Professional Documents
Culture Documents
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.
Book Knowledge
general knowledge
of print and book
concepts
Book
knowledge enhanced as
is . . . children participate
in teacher read-
alouds and other
literacy-related
activities
2
Kentucky Reading First Summer Institute 2004: Comprehension
Print Concepts
that print is read from
left to right
what a letter is
what a word is
Include
what a sentence is
knowing…
that there are spaces
between words
the function of capital
letters and punctuation
marks
that oral language can be
written and then read
3
Kentucky Reading First Summer Institute 2004: Comprehension
Book Concepts
that a book is for reading
4
Kentucky Reading First Summer Institute 2004: Comprehension
Grouping for Instruction
5
Kentucky Reading First Summer Institute 2004: Comprehension
Book Knowledge Instruction
6
Kentucky Reading First Summer Institute 2004: Comprehension
Scaffolding Instruction
7
Kentucky Reading First Summer Institute 2004: Comprehension
Progress Monitoring
8
Kentucky Reading First Summer Institute 2004: Comprehension
Remember . . .
9
Kentucky Reading First Summer Institute 2004: Comprehension
Comprehension
Part 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.
Survey of Knowledge
Expository texts Text
Comprehension Metacognition
Strategies Explicit
questions
Think Aloud
Implicit
questions
11
Kentucky Reading First Summer Institute 2004: Comprehension
Effective Reading Instruction
12
Kentucky Reading First Summer Institute 2004: Comprehension
Comprehension
“Intentional thinking during
which meaning is
constructed through
interactions between text
and reader.”
-Harris & Hodges, 1995
13
Kentucky Reading First Summer Institute 2004: Comprehension
Research-Based
Comprehension Instruction
Monitor their
comprehension
Summarize
Comprehension Recognize story
instruction can structure
include showing
students how to . . . Use graphic
organizers
Answer and
generate
questions
14
Kentucky Reading First Summer Institute 2004: Comprehension
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
15
Kentucky Reading First Summer Institute 2004: Comprehension
Comprehension Strategies
Plans or procedures
that readers use and
Comprehension
strategies apply when they hear
are . . . text read aloud, when
they read text with a
teacher, or when they
read independently.
16
Kentucky Reading First Summer Institute 2004: Comprehension
What Is Listening
Comprehension?
Refers to children’s
understanding of stories and
other texts that are read aloud to
them
Listening
Comprehension . . . 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
17
Kentucky Reading First Summer Institute 2004: Comprehension
Listening Comprehension . . .
18
Kentucky Reading First Summer Institute 2004: Comprehension
Listening Comprehension
Instruction
Make predictions
Answer questions
about the book’s
content
When you
Read and talk along
read aloud,
encourage Share their own
children to . . . interests related to
the book content
Ask questions of
you and their peers
Reenact or retell
the story
19
Kentucky Reading First Summer Institute 2004: Comprehension
Progress Monitoring:
Listening Comprehension
20
Kentucky Reading First Summer Institute 2004: Comprehension
Read-Aloud Sessions
21
Kentucky Reading First Summer Institute 2004: Comprehension
Benefits of Read-Aloud Sessions
22
Kentucky Reading First Summer Institute 2004: Comprehension
Effective Read-Aloud Sessions:
Before Reading
Schedule time for read-aloud sessions
23
Kentucky Reading First Summer Institute 2004: Comprehension
Effective Read-Aloud Sessions:
During Reading
24
Kentucky Reading First Summer Institute 2004: Comprehension
Effective Read-Aloud Sessions:
After Reading
25
Kentucky Reading First Summer Institute 2004: Comprehension
Planning a Read-Aloud Session
Select one of the children’s books you
brought to the Institute
Before reading:
List vocabulary words to teach
During reading:
Write one prediction question
and one follow-up question
After reading:
Develop several statements using
the cloze procedure to prompt
children to use new vocabulary
words
26
Kentucky Reading First Summer Institute 2004: Comprehension
Text Talk
“Background Knowledge”
27
Kentucky Reading First Summer Institute 2004: Comprehension
Motivating Children to Read
Sharing books by
“reading” with peers
Promote a Retelling stories that
variety of have been read aloud
literacy
activities…. Drawing and writing
about books
Checking out books
to read at home
28
Kentucky Reading First Summer Institute 2004: Comprehension
Teaching Comprehension Strategies
29
Kentucky Reading First Summer Institute 2004: Comprehension
Comprehension Framework
Before
During
After
Reading
30
Kentucky Reading First Summer Institute 2004: Comprehension
Before Reading
31
Kentucky Reading First Summer Institute 2004: Comprehension
Before Reading:
Preview Text to Make Predictions
32
Kentucky Reading First Summer Institute 2004: Comprehension
Before Reading:
Activate and Use Background Knowledge
Brainstorming
Webbing
33
Kentucky Reading First Summer Institute 2004: Comprehension
Understanding Different
Types of Texts
Narrative Texts Expository Texts
tell stories explain information or
tell about topics
follow a familiar story
structure provide a framework
for comprehension of
include short stories,
content-area
folktales, tall tales,
textbooks
myths, fables, legends,
autobiographies, include informational
biographies, fantasies, books, content-area
historical fiction, textbooks,
mysteries, science newspapers,
fiction, plays magazines, brochures,
catalogues
34
Kentucky Reading First Summer Institute 2004: Comprehension
Reading Aloud
Different Types of Texts
Make connections to
Reading real-life experiences and
narrative build background
and knowledge
expository
texts aloud Increase their
to children vocabulary and
helps understand different
them: types of books
35
Kentucky Reading First Summer Institute 2004: Comprehension
Teaching Narrative Story
Structure
36
Kentucky Reading First Summer Institute 2004: Comprehension
Narrative Story Maps
37
Kentucky Reading First Summer Institute 2004: Comprehension
Teaching Expository Text
Structure
Organizational structure
of expository texts can
differ from one text to
another and sometimes
within a single passage.
38
Kentucky Reading First Summer Institute 2004: Comprehension
Narrative and Expository Cards
39
Kentucky Reading First Summer Institute 2004: Comprehension
Graphic Organizers
40
Kentucky Reading First Summer Institute 2004: Comprehension
During Reading
41
Kentucky Reading First Summer Institute 2004: Comprehension
During Reading (cont.)
Students:
know if they are understanding what
they read
know what they can do to correct
comprehension difficulties
42
Kentucky Reading First Summer Institute 2004: Comprehension
During Reading:
Self-Monitoring Comprehension Strategies
43
Kentucky Reading First Summer Institute 2004: Comprehension
Monitoring Understanding
By thinking aloud, you can model what good
readers do to help monitor their
understanding of what they are reading.
Help students:
determine important or main ideas
and summarize
draw conclusions and make
inferences
focus on story structure and
themes
45
Kentucky Reading First Summer Institute 2004: Comprehension
After Reading: Determining
Main Ideas and Summarizing
Determining main
ideas involves Graphic organizers
recognizing the most can help students
important ideas of remember and
organize important
paragraphs or sections information
of a text
Summarizing links the
main ideas together
46
Kentucky Reading First Summer Institute 2004: Comprehension
After Reading: Get the Gist
47
Kentucky Reading First Summer Institute 2004: Comprehension
After Reading: Summarizing
48
Kentucky Reading First Summer Institute 2004: Comprehension
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.
Palinscar, 1986
The steps include:
Summarizing
Questioning
Clarifying
Predicting
49
Kentucky Reading First Summer Institute 2004: Comprehension
Improving Comprehension
50
Kentucky Reading First Summer Institute 2004: Comprehension
Scaffolding:
Using Different Types of Questions
Literal Questions
Encourage students to become aware
of the information in the text.
Open-ended Questions
Encourage students to extend their
thinking about the text and to elaborate
as they discuss the text.
51
Kentucky Reading First Summer Institute 2004: Comprehension
Continuum of Questions and
Responses
52
Kentucky Reading First Summer Institute 2004: Comprehension
Answering/Asking
Different Types of Questions
SIMPLE 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
COMPLEX
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
53
Kentucky Reading First Summer Institute 2004: Comprehension
Scaffolding to Higher
Thinking Levels
Bloom’s Taxonomy
Evaluation
Synthesis
Level
2 Analysis
Application
Level Comprehension
1 Knowledge
54
Kentucky Reading First Summer Institute 2004: Comprehension
Using Self-Monitoring
Comprehension Strategies
55
Kentucky Reading First Summer Institute 2004: Comprehension
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
56
Kentucky Reading First Summer Institute 2004: Comprehension
Kentucky Standards:
Core Content
Reading Skills Literature Information Persuasion Practical/
(assessed across subdomain 1 subdomain 2 subdomain 3 Workplace
all reading types) subdomain 4
Reading Skills enable Literary Reading includes Informational Reading includes Persuasive Reading includes whole texts Practical/Workplace Reading
students to comprehend all whole texts and excerpts from whole texts and excerpts from and excerpts from materials such as includes whole texts and excerpts
types of reading materials. materials such as short stories, materials such as journals, magazine and newspaper articles, from materials such as articles,
novels, essays, poetry, plays, magazines, newspaper articles, brochures, letters, proposals, speeches, letters, memos, brochures, electronic
The coding numbers and scripts. The reading letters, brochures, reference editorials, electronic texts, essays, opinion texts, warranties, recipes, forms,
assigned to each bullet materials represent various materials, essays, nonfiction columns, and advertisements. consumer texts, manuals, schedules,
reflect that reading skills historical and cultural books, and electronic texts. and directions.
are assessed through all perspectives.
four types of reading. To RD-E-2.0.6
complete the code, replace RD-E-1.0.6 Use text features (e.g., pictures,
the x with the appropriate Explain the meaning of a lists, tables, charts, graphs, tables
subdomain number (e.g., 1 passage taken from texts of contents, indexes, glossaries, RD-E-4.0.6
for literature, 2 for appropriate for elementary headings, captions) to Locate and apply information for
information). school students. understand a passage. authentic purposes.
RD-E-2.0.7 RD-E-4.0.7
RD-E-1.0.7 Identify the organizational pattern Follow the directions in a passage.
Demonstrate knowledge of the in a passage: sequence, cause
characteristics of fiction, and effect, and/or comparison and RD-E-4.0.8
RD-E-x.0.1 nonfiction, poetry, and plays. contrast. Explain why the correct sequence is
Use word recognition RD-E-3.0.6 important.
strategies (e.g., phonetic RD-E-1.0.8 RD-E-2.0.8 Identify an author’s opinion about a subject.
principles, context clues, Describe characters, plot, Identify main ideas and details RD-E-4.0.9
structural analysis) to setting, and problem/solution of that support them. RD-E-3.0.7 Interpret specialized vocabulary
determine pronunciations and a passage. Identify fact and/or opinion. (words and terms specific to
meanings of words in RD-E-2.0.9 understanding the content) found in
passages. Make predictions and draw RD-E-3.0.8 practical/workplace passages.
RD-E-1.0.9 conclusions based on what is Identify information that is supported by
RD-E-x.0.2 Explain a character’s actions read. fact. RD-E-4.0.10
Use knowledge of synonyms, based on a passage. Identify text features and
antonyms, homonyms, and RD-E-2.0.10 organizational aids (e.g., bold face
compound words for RD-E-1.0.10 Connect the content of a passage print, italics, illustrations) that provide
comprehension. Connect literature to students’ to students’ lives and/or real additional clarity.
lives and real world issues. world issues.
57
Kentucky Reading First Summer Institute 2004: Comprehension
The Importance of Comprehension
58
Kentucky Reading First Summer Institute 2004: Comprehension
Remember . . .
59
Kentucky Reading First Summer Institute 2004: Comprehension