Read These……….
Comprehension
Can You Read The Following
Words?
when
contains factor
this
other
inverse
sides
of
with
negative terms
be
form
not
inequality
have
adding
do
variable both
additive equivalent
side
as
Now Read This Passage and
Solve the Problem
When the inequality contains terms that have
the variable as a factor and terms that do not
have the variable as a factor on both sides,
form an equivalent in equality that has all the
terms with the variable as a factor on one side
and the terms not having the variable on the
other side. This can be accomplished by
adding the additive inverse (negatives) of the
terms to both sides of the inequality.
Were you able to solve the
problem? Why or why not?
What Prevented You From Fully
Comprehending The Passage?
Egregio Michaelangelo,
Mi scuso d’aver tardato cosi tanto a scriverti.
Ti ringrazio tanto per la tua ospitalita. Mi sono
divertita moltissimo in Italia. Spero di
ritornare in molto presto.
Grazie,
Anna
Why did Anna write the letter?
What did Anna say in the letter?
How did Anna feel about her trip?
What Prevented You From Fully
Comprehending The Passage?
The woggly thenk
squonked zurrily mire the
herp.
What Squonked?
How did it squonk?
Where did it squonk?
What kind of thenk is it?
Where You Able to Fully
Comprehending The Passage?
What Does This Tell Us About
Comprehension?
It is affected by:
Understanding of genre or content
Familiarity with language & structure
Background knowledge
Vocabulary knowledge
How Do We Get Kids To
Comprehend
When they lack vocabulary, background knowledge, genre
experience?
• We give them strategies
• We model the strategies
• We give them time to practice the strategies while reading
COMPREHENSION
Explicit Instruction for Developing
Strategic, Active, Critical Readers
The “BIG FIVE”
Phonemic
Awareness
Phonics/Word
Study
Vocabulary
Fluency
Comprehension
Comprehension
Comprehension is the reason for
reading. If readers can read the
words but do not understand what
they read, they are not really
reading. As they read, good
readers are both purposeful and
active.
What is challenging about
helping your students learn
to read with comprehension?
THINK…PAIR…SHARE…
What Does Research Say About the
PROFICIENT READER?
Text comprehension can
be improved by
instruction that helps
readers use specific
comprehension
strategies.
• By using conscious plans- sets
of steps to make sense of text
• By helping students become
purposeful, active readers
Students can be taught to
use comprehension
strategies.
• Through explicit or direct
instruction
• Through cooperative learning
• Through learning how to use
multiple strategies flexibly and
as they are needed
Reading
is
Thinking!
Strategic Thinking!
“True comprehension goes beyond
literal understanding and involves the
reader’s interaction with text. If
students are to become thoughtful,
insightful readers, they must extend
their thinking beyond a superficial
understanding of the text.”
Stephanie Harvey and Anne Goudvis
What Strategies Should be Taught?
Researchers identified strategies
that proficient readers use to
construct meaning from text.
Pearson, Keene, Harvey, Goudvis,
Robb and others summarized these
strategies.
The Comprehension Strategies
Identified through Research
Use your schema to make connections
Make mental images
Ask questions
Make Inferences
Pick out Important Ideas
Synthesize Information
Use your schema to make connections
Text to Self
Text to Text
Text to World
Making connections between
the new and the known,
building and activating
background knowledge.
Make mental images
“Visualizing is a comprehension strategy that
enables readers to make the words on a page real
and concrete.”
Keene and Zimmerman
Ask questions
“Questioning is the
strategy that keeps readers
engaged. When readers
ask questions, they clarify
understanding and forge
ahead to make meaning.
Asking questions is at the
heart of thoughtful
reading.”
Harvey and Goudvis
Make Inferences
“Inferring is at the
intersection of taking what is
known, garnering clues from
the text, and thinking ahead
to make a judgment, discern
a theme, or speculate about
what is to come.”
Harvey and Goudvis
Pick out Important Ideas
“Thoughtful readers grasp
essential ideas and
important information
when reading. Readers
must differentiate between
less important ideas and key
ideas that are central to the
meaning of the text.”
Harvey and Goudvis
Synthesize Information
The Evolution of Thought
Synthesizing is putting together
separate parts into a new
whole….a process akin to
working a jigsaw puzzle.
Harvey and Goudvis
Metacognition
“If confusion disrupts
meaning, readers need
to stop and clarify their
understanding. Readers
may use a variety of
strategies to “fix up”
comprehension when
meaning goes awry.”
Harvey and Goudvis
Four Kinds of Readers/Learners
Tacit
Readers/Learners
Strategic
Readers/Learners
Aware
Readers/Learners
Reflective
Readers/Learners
Four Kinds of Readers/Learners
Tacit
Readers/Learners
Strategic
Readers/Learners
Aware
Readers/Learners
Reflective
Readers/Learners
Gradual Release of Responsibility
T
E
A
C
H
E
R
Modelling
(To)
Modelling
(To/With)
Work time
(With/By)
Work time
(By)
S
T
U
D
E
N
T
R
E
S
P
O
N
S
I
B
I
L
I
T
Y
S
U
P
P
O
R
T
Dependence
SHARE
Independence
Be gin
cycl e
agai n
Instruction in Action…
Irene C. Fountas and Gay Su Pinnell
Teaching for
Comprehending
and Fluency
Thinking, Talking, and Writing
About Reading
The Steps to Teaching
Reading Comprehension
Scaffold to Success
•MODEL “THINK ALOUD”
• PROVIDE GUIDED
PRACTICE
• ALLOW FOR
INDEPENDENT
PRACTICE
• GIVE MULTIPLE
OPPORTUNITIES TO
EXPERIMENT USING
THE STRATEGIES
The teacher explains
the strategy.
The teacher
demonstrates how to
apply the strategy
successfully.
The teacher thinks
aloud to model the
mental processes she
uses when she reads.
“I DO.”
Instructional Approach
•Reading Aloud
•Thinking Aloud and Coding Text
•Lifting Text (overhead projector)
•Reasoning Through Text (engaging in
conversation)
Instructional Approach
•Providing Anchor Experiences
(mini lessons on strategies)
•Rereading for Deeper Meaning
(multiple readings of text)
•Sharing Our Own Literacy by
Modeling With Adult Literature
(using more difficult text to teach)
Using SHORT TEXT
Magazines
Poetry
Newspapers
Short Stories
Essay
Picture Books
The teacher scaffolds the
students’ attempts and supports
student thinking, giving
feedback during conferring and
classroom discussions.
“WE DO.”
Students share their thinking
processes with each other during
paired reading and small - and
large – group discussions.
“YOU DO.”
After working with the
teacher and with other
students, the students try to
apply the strategy on their
own.
The students receive
regular feedback from the
teacher and other students.
•Whole class discussions
•Pair shares
•Small informal discussion groups
•“Compass” group – four way
share
•Book Clubs or Literature Circles
•Informational Study Groups
“I DO. WE DO. YOU DO.”
Responses to Reading
AUTHENTIC, DIVERSE, OPEN ENDED
Ways To Share
Thinking
•Coding text with sticky notes
•Making notes in the margins
•Circling, highlighting, framing,
bracketing, and underlining the text
•Using two-and three-column note
forms to explore thinking
More Ways to Respond
to Reading
•Writing and responding in
notebooks – Steno notebooks,
literature response journals, Think
Books
•Writing letters to teachers,
classmates, others in the school
community, authors, illustrators
Read me again
for deeper
understanding!
CHILDREN’S CHOICES: Helping Children Choose Text
Purpose
• Entertainment
• To read instructions
• To find out information
Interest
• Promotes engagement
• Central reason for choice
Readability
• Easy
• Challenging
• Just Right Book
STOP!
And use the 5 finger rule when you choose a
book!
Read a page in the middle of the book.
Put up one finger for every “clunk” you
have.
0 fingers – too easy
1-3 fingers – just right
4-5 – quite hard – go slow!
5+ - too hard for now
Helping our English Language Learners
Signal with a visual
Pair up for sharing in trios
Preview/preread the text
and vocabulary
REFERENCES:
Strategies that Work
Harvey & Goudvis
 Mosaic of Thought
Keene & Zimmerman
Elkhart Community School
District
 Wisconsin Literary
Education
 Comprehension and Fluency
Fountas & Pinnell
 Reading with Meaning
Debbie Miller
 www.readinglady.com
 What Really Matters for
Struggling Readers
Richard Allington