.  Monitoring meaning and Comprehension:
* The text makes sense.
* Identify how and when the text becomes more
understandable.
* Be aware of the process they can use to check,
evaluate and revise for interpretation.
* Consider when to pause , think aloud and monitor
his/her own comprehension as they read
individually.
Thinking Strategies for Reading
Learners

40. Review:
• Thinking as a process in reading
comprehension.
• Metacognitive Strategies.
• Monitoring Comprehension.

41. KWL Charts

42. KWL Charts

43. KWL Charts

44. KWL Charts

46. Professional experience # 2
Use the reading reference you prefer as a
group or a suggested one by the workshop
presenter. Please complete and present
which activities recommended for:
Before, During and After reading.

47. Materials
 Workshop presentation
 Comprehension Strategies as a
Process
 KWL Chart Video
 Speakers

48. Thank you!

49. 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

50. 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

51. References
• Allington,Richard.2006. What Really Matters for Struggling Readers: Designing
Research- Based Programs,.2nd ed.Boston: Pearson/Allyn & Bacon.
• Calderón,M.&L.Minaya Rowe( 2012)Comprehension for English Language Learners
(ELL): Teachers Manual. Baltimore,MD: Center For Data-Driven Reform in
Education, John Hopkins University.
• Echevarrìa, J.Voght, M.E, & Short, D.J.(2014) . Making content comprehensible for
English language learners:The SIOP model. Needham Heights, MA: Allyn & Bacon.
• Keene, Zimmermann Oliver Mosaic of Thought: the power of comprehension strategy
instruction/Ellin Oliver Keene, Susan Zimmermann- 2nd ed.
• Davis, K., J.A. Christodoulou, S. Seider, and H. Gardner. "The Theory of
Multiple Intelligences." In R. Sternberg (Ed.), Cambridge Handbook of
Intelligence, 2010.
• https://www.psychologycareercenter.org/what-is-neuroscience. (2017)

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