2. Comprehension is the process of
simultaneously extracting and constructing
meaning through interaction and
involvement with written language. It
consists of three elements:
The reader
The text
The activity or purpose for reading
(Rand Reading Study Group, 2002)
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
Before
During
After
3. OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
What should
happen
before, during
and after
reading?
4. SCAFFOLDING READING IN
THE ELEMENTARY GRADES
The Scaffolding Reading in the
Elementary Grades modules
provide the instructional
routines and strategies teachers
need to help students extract
and construct meaning.
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
5. BEFORE READING
Teach the pronunciation of difficult to
read words
Teach the meaning of critical,
unknown vocabulary words
Teach or activate any necessary
background knowledge
Preview the story or the article
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
Module
Contents
6. DURING READING
Utilize passage reading procedures that
provide adequate reading practice
Ask appropriate questions during passage
reading
Teach strategies that can be applied to
passage reading
Use graphic organizers to enhance
comprehension
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
Module
Contents
7. AFTER READING
Provide intentional fluency building
practice
Engage students in a discussion
Have students answer written questions
Provide engaging vocabulary practice
Have students write summaries of what
they have read
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
Module
Contents
8. OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
SNAPSHOTS OF THE INSTRUCTIONAL
PRACTICES AND ROUTINES
10. BEFORE READING
If students can read the
words in a passage accurately
and fluently, their reading
comprehension will be
enhanced.
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
BIG
IDEA
11. TEACH THE PRONUNCIATION OF
DIFFICULT TO READ WORDS.
Procedures for telling the word(s).
This word is ____________________ .
What word _____________________?
Spell and read the word. _________________
focus inspector glimpse spectator
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
13. If students understand the
meaning of critical
vocabulary in the passage,
their comprehension will be
enhanced.
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
BIG
IDEA
14. TEACH THE MEANING OF
CRITICAL, UNKNOWN WORDS
Tier One: Basic words
Chair, bed, happy, house
Tier Two: Words in general use, but not common
Concentrate, absurd, fortunate, relieved, dignity
Tier Three: Rare words limited to a specific domain
Tundra, igneous rocks, weathering
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
15. KEY CONCEPTS IN TEACHING
CRITICAL, UNKNOWN WORDS
Select words that are unknown and
critical to passage understanding.
Select words students are likely to
encounter in the future
Tier 2 words
Academic vocabulary
Student-friendly explanations
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
16. EXAMPLE: TEACHING
CRITICAL, UNKNOWN WORDS
Reading Level: 2nd
Series: Harcourt Trophies
Passage: Lemonade for Sale
announced members neighborhood
arrived rebuild lemonade
glum squawked clubhouse
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
Select three words for robust explicit instruction.
17. STUDENT-FRIENDLY
EXPLANATIONS
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
Dictionary Definition
Relieved – (1) to free wholly from pain, stress,
pressure. (2) to lessen or alleviate, as pain or
pressure
Student Friendly Explanation
When something that is difficult is over or never
happened at all, you feel relieved.
18. STUDENT FRIENDLY
DEFINITIONS
Dictionary Definition Student-Friendly Definition
Disgusting – to cause to feel
disgust; be sickening, repulsive, or
very distasteful to
Fragile – easily broken, damaged,
or destroyed
Gratitude – a feeling of thankful
appreciation for favors or benefits
received
Loitering- to linger in an aimless
way; spend time idly
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
19. ACTIVITY: CREATING STUDENT-
FRIENDLY EXPLANATIONS
Gape - to open the mouth wide
involuntarily, as the result of hunger,
sleepiness, or absorbed attention
Glimpse – 1) momentary or slight
appearance, 2) a vague idea; inkling.
Scrutinize - to examine in detail with
careful or critical attention
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
22. If students have the
background knowledge
required by a passage, their
comprehension will be
enhanced.
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
BIG
IDEA
23. Strategy #3 Example
Prior to passage reading,
select and read aloud a book
that provides necessary
background knowledge
Passage: Me and Uncle
Romie
Background knowledge
needed: Life in a big city
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
TEACH OR ACTIVATE NECESSARY
BACKGROUND KNOWLEDGE.
24. ACTIVATING BACKGROUND
KNOWLEDGE
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
Activate background knowledge using a
research validated strategy
Ask students
questions and
engage in a
discussion
Activate
knowledge using
the KWL strategy
Brainstorm the
topics/questions
that might be
covered
25. BACKGROUND KNOWLEDGE
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
B-K-W-L-Q
Background Knowledge What we want
to know
Language
needed for
writing
Questions we
can now
answer
Front load, front load, front load!!
(Adapted from Ogale’s KWL by J. Allen)
26. If students preview a
passage, their
comprehension is
enhanced.
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
BIG
IDEA
28. Asking students questions
during passage reading has
proven effectiveness in
improving the comprehension
of students.
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
BIG
IDEA
29. QUESTIONING THE AUTHOR: AN
APPROACH FOR ENHANCING STUDENT
ENGAGEMENT WITH TEXT
(BECK, MCKEOWN, HAMILTON & KUCAN, 1997)
Comprehension strategy to teach
students to construct meaning during
reading
Queries, or discussion questions,
encourage students to engage with ideas
in text to build meaning
Queries help teachers facilitate group
discussion and student-to-student
interaction
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
30. QUERY EXAMPLES
What is the author
trying to say?
Why do you think
the author used the
following phrase?
Does this make
sense to you?
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
31. Instruction in specific cognitive
strategies can improve reading
comprehension for all students
and, most particularly, can assist
struggling readers.
(RAND Reading Study Group, 2002)
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
BIG
IDEA
32. COGNITIVE STRATEGIES
Competent Readers Strategies
Text Structure Strategies
Fix-Up Strategies
Reread
Look back
Read ahead
Restate in your own words
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
33. The ability to identify and take
advantage of text
organization can contribute
to students’ comprehension.
(Dickson, Simmons, & Kameenui, 1998)
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
BIG
IDEA
34. TEXT ORGANIZATION
Story Grammar
Title, author, setting, main characters, conflict
resolution, events, conclusion
Patterns of Expository Text
Each paragraph is a body of knowledge
Determine topic of paragraph
Determine critical supporting details
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
35. STRATEGY EXAMPLE
Paragraph Shrinking
Name the who or what.
Tell the most important thing about the
who or what.
Say the main idea in 10 words or less.
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
36. The main effect of graphic
organizers appears to be on
the improvement of the
reader’s memory for the
content that has been read.
(Dickson, Simmons, & Kameenui, 1998)
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
BIG
IDEA
37. GRAPHIC ORGANIZERS
Narrative Text (Story Maps)
Expository Text (Flow charts,
compare/contrast)
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
39. Fluency is related to
reading comprehension.
(Cunningham & Stanovich, 1998; Fuchs, Fuchs, & Maxwell, 1988)
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
BIG
IDEA
40. FLUENCY
Repeated Reading
Cold-timing
Accuracy Practice
Fluency Building
Hot-timing
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
41. Engaging students in a
discussion can increase
their depth of text
processing and subsequent
comprehension.
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
BIG
IDEA
42. DISCUSSION
Teach discussion behavior.
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
Looks Like Sounds Like
Facing peers Using a pleasant voice
Making eye contact Sharing opinions and
supporting facts
Participating Sharing positive
comments
Listening Staying on topic
43. Writing about what you have
read can improve your
comprehension.
Expressing your ideas in
writing helps the reader
organize ideas.
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
BIG
IDEA
44. Writing about what you have
read can improve your
comprehension.
Expressing your ideas in
writing helps the reader
organize ideas.
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
BIG
IDEA
45. Students must
Read,
And read,
And read,
And read,
And read some more!
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
46. WVDE LESSON PLAN TEMPLATE
Reading Lesson Plan
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
47. CONTACT INFORMATION
Phyllis Veith, Assistant Director, Office of Special
Programs
pveith@access.k12.wv.us
Linda Palenchar, Coordinator, Office of Special
Programs
lpalench@access.k12.wv.us
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
Editor's Notes
There are very explicit processes, strategies and routines used before students read, while they read, and after they read. During this session we’ll provide an overview of the elements of effective before, during and reading instruction.
Introduce the ACTIVITY by telling participants you will present a series of instructional activities used before, during and after reading. Read each statement to them and ask them to hold up 1, 2 or 3 fingers to indicate whether each instructional practice would occur before (1), during (2), or after (3) reading. Provide the correct answers (listed on notes pages) as you go.
Activity: In this clip participants will watch Dr. Anita Archer modeling pronunciation strategies just presented.
Ask participants to take notes on the teaching procedure as they watch. Debrief at conclusion of video.
(Click on the photo to launch the video.)
Give participants 5 minutes to create three student friendly explanations. Time permitting, ask #1’s to share examples for each word.
This is a great resource for use in generating your student friendly explanations. It is NOT for students as it published in Great Britain and contains British terms, etc. It is, however, an easy reference tool for you to use as you plan your vocabulary procedures work. Cost is $28.95.
This is the same video we watched at the beginning of this session. Watch it again and use your new knowledge about teaching vocabulary to expand your original lists of effective instructional strategies for preparing students to read.
Me and Uncle Romie brings the world of art to life for children, through Claire Hartfield's story based on the life and work of world-renowned African-American collage artist, Romare Bearden. This fictional tale follows a young boy as he travels by train from his smalltown home in North Carolina for a visit with his Uncle Romie, an artist in New York City. Through the boy's experiences, readers will discover the City's wonders and learn, in a lively and personal way, about the connection between life experiences and art.
Students likely need more background information on NYC. Selecting and reading aloud to students prior to having them read Me and Uncle Romie gives them necessary information for understanding and enjoying the book. Without this “front loading”, children may encounter difficulty in their reading due to lack of background knowledge.
Review the three strategies on the slide.
Using this strategy helps level the playing field for students with limited background knowledge and gives students universal knowledge.
Students are taught that text is simply someone’s written ideas which may or may not be clearly expressed. This knowledge gives students “permission” to question the text and place responsibility for building the text on students.
To introduce the strategy, display a short passage to students along with one or two queries you have designed ahead of time. Model for your students how you think through the queries. Invite individual students or small groups to read and work through the queries you have prepared for their readings. Remember that your role as the teacher during this strategy is to facilitate the discussion, not lead it. When students ask questions that go unanswered, try to restate them and encourage students to work to determine the answer. (http://www.adlit.org/strategies/19796 )
story grammar" addresses the elements of a story. These include but are not limited to: the title, author, setting, main characters, conflict and resolution, events, and conclusion. Some additional elements that may be specified under "events" are: the initiating event, internal response, attempt, consequence, and reaction.
When students read fluently, decoding requires less attention. Attention, therefore, can be given to comprehension. Additionally, reading begets reading behavior – an accurate fluency reader will read more! What are the benefits of more reading?
We must provide intentional fluency building practice. It’s easily managed in the well-designed reading classroom and students love it. Some specific strategies are noted.
Cold timing = 1 minute timing without practice
Accuracy Practice = Chorally read the material with your students.
Fluency Building = Have students whisper-read as you time them for one minute.
Hot-timing = Students exchange papers with partners. First reader reads for 1 minute, second student marks errors and circles last word read. Repeat for second reader. Have partners determine the number of correct words read for their partner. Have students graph their cold and hot timings.
It is important to teach students the behaviors of discussion.
