This document summarizes a session on teaching reading comprehension strategies. It discusses defining comprehension, assessing comprehension both qualitatively and quantitatively, teaching comprehension strategies like determining importance and making connections, and the four levels of metacognition that readers demonstrate. It also provides examples of teaching comprehension strategies, such as using concept maps in science and modeling the mapping process.
Reading is a process in many forms. One of these is the cognitive form where the process is more concerned on the processes of the brain while doing the activity.
Reading is a process in many forms. One of these is the cognitive form where the process is more concerned on the processes of the brain while doing the activity.
This is a product of a book study on Improving Adolescent Literacy (Doug Fisher). Presented by a literacy group to Sparta Middle School, January 2006 in Sparta, Michigan.
This SlideShare gives information on the importance of reading comprehension, two strategies for students to develop this skill, and three instructional methods for teaching reading comprehension. Enjoy!
This is a product of a book study on Improving Adolescent Literacy (Doug Fisher). Presented by a literacy group to Sparta Middle School, January 2006 in Sparta, Michigan.
This SlideShare gives information on the importance of reading comprehension, two strategies for students to develop this skill, and three instructional methods for teaching reading comprehension. Enjoy!
A presentation, based on the research, that teaches what good readers do to comprehend and what tools are out there to facilitate comprehension skills for struggling readers.
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Assignment Instructional Practices for Emergent Literacy Learners.docxrock73
Assignment: Instructional Practices for Emergent Literacy Learners
Complete Part II: Write a reflection paper on your instructional lesson plan and address the following: Using APA style 2 pages. Copy of instructional lesson is paste below.
· Explain how you promoted literacy learners' strategic processing and metacognition in the reading and writing processes.
· Evaluate the effectiveness of the lesson based on specific data you collected during this lesson.
· Explain how you could have differentiated the lesson to meet the needs of literacy learners requiring additional support.
· Analyze the data to determine next steps for the student and reflect on what you might do differently next time.
Helpful Reference
Rog, L. J. (2007). Marvelous minilessons for teaching beginning writing, K–3. Newark, DE: International Reading Association.
· Chapter 1, “Developmental Stages of Writing” (pp. 1–18)
Use this chapter to guide your understanding of the developmental stages of writing instruction and how to support them in the classroom.
Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers. Retrieved from http://files.eric.ed.gov/fulltext/EJ981797.pdf
Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in early years of schooling. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2009v8n3art3.pdf
This Copy of instructional lesson plan
Setting/Grade Level: Kindergarten
Subject(s): Reading School: California Elementary School
Date: Theme/Title:
1. PLANNING
Standards Addressed
List the standards by including the state, number of the standard(s), and a description of the standard(s).
In this study, the California Common Core State Standards which; describes the standards for all grades; are utilized. The grade level that is being addressed and referred to; is the kindergarten level, and the subject to be addressed is reading.
As explained, these standards are associated with the California state. The standards are as follows;
A). understanding print content. The students should be able to understand the organization of printed word and thus manage to follow sentences from right to left, page from top to bottom and pages from page one to the next. The students should also understand that spoken word could be; presented; through writing and that, words are separated by spaces when printed or even handwritten.
b). Phonological awareness. The students should attain an understanding of spoken word, sounds and syllables. They should thus understand aspects like rhyming of words and segmentation of syllables in words.
c). Phonics and recognition of words. Students should be able to apply grade level phonics and decode words both in isolation and in texts.
d). reading any form of reading texts with a lot of understanding the text and with a purpose (C ...
1. Competency 2
Component # 1-013-311
Center for Professional Learning
Session 9
Instructor: Carmen S. Concepcion
readingsetgo.blogspot.com
Application of Research-Based Instructional
Practices
Reading … Set … Go
3. Strategies for Successful Fluency
Development in Students
Procedures for Most Fluency Lessons
Learner Modifications
Content Area Considerations
Provide Direct Instruction and Feedback
4. Sentence Tunes
We did not tell them you brought rotten apples.
We did not tell them you brought rotten apples.
We did not tell them you brought rotten apples.
We did not tell them you brought rotten apples.
We did not tell them you brought rotten apples.
We did not tell them you brought rotten apples.
We did not tell them you brought rotten apples.
We did not tell them you brought rotten apples.
(You brought something else rotten)
5. Gettysburg Address
Fourscore and seven years ago our fathers
brought forth on this continent a new nation
conceived in liberty and dedicated to the
proposition that all men are created equal. Now
we are engaged in a great civil war testing
whether that nation so conceived…
6. Gettysburg Address
Fourscore / and seven years ago / our fathers /
brought forth /on this continent / a new nation /
conceived in liberty / and dedicated / to the
proposition / that all men / are created / equal. /
Now / we are engaged / in a great / civil war /
testing whether / that nation / so conceived /…
8. Assessing Fluency
Qualitative Assessments: Used to identify, describe,
and measure reading behaviors
1. Observation as Evaluation
2. Student’s Self-report Checklist
3. Reading Miscue Inventory
• Quantitative Assessments: Used to measure
fluent reading in numerical terms
1. Multidimensional Fluency Scale
2. 5-point Fluency Scale for Oral Reading
3. One minute Read
4. TOWRE
5. Speed Drills
9. Fluency
Strategy: Seed Discussion*
Each student prepares an index card.
Student pairs read their cards to each another.
The partners ask questions to clarify.
The two students trade cards and move to a new
partner.
Repeat the process with the new card.
* This variation is called “The Party”
11. Summing UP
Fluency is a separate yet integral part of a
reading process. Fluency results from a complex
interrelationship of processes that are more than
the sum of these components. Teachers who
make fluency a part of their comprehensive
reading program and implement instruction with
engaging materials help students solve the
reading puzzle.
12. Comprehension Outcomes
Knowledge
Participants will be able to:
Define comprehension
Identify benefits of explicit and systematic morphemic
instruction (affixes, base words, word origins) on vocabulary
development in relation to comprehension.
Identify principles of syntactic function as they relate to
language acquisition and reading development.
Describe the impact of text variations on the construction of
meaning.
Identify cognitive task levels and the role of cognitive
development in constructing meaning using a variety of
texts. (e.g.) knowledge, comprehension, application,
analysis, synthesis, evaluation).
Identify fundamental comprehension strategies and
instructional practices that scaffold development of these
13. Skills
Participants will be able to:
Utilize instructional practices that promote the use of
comprehension strategies with narrative and expository text.
Plan for explicit, systematic instruction for scaffolding
development of comprehension skills and cognition (e.g.,
reciprocal teaching, questioning the author, etc.).
Comprehension Outcomes
14. “Comprehension is an end product of meaning
making. As teachers we cannot teach
comprehension; readers themselves bring
meaning to the text they read. What we can do is
teach readers strategies that help activate the
process of comprehending, which results in
comprehension.”
K. Goodman, 1994
16. Four Levels of
Metacognitive Knowledge
Tacit learners/readers: Readers that lack awareness of
how they think when they read
Aware learners/readers: Readers who realize when
meaning has broken down but who may not have sufficient
strategic actions for fixing problem
Strategic learners/readers: Readers who use effective
thinking and comprehension strategies to enhance
understanding and acquire knowledge. They are able to
monitor and repair meaning when it is disrupted
Reflective learners/readers: Readers who are strategic
about their thinking and are able to apply strategic actions
flexibly depending on their goals or purpose for reading.
Perkins, 1992
17. Word Splash on
Comprehension Strategic Actions
Determining
Importance
Summarizing
Questioning
Visualizing
Inferring
Making Connections
Comprehension
Monitoring
18. What is Comprehension?
Comprehension is constructing meaning from text or,
making meaning from print.
The click of comprehension occurs only when the reader
evolves a schema that explains the whole message.
Comprehension is the process in which the reader
constructs meaning (in) interacting with text … through a
combination of prior knowledge and previous experience;
information available in text; the stance (taken) in
relationship to the text; and immediate, remembered or
anticipated social interactions and communications.
Helping students increase comprehension of content area
text involves teaching them how to connect new
information to what is already known, read between the
lines, and apply learning to new situations.
Teaching reading in the content areas, therefore, is not so
much about teaching students basic reading skills as it is
about teaching students how to use reading as a tool for
19. Reading for Key Points
Read Implementation of Instruction in Reading
Comprehension from Report of the National
Reading Panel
Read FLaRE Professional Paper
“Comprehension”
Highlight main points and jot down your
reflections about those points on the margins
22. Follow Up Assignment
Explore the use of the concept map
strategy with your students
Make a plan for assessing students use of
concept map strategy
Bring samples of students’ work to next
session
Editor's Notes
Review Handout S9-1
Ask for a volunteer to read the sentences placing emphasis on the bold words in each sentence. Explain how the meaning of the sentence changes when emphasis is placed on a different word each time.By varying the emphasis placed on different words within a sentence, the reader can manipulate sentence meaning. As a result, fluent readers can begin to understand the importance of expressive speech in oral reading.
Ask participants to work with a partner and divide the text in the sample phrase-cued passage.
The following phrasing of the passage above is just one of several posibilities.
Assign fluency assessment to participants in small groups. Ask participants to present information to whole group.Qualitative AssessmentsObservation as Evaluation: Handout S9-6Student’s Self-report Checklist: Handout S9-7Reading Miscue Inventory: Handout S9-8 Quantitative AssessmentsMultidimensional Fluency Scale: Handout S9-95-point Fluency Scale for Oral Reading: Handout S9-10One minute Read: Handout S9-11TOWRE: Handout S9 13-14Speed Drills: Handout S9-15Median Annual Oral Reading Rate Increases for Students in Grades 4 through 8: Handout S9-12