Comprehension: To Understand
Making Instructional Adaptations in Comprehension Instruction
Presented by Pam Jones COPESDMiBLSi Conference 2008
Ellin Keene’s Definition of Comprehension
• “To understand: When we truly understand a concept we are able to remember it, revise it and reapply it later.”
• Going beyond retelling, answering questions and learning vocabulary is to understand or make sense.
•Read aloud Jamika pg.2, To Understand
Multiple Factors Influence Comprehension
Text Comprehension
Language
Knowledge
Metecognition
Fluency
Oral language Sentence structure
VocabularyCultural Influences
Life experiencesContent knowledge
Text structure
EngagementMotivation
Self-monitoringstrategies
AccuracyAutomaticity
Text levelProsody
Strategies Used by Strategic and Metecognitive Readers
Handout 3• Strategic readers know how to use
comprehension strategies when they need them, before, during and after reading.
• Metacognitive readers are conscious of their understanding of text and use fix-up strategies when having trouble understanding
How Do We Assess and Diagnose Struggling Reader’s
Comprehension (Cooper Pg. 24)
1. What is the student’s reading levels?2. What is the student’s listening level?3. What types of comprehension
difficulties does the student have?4. Which key comprehension strategies is the student able to use?
Handout 5 a
Types of Questions for Narrative Text
See Chart ( 5b)• Remember• Understand• Apply• Analyze• Evaluate• Create
Scaffolding Reading Comprehension for
Struggling Readers (Handout 7d)
• Incorporate small-group discussions• Model different ways to respond to
questions.• Use questions and prompts.• Paraphrase and expand what students say.• Request clarification• Provide appropriate feedback• Give sufficient time for response
Handout 10a
Use the Adaptations Framework Worksheet
Make adaptations for Activity 10ATask:Previewing
IC IA
DI M/AT
Florida Center for Reading Research (FCRR)
Activities• Created to assist teachers in differentiating
instruction• Encompass the Five Components of Reading• Organized in a developmental sequence
based on the difficulty of skill from simple to complex.
• Include a design center management system• Are a free resource available online:• WWW.fcrr.org
Phonemic Awareness
Phonics Fluency Vocabulary Comprehension(See Note Below)
Phoneme Matching -students practice matching initial, medial and final sounds in words.
Letter-sound Correspondence- students practice matching phonemes and digraphs to letters, blending word parts and segmenting sounds in words.
Letter-sound Correspondence-students use timed practice to recognize letters and sounds.
Word Knowledge-Students practice identifying contractions, synonyms, antonyms, abbreviations, homophones and homographs.
Narrative Text Structure- students practice identifying story elements (character, setting, event sequence, problems, solutions, plot and theme.
Phoneme Isolation-Students practice isolating initial, medial and final sounds in words.
High Frequency Words- students practice high frequency words to meet state benchmarks.
Word Parts- students use timed practice to identify word parts.
Morpheme Elements- students practice identifying the meaning of affixes.
Expository Text Structure- students practice identifying details, main idea, and important information.Phoneme
Blending-Students practice blending sounds in words.
Syllable Patterns-Students practice blending, segmenting and identifying syllables in words.
Words- students use timed practice to recognize real words.
Word Meaning-Students practice identifying and producing the meaning of words.
Text Analysis- students practice organizing text.Monitoring for Understanding- Student practice comprehension strategies to understand text.
Phoneme Segmenting- students practice segmenting sounds in words.
Variant Correspondences-Students practice variant correspondences in words: form or spelling that differs from the standard.
Phrases- students use timed practice to practice phrases with prosody.
Word Analysis- students practice identifying similarities and differences between meanings.
.
Constructing Meaning
using Comprehension
Strategies Visualizing
Inferring
Making Connections
Asking QuestionsSynthesizing
Repairing Comprehension
Determining Important Ideas
Stack the Deck Activity for Good Reading Comprehension
• Think about yourself as a reader. • Think about the strategies you use• Read: In Response to Executive
Order 9066• Read the directions and play the
game with a partner.