Comprehension Part I- Book Knowledge Part II- Reading Comprehension Strategies This publication is...

Comprehension

Part I- Book Knowledge

Part II- Reading Comprehension Strategies

This publication is based on the Kindergarten Teacher Reading Academy, ©2002 University of Texas System and the Texas Education Agency, which has been reprinted and modified with their permission.

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Kentucky Reading First Summer Institute 2004: Comprehension

Book Knowledge

general knowledge of print and book concepts

enhanced as children participate in teacher read-alouds and other literacy-related activities

Book knowledge

is . . .

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that print is read from left to right

what a letter is

what a word is

what a sentence is

that there are spaces between words

the function of capital letters and punctuation marks

that oral language can be written and then read

Print Concepts

Include knowing…

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that a book is for reading

the function and location of a book’s front, back, top, and bottom

how to turn the pages properly

where to begin reading

the functions of print and pictures

title, author, and illustrator

Book Concepts

Include understanding…

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Teach print and book concepts with the whole class, in flexible small groups, or one-on-one, depending on children’s abilities and needs.

Grouping for Instruction

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Model how to read and handle books

Discuss parts of books

Teach concepts of print

Book Knowledge Instruction

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Children enter school with differing literacy-related experiences and knowledge, usually because of their differing experiences with books and print at home.

By differentiating instruction, and providing scaffolded support, you can meet the diverse needs of your students.

Scaffolding Instruction

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Regularly monitor daily reading activities

Use checklists to record and document progress

Progress Monitoring

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Remember . . .

ComprehensionPart II

Reading Comprehension

Strategies

This publication is based on K-2 Teacher Reading Academies, ©2002 University of Texas System and the Texas Education Agency, which has been reprinted and modified with their permission.

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Survey of Knowledge

Expository texts

Genres

Comprehension

Narrative texts

Strategies

Think Aloud

Text

Text structure

Metacognition

Strategic readers

Explicit questions

Implicit questions

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Effective Reading Instruction

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Comprehension“Intentional thinking during which meaning is constructed through interactions between text and reader.”

-Harris & Hodges, 1995

“Enhanced when readers actively relate ideas in print to their own knowledge and experiences and construct mental representations in memory.”

-National Reading Panel, 2000

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Research-Based Comprehension Instruction

Comprehension instruction can include showing students how to . . .

Monitor their comprehension

Summarize

Recognize story structure

Use graphic organizers

Answer and generate questions

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Effective Comprehension Instruction

Includes:

Helping students understand narrative and expository texts

Helping students to become strategic, metacognitive readers so they will understand what they read

Teaching comprehension strategies

Incorporating a variety of activities to improve comprehension before, during, and after reading

Promoting wide reading

Scaffolding questions to promote higher order thinking skills

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Comprehension Strategies

Comprehension strategies are . . .

Plans or procedures that readers use and apply when they hear text read aloud, when they read text with a teacher, or when they read independently.

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Refers to children’s understanding of stories and other texts that are read aloud to them

Lays the foundation for children to later be able to “understand what they read, remember what they read, and communicate with others about what they read”

—National Institute for Literacy, 2001, p. 48

What Is Listening Comprehension?

Listening Comprehension .

. .

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Listening Comprehension . . .

. . . is enhanced as children listen to stories that are read aloud, participate in discussions of stories, and engage in other literacy-related activities.

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Listening Comprehension Instruction

When you read aloud, encourage children to . . .

Make predictions

Answer questions about the book’s content

Read and talk along

Share their own interests related to the book content

Ask questions of you and their peers

Reenact or retell the story

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Progress Monitoring: Listening Comprehension

Some informal ways of knowing if children understand what is being read to them are:

— asking questions that will help children clarify the text

— having discussions about the text

— observing children’s behavior and listening to their responses

— having children retell or dramatize the story

Reading inventories usually measure children’s listening comprehension

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Teacher read-alouds help children “gain the knowledge and language skill that will enable good comprehension later on. Reading aloud increases background knowledge, builds vocabulary, and familiarizes children with the language in books.”

—Hall & Moats, 2000, p. 33

Read-Aloud Sessions

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Benefits of Read-Aloud Sessions

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Schedule time for read-aloud sessions

Use a variety of grouping formats including one-on-one, small groups, and whole class

Select different types of books

Activate and build background knowledge

Teach new words and concepts

Effective Read-Aloud Sessions: Before Reading

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It’s the talk that surrounds (before and after) the reading aloud of books that is so important for enhancing children’s oral language, vocabulary development, and listening comprehension.

Stop a few times for reactions, comments, predictions, and questions

Avoid long discussions

Effective Read-Aloud Sessions: During Reading

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Engage children in discussions which go beyond literal comprehension

Focus on rare and challenging words

Repeat-read favorite books

Provide opportunities for story retell and dramatization

Effective Read-Aloud Sessions: After Reading

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Select one of the children’s books you brought to the Institute

Planning a Read-Aloud Session

List vocabulary words to teach

Write one prediction question and one follow-up question

Develop several statements using the cloze procedure to prompt children to use new vocabulary words

During reading:

After reading:

Before reading:

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Text Talk

Present questions that elicit greater language production and explicitly teach sophisticated vocabulary found in books.

“Background Knowledge”

How can you help children learn to focus on background knowledge that specifically relates to story information?

Why is this important?

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Motivating Children to Read

Promote a variety of literacy activities….

Sharing books by “reading” with peers

Retelling stories that have been read aloud

Drawing and writing about books

Checking out books to read at home

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Teaching Comprehension Strategies

Model and discuss:

— What a given strategy is and why it’s important

— How, when, and where to use a strategy

— Which strategies work best in certain instances

— How to apply different strategies to different types of texts and reading

situations

Provide extensive practice

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Comprehension Framework

Before

During

After

Reading

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Before Reading

Set a purpose for reading

Preview the text to:—Activate and build

students’ background knowledge

—Introduce vocabulary

—Help students make predictions

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Before Reading: Preview Text to Make

Predictions

Before reading, set a purpose for reading and make predictions about the content of the text

Then, read, stop, check predictions, and make more predictions

Directed Reading Thinking Activity (DRTA)

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Before Reading: Activate and Use Background

Knowledge

Help students make connections between the content of what they read and their real-life experiences.

Brainstorming

Webbing

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Understanding Different Types of Texts

tell stories

follow a familiar story structure

include short stories, folktales, tall tales, myths, fables, legends, autobiographies, biographies, fantasies, historical fiction, mysteries, science fiction, plays

explain information or tell about topics

provide a framework for comprehension of content-area textbooks

include informational books, content-area textbooks, newspapers, magazines, brochures, catalogues

Narrative Texts Expository Texts

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Reading Aloud Different Types of Texts

Reading narrative and expository texts aloud to children helps them:

Make connections to real-life experiences and build background knowledge

Increase their vocabulary and understand different types of books

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The setting and a character or characters with a problem to solve or goal to achieve, introduced at the beginning of a story

A series of plot episodes in the middle of a story

The resolution of the problem or the attainment of the goal, at the end of the story

Teaching Narrative Story Structure

Story elements generally include:

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Narrative Story Maps

Asking questions within the framework of a story map helps students visually organize and focus on the key story elements in narrative texts.

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Teaching Expository Text Structure

Organizational structure of expository texts can differ from one text to another and sometimes within a single passage.

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Narrative and Expository Cards

Are used before, during, and after reading narrative and expository texts

Before

During

After

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Graphic Organizers

Can guide students’ thinking and help them remember important elements and information in both narrative and expository texts

Can be used before, during, and after reading

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During Reading

Stop for reactions, comments, questions, and predictions

Avoid too many interruptions

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During Reading (cont.)

The goal of comprehension - monitoring instruction is to develop students’ awareness of their own understanding of what they are reading.

know if they are understanding what they read

know what they can do to correct comprehension difficulties

Students:

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During Reading: Self-Monitoring Comprehension

Strategies

Think Alouds . . .

can help students learn how to monitor or check their own understanding

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Monitoring Understanding

Model:

By thinking aloud, you can model what good readers do to help monitor their understanding of what they are reading.

How you picture in our mind what is happening in a story or book

How you reread certain parts

How you stop and summarize what has happened

How you regularly make predictions

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After Reading

determine important or main ideas and summarize

draw conclusions and make inferences

focus on story structure and themes

Help students:

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After Reading: Determining Main Ideas and Summarizing

Determining main ideas involves recognizing the most important ideas of paragraphs or sections of a text

Summarizing links the main ideas together

Graphic organizers can help students remember and organize important information

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After Reading: Get the Gist

—Who or what is the paragraph about?

—Tell the most important thing about the who or what

—Tell the main idea in 10 words or less

Explain what “get the gist” means

Have students read one paragraph or section of a text at a time

Help students determine the main idea:

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After Reading: Summarizing

Summaries are brief, concise statements of the main ideas and most important information

Summarizing requires readers to:

First, identify the main ideas of individual paragraphs or sections of a text

Then, link the main ideas together into a summary of what was read

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Reciprocal Teaching: Multiple-Strategy Instruction

Reciprocal teaching:

Is defined as a dialogue between teachers and students for the purpose of jointly constructing the meaning of text.

The steps include:

Summarizing

Questioning

Clarifying

Predicting

Palinscar, 1986

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Improving Comprehension

Asking questions to develop both basic and higher order thinking skills

Having meaningful discussions

Using graphic organizers

can help students develop and extend meaning and make connections to personal experiences before, during, and after reading

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Scaffolding: Using Different Types of

Questions

Open-ended Questions

Literal Questions

Encourage students to become aware of the information in the

text.

Encourage students to extend their thinking about the text and to elaborate as they discuss the

text.

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Continuum of Questions and Responses

Ask questions before, during, and after reading

SimpleSimple ComplexComplexExplicit

Who? What? When? Where?

ExplicitWho? What? When?

Where?

ImplicitHow? Why? What if?

ImplicitHow? Why? What if?

Responses: Responses:

Recall facts, events, and names

Focus on information in the text

Rephrase text that has just been read

Move away from what can be seen on the page

Analyze and elaborate information

Focus on thinking about what has been read and prior knowledge (making inferences)

Make connections

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Answering/Asking Different Types of Questions

Level One Text to Text:

involve responses that can be found word-for-word in the text (literal)

Level Two Text to Text:

can be answered by looking in the text, but the answers are more complex and require a response of one sentence or more

Level Three Text to Self or Text to World:

cannot be answered by looking in the text; they require students to think about what they have read, think about what they already know, and think about how it all fits together

SIMPLE

COMPLEX

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Scaffolding to Higher Thinking Levels

Bloom’s Taxonomy

Level 2

Level 1

EvaluationSynthesis

Analysis

Knowledge

Comprehension

Application

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Using Self-Monitoring Comprehension Strategies

Choose one of the children’s books you brought to the Institute

Fold your Thinking Aloud sign in half

Take turns reading one page at a time

Use the Reading for Understanding strategy card

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Kentucky Standards:Program of Studies

Reading (1.2) Arts and Humanities (2.24, 2.25)

Meaning of text

Vocabulary

Experience with text

Monitoring

Retelling

Summarizing

Text structure

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Kentucky Standards:Core Content

Literaturesubdomain 1

Persuasionsubdomain 3

Reading Skills enable students to comprehend all types of reading materials. The coding numbers assigned to each bullet reflect that reading skills are assessed through all four types of reading. To complete the code, replace the x with the appropriate subdomain number (e.g., 1 for literature, 2 for information). RD-E-x.0.1Use word recognition strategies (e.g., phonetic principles, context clues, structural analysis) to determine pronunciations and meanings of words in passages. RD-E-x.0.2Use knowledge of synonyms, antonyms, homonyms, and compound words for comprehension.

Literary Reading includes whole texts and excerpts from materials such as short stories, novels, essays, poetry, plays, and scripts. The reading materials represent various historical and cultural perspectives. RD-E-1.0.6Explain the meaning of a passage taken from texts appropriate for elementary school students.

RD-E-1.0.7Demonstrate knowledge of the characteristics of fiction, nonfiction, poetry, and plays. RD-E-1.0.8Describe characters, plot, setting, and problem/solution of a passage. RD-E-1.0.9Explain a character’s actions based on a passage. RD-E-1.0.10Connect literature to students’ lives and real world issues.

Informational Reading includes whole texts and excerpts from materials such as journals, magazines, newspaper articles, letters, brochures, reference materials, essays, nonfiction books, and electronic texts. RD-E-2.0.6Use text features (e.g., pictures, lists, tables, charts, graphs, tables of contents, indexes, glossaries, headings, captions) to understand a passage. RD-E-2.0.7Identify the organizational pattern in a passage: sequence, cause and effect, and/or comparison and contrast. RD-E-2.0.8Identify main ideas and details that support them. RD-E-2.0.9Make predictions and draw conclusions based on what is read. RD-E-2.0.10Connect the content of a passage to students’ lives and/or real world issues.

Persuasive Reading includes whole texts and excerpts from materials such as magazine and newspaper articles, brochures, letters, proposals, speeches, editorials, electronic texts, essays, opinion columns, and advertisements. RD-E-3.0.6Identify an author’s opinion about a subject. RD-E-3.0.7Identify fact and/or opinion. RD-E-3.0.8Identify information that is supported by fact.

Practical/Workplace Reading includes whole texts and excerpts from materials such as articles, letters, memos, brochures, electronic texts, warranties, recipes, forms, consumer texts, manuals, schedules, and directions. RD-E-4.0.6Locate and apply information for authentic purposes. RD-E-4.0.7Follow the directions in a passage. RD-E-4.0.8Explain why the correct sequence is important. RD-E-4.0.9Interpret specialized vocabulary (words and terms specific to understanding the content) found in practical/workplace passages. RD-E-4.0.10Identify text features and organizational aids (e.g., bold face print, italics, illustrations) that provide additional clarity.

Reading Skills(assessed across all

reading types)

Informationsubdomain 2

Practical/Workplace

subdomain 4

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The Importance of Comprehension

“Even teachers in the primary grades can begin to build the foundation for reading comprehension. Reading is a complex process that develops over time. . . . emphasize text comprehension from the beginning, rather than waiting until students have mastered ‘the basics’ of reading. . . . Beginning readers, as well as more advanced readers, must understand that the ultimate goal of reading is comprehension.”—National Institute for Literacy, 2001, p. 55

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Remember . . .

“Comprehension is the reason for reading. . . . Research over 30 years has shown that instruction in comprehension can help students understand what they read, remember what they read, and communicate with others about what they read.”

—National Institute for Literacy, 2001, p. 48

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