Post on 13-Jan-2016
transcript
Comprehensio
nStrategic Instruction for K-3
Students
By: Caitlin Miller, Jamie Whalen, Kaitlyn Dalton, and Karen Graver
Chapter 1Making Meaning from Text
Making Meaning from Text
Reader are active Mature readers absorb the authors message and transact with it.Mature readers use background knowledge and experiences when they approach text.
Readers use knowledge about content
The more content the readers know, the deeper the meaning construction becomes.
Content knowledge is important to consider when evaluating children’s comprehension, and
when providing instruction.
Familiar content will be easier to read, discuss, re-tell, and remember.
Readers Use Knowledge About Structure
If a child recognizes the type of
text they are viewing it
will be easier for them to
understand.
Having a schema for
text structure provides a
framework for rethinking,
and reviewing what has
been read.
Readers Use Pragmatic Knowledge
Pragmatic knowledge (also known as sociocultural knowledge) has an influence on what a child interprets while reading.Pragmatic knowledge includes– Personal background– Linguistic background– Social background– Religious background– Cultural background– Economic background– Political background
Readers “Read” the Social/Situational Context
A reader’s goals shape the meaning that is constructed.
The goals determine the stance, or approach you take towards reading.
The expectations and kinds of pressures you place on children influence the
kinds of readers they become.
Readers Are Human
A child’s mood often effects what they learn from reading.
______________________________Self perceptions attitudes, and
interests also play a part in being a reader.
Chapter 2
Strategies for Comprehension
Strategies for Comprehension
What are strategies?
Predicting and Inferring
Purpose Setting
Retelling
Questioning
Deciding What’s Important
Monitoring
Visualizing
ConnectingEvaluating
Predicting and Inferring
In order to predict, readers must activate their prior knowledge and use it to think about what they are about to read.Inferring is an assumption where background knowledge is used to supply information not explicitly stated in the text.
Purpose Setting
Reading serves for many purposes– Reading for pleasure– Reading to find information– Reading to learn how to do something– Reading to satisfy curiosity
At an early age children should learn to set their own purposes for reading.
Retelling
Children must decide what are important parts to retell.They must create in their heads a logical sequence of events.Retelling involves children carefully thinking about what has been read.
Questioning
Proficient listeners and readers are always generating questions as they read.Children need to learn that questioning is an important part of reading, and that the answers to different kinds of questions are found in different places.
Monitoring
Effective readers are constantly considering the meaning of what they are reading.To teach monitoring, a teacher can read aloud to children, and think aloud on what the meaning of the text could be.
Visualizing Visualizing is a strategy that children use to transport themselves into the worlds of texts.They create sights, sounds, smells, tastes, physical emotions, and emotions.
ConnectingPersonal connections happen when a reader links their own knowledge and experiences to what they read.Connections between texts occur when children make associations between two written texts and use this to build a schem for the world.
Deciding What’s Important
Goals and Purposes
Text Structure
And text features all help to decide what is important.
EvaluatingInvolves all kinds of cognitive activities including:– Critiquing– Establishing opinions– Considering author intents and
viewpoints– Preparing to use and apply new
information gained from reading.
Chapter 3
A Framework For Comprehension Instruction
A FRAMEWORK FOR
COMPREHENSION INSTRUCTION
Goals: Make sure that students engage, reflect and learn from what they read.
In order for students to comprehend the text, it is important that the text is
interesting and worth talking about to grasp the students attention.
Engaging Text
There are a variety of different texts that you could choose from to engage your students in the
classroom. Story books
Informational books
Newspapers
MagazinesThe selection of texts above offer a wide range of genres and enable students to connect, visualize
and question their reading in order to comprehend.
School and Family Home Literacies
Students may be familiar with literacies outside of school. They may be exposed
to reading materials at home that are not necessarily text books.
Recipe books, cereal boxes, religious material, e-mails and word documents are all examples of at home literacies.
To incorporate this in the classroom, teachers may ask the students to bring
these resources in for reading comprehension activities that the can
relate to.
Teacher Modeling
If you want your students to be successful readers, it is important that teachers demonstrate
appropriate skills needed.
Effective teachers support and facilitate students to develop a disposition for
comprehension.
Using different types of strategies can help the students better comprehend
what they are reading.
Ex: Turning the reading into a project.
Providing Time for Reading
It is extremely important to allow time throughout the day to let students read on their own. They can read independently or with
partners. Three questions you should consider as a
teacher:
1. What percentage of the day do my students actually spend reading?
2. What percentage of time in the literacy block do they actually spend time
reading?
3. What does my classroom library look like?
Providing Time for Reading
“In classrooms that have libraries, children read 50% more books than children without libraries”
(Getchen Owocki, pg 33)
Giving children a variety of books to read that are not always easy is a way to challenge their comprehension.
Scaffolding
“What children can do with guidance today, they are able to do on their own tomorrow” (Owocki, 35).
Here are five areas where scaffolding could be effective: •Joint problem solving
•Intersubjectivity
•Warmth and responsiveness
•Challenging but achievable tasks
•Promotion of self-regulation
Scaffolding
Joint problem solving
Intersubjectivity
A teacher and child interact to comprehend a book together.
The child and the teacher make meaning of what one another are trying to say.
Scaffolding
Warmth and responsiveness
Challenging but achievable tasks
Teacher observes what the student is capable of doing. Teacher will give support to pull deeper thinking from the student.
Tasks are challenging but with the help and support of the teacher, students are able to achieve them.
Scaffolding
Promotion of self-regulation
The teacher allows the student to control and discuss as much of the reading as he/she desires.
Literature Responses
Visual
Written
Dramatic
Oral
Taking a deeper look into the text
Literature Responses
Visual: Before writing, students can express what they know through art.
Examples: drawing, painting, modeling, sculpting
Written: Instead of starting to write a paper right away, using different types of written responses can enhance students’ to develop ideas.
Examples: personal connections, creating maps, questions and critiques.
Literature Responses
Dramatic: Presenting what students’ have read to an audience through different types of dramatic acts.
Examples: puppet shows, replaying a sceneOral: Students have the opportunity to express and clarify what they know about the text orally and can demonstrate a strong understanding of the text out loud.
Examples: any type of talk about the text
Observing, Documenting & Evaluating
It is important as a teacher to make sure you document the
progress each student is making. If you do not observe, document and evaluate each student, you will not be able to keep track and know the
strengths and weakness that students experience in reading
comprehension.
Ways to keep track
Drawings, questions, critiques, paintings.
Journal entries, story retellings, small group discussions.
Reading logsTo stay organized, you can keep track of each students progress by creating a binder with
enough room for each student and their work. This will serve as a strong purpose for planning instruction based off the students evaluations.
Chapter 4
Chapter 4
Ways to Support Predicting and Inferring
Inference DiscussionsWritten Predictions and
InferencesActivating Prior Knowledge
Text Walks
Ways to Support Purpose Setting and Purpose
Meeting
Using Informational Text FeaturesReading for Pleasure
Charting Questions and AnswersGathering Information with a
Specific Purpose in Mind
Ways to Support Retelling
Oral RetellingsStory Maps
Informational Text OrganizersVisual Retellings
Retelling with Character and Personality Props
Reenactments
Ways to Support Questioning
Noticing QuestionsUnderstanding Question-
Answer RelationshipsGenerating Questions and
AnswersQuestioning the Author
Ways to Support Monitoring
Stopping to ThinkCoding
Repairing MeaningMaking Sense of New
Vocabulary
Ways to Support Visualizing
Visualization Discussions
Drawing
Exchanging Drawings
Story Theatre
Ways to Support Connecting
Personal Connections
Story Connections
Character and Personality Connections
Knowledge Connections
Connection Between Texts
Graffiti Boards
Ways to Support Children in Deciding What’s
ImportantDiscussions About What is ImportantIdeas and Details ChartTime LinesSequencingResearch ChartsFeature Analysis Charts
Genre StudiesAlphabet BooksAutobiographiesBiographiesNumber BooksStorybooksRecipe Books
Ways to Support Evaluating
Evaluation Discussions and Written Responses
AdvertisementsBook Reviews
PollsBook Talks
Evaluation Forms
Chapter 5Organizing and Implementing Literature
Circles
Literature Circles
Students read or write independently, respond independently, then come together
in small groups to discuss their thoughts.
Choosing the Literature
Choose a book that will open discussions with the students.
Choose books that relate to the students. (setting and characters)
Look for books that will connect to students’ prior knowledge, and
curriculum.
Reading the Books
Establish a purpose- Did you like the book
and why?
Focus on a goal- The teacher or child
should set this goal before reading.
This will help students look for
specific ideas when they are reading.
This will help them comprehend better
as they involve themselves in discussions.
Responding Individually
After the students have read their book, they will construct a visual or written response on what
they have read and share it with the circle.
Before the students’ share their response, the teacher will begin
discussion to lead them in the right direction.
Supporting the Circles
When a constructed response is complete, students will meet in
their circles. A group leader will be chosen.
Being a group leader includes:-starting the discussion
-collecting materials-making sure all students have shared their ideas
-recording information-sharing information with the class
Responding Collaboratively
After the students’ have met in groups they will come up with a response as a whole.
This does not need to be done every time they meet in their literature circles.
Responding collaboratively may be more effective sharing with the teacher than the whole class. This is because the class does not have the same knowledge of the book
as the teacher does.
Self-Evaluation
Students’ may use a chart to help them understand what they are learning.
Tell one important thing you learned today.
Tell one important question you asked or comment you made.
Tell what you did to be a good listener.
Tell what you could do to make your group run more smoothly. ( Owocki, 105)
Chapter 6Organizing and Implementing Partner
Reading
Partner ReadingTwo students reading a book together and understanding content through writing and talking.
Done once or twice a week
Promotes comprehension strategies
Promotes reading in a non-threatening context, and helps the students learn from each other.
Establishing the Environment
Put students in a safe environment so they feel comfortable to take risks and
try new techniques.
Partner reading allows the students to work together and brainstorm ways they can
work together.
Teachers need to create comfortable places for the children to work in.
Choosing the Literature
The students should read books they are interested in, that they have picked out at
the library, or they have brought in from home.
Teaming up the Students
All different kinds of combinations work in partner reading.Strong readers vs. weak readers, similar skill levels, talkative children vs. non-talkative childrenAll students who have English as a second language can discuss the literature in their native language because they better understand the content.
Reading FormatsAllow the students to choose their format, or
the teacher needs to assign them a specific way to do it.
-Take turns reading the same book
-Reading in unison with each other
-Read silently and then discuss
Observing There are many different ways to observe
the student’s progress.
Teachers need to document the
student’s literature competencies.
(One on one interviews)
Whole class observations
Chapter 7
Recommended Literature
Predicting
The more the student knows on a subject the more likely they will be able to predict.