comprehension: strategies, skills, text features, text structures, teacher prompting knowing and...
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Comprehension:Strategies, Skills, Text Features,
Text Structures, Teacher Prompting
Comprehension:Strategies, Skills, Text Features,
Text Structures, Teacher Prompting
Knowing and Understanding What to Teach When Fostering Reading Comprehension
Knowing and Understanding What to Teach When Fostering Reading Comprehension
Prepared by Patrice BucciTitle I
Roberts School2011
Prepared by Patrice BucciTitle I
Roberts School2011
Instructional Decision MakingInstructional Decision Making
Effective comprehension instruction hinges on teacher knowledge and how they use that knowledge to scaffold student learning.
Knowledge of how reader factors, text factors, text structures, and teacher questioning impacts instruction is critical.
Effective comprehension instruction hinges on teacher knowledge and how they use that knowledge to scaffold student learning.
Knowledge of how reader factors, text factors, text structures, and teacher questioning impacts instruction is critical.
Factors that Effect Reading Comprehension
Factors that Effect Reading Comprehension
Reader Factors:• Background Knowledge• Prior Knowledge• Hierarchical Knowledge• Vocabulary• Fluency• Comprehension
Strategies• Comprehension Skills• Motivation
Reader Factors:• Background Knowledge• Prior Knowledge• Hierarchical Knowledge• Vocabulary• Fluency• Comprehension
Strategies• Comprehension Skills• Motivation
Text Factors:• Genre• Text Structures• Text Features
Text Factors:• Genre• Text Structures• Text Features
Tompkins, 2010Samuels & Farstrup, 2011)Tompkins, 2010Samuels & Farstrup, 2011)
Reader factors and Text factorsReader factors and Text factors Prior Knowledge: Information that was or should have been
taught prior to lessonBackground Knowledge: Information a person has because
of lived experience. Varies considerably from student to student.
Hierarchical Knowledge: Knowledge acquired and arranged in the brains organizational structure and rearranged as new knowledge is added.
Vocabulary: Vocabulary knowledge impacts reading achievement. Vocabulary knowledge improves with opportunity for wide reading, instruction in word solving strategies, and word study instruction that attends to Tier 1, 2, and 3 words through concept sorts, feature analysis, and analogy.
Fluency: Automatic word recognition with prosody thereby allowing the reader the cognitive resources needed to process meaning
Comprehension Strategies: Deliberate actions to readers use to facilitate understanding (Using prior knowledge, questioning, making connections, inferring, monitoring, summarizing, visualizing)
Comprehension Skills: Literal , automatic procedures ( recognizing details, compare and contrast, sequencing, etc)
Motivation: Students have higher levels of engagement and self efficacy when they have choice, informative feedback, and literacy experiences that have real world application.
Prior Knowledge: Information that was or should have been taught prior to lesson
Background Knowledge: Information a person has because of lived experience. Varies considerably from student to student.
Hierarchical Knowledge: Knowledge acquired and arranged in the brains organizational structure and rearranged as new knowledge is added.
Vocabulary: Vocabulary knowledge impacts reading achievement. Vocabulary knowledge improves with opportunity for wide reading, instruction in word solving strategies, and word study instruction that attends to Tier 1, 2, and 3 words through concept sorts, feature analysis, and analogy.
Fluency: Automatic word recognition with prosody thereby allowing the reader the cognitive resources needed to process meaning
Comprehension Strategies: Deliberate actions to readers use to facilitate understanding (Using prior knowledge, questioning, making connections, inferring, monitoring, summarizing, visualizing)
Comprehension Skills: Literal , automatic procedures ( recognizing details, compare and contrast, sequencing, etc)
Motivation: Students have higher levels of engagement and self efficacy when they have choice, informative feedback, and literacy experiences that have real world application.
Genre: Three Broad Categories:• Narratives – stories• Informational books• PoetrySubcategories:
Narratives:Folklore, fables, folktales, myths,
legends, literary tales, fantasy, science fiction, historical fiction, realistic fiction
Informational Books: Non-fiction, Alphabet books,
BiographiesPoetry:
Rhymed Verse, narrative poems, haiku, free verse, odes
Genre: Three Broad Categories:• Narratives – stories• Informational books• PoetrySubcategories:
Narratives:Folklore, fables, folktales, myths,
legends, literary tales, fantasy, science fiction, historical fiction, realistic fiction
Informational Books: Non-fiction, Alphabet books,
BiographiesPoetry:
Rhymed Verse, narrative poems, haiku, free verse, odes
Tompkins, 2010Tompkins, 2010
GenreGenreGenre Sub-category Description Mentor Text
ExampleNarrative Contemporary
fictionStories that portray today’s society Going Home, Eve Bunting
Historical fiction Realistic stories set in the past Sarah Plain and Tall, MacLachlan
Fables Tales told to point out a moral Town Mouse, Country Mouse
Folktales Stories with heroes with virtues Cinderella, Rumplestilskin
Myths Stories created by ancient peoples to explain phenomena
Raven
Legends Hero tales, Tall tales that recount courage Adventures of Robin Hood
Fantasy Imaginative stories that explore alternative realities Jeremy Thatcher, Dragon Hatcher
Science Fiction Stories that explore scientific possibilities The Giver
Informational Alphabet books Alphabet books with facts centered on a subject The Ocean Alphabet Book
Informational Books that present facts on topics Tornadoes
Biographies Factual books about a persons life Jane Goodall
Poetry Rhymed verse Most common, a poem that’s fun to read My Parents Think I am Sleeping, Prelutsky
Narrative Poems Poems that tell a story The Night Before Christmas
Haiku Japanese form that contains just 1 syllables arrange din three lines of 5,,7, and 5 syllables
Dogku, Clemens
Free Verse Unrhymed poetry Joyful Noise, Poems for Two Voices
Tompkins, 2010)Tompkins, 2010)
Genre: Text Structures and Text FeaturesGenre: Text Structures and Text Features
Genre: Narrative Informational Poetry
Structure Folklore,Fantasy,Realistic FictionScience FictionHistorical Fiction
Expository,Informational,Biography,Alphabet Books
Free verse, haiku, rhymed verse, narrative poems, odes
Features Plot, setting,Characters, problem, solution point of view, theme, narrative devices (dialogue, flashback, foreshadowing, imagery, symbolism)
Description, Sequence, Comparison, Cause Effect, Problem/Solution,
Non-fiction features (headings, subheadings, photos, maps, glossary, index, etc)
Assonance, Consonance, Imagery, Metaphor, Onomatopoeia,Rhyme, rhythm, Simile
Tompkins, 2010Tompkins, 2010
Narrative DevicesNarrative DevicesDialogue Written Conversation where characters speak to each
other
Flashback An interruption in the story that takes the reader back in the story
Foreshadowing Hinting at events to come later in the story to build readers expectations
Imagery Descriptive words and phrases used to create a picture I the readers minds
Suspense An uncertainty about the outcome of a conflict in a story
Symbolism A person, place or thing used to represent something else
Tone The overall feeling or mood in a story ranging from humorous to serious and sad
Tompkins, 2010)Tompkins, 2010)
Narrative Text StructuresNarrative Text StructuresElement Definition
Setting The physical location used to tell the story
Point of View The perspective from which the story is told (first person, third person, omniscient)
Plot The sequence of events
Character: Antagonist
A character who is in opposition to the protagonist or hero
Character:Protagonist
The leading character, typically evolves through the story
Dialogue The language the character use to convey ideas and feelings
Rising Action The series of events that lead to the climax of the story
Climax The turning point in the action, signals falling action
Conflict Struggle between opposing forces ( person vs. person, person vs. self, person vs. nature, person vs. society, person vs. God)
Falling Action Events that follow climax and end in resolution
Resolution The point in the story where the conflict has been settled
Fisher, Frey, & Lapp, 2009)Fisher, Frey, & Lapp, 2009)
Expository Text StructuresExpository Text StructuresText Structure
Description Cue Words Graphic Organizer
Description The author describes a topic by listing characteristics
“For example”, “Characteristics are”
Sequence The author lists items of events in chronological order
“First, second, next, then, finally”
Comparison The author explains how two or more things are alike or different
“the difference, in contrast, on the other hand, the same as”
Cause and Effect
The author lists one or more causes and the resulting effect
“If…then, reasons why, as a result, therefore, and because”
Problem and Solution
The author states a problem and lists one or more solutions
“the problem is, the puzzle is, solved by”
Common Text Features: Non-FictionCommon Text Features: Non-FictionElement Text FeatureElements That Organize Chapters
TitlesHeadingsSub HeadingsList of Figures
Elements for Locating Information Table of ContentsIndexesPage Numbers
Elements for Explanation and Elaboration DiagramsCharts and TablesGraphsGlossary
Elements that Illustrate PhotographsIllustrations
Elements that Notify Bolded WordsItalics and other changes in font
Comprehension Skills vs. Comprehension StrategiesComprehension Skills vs.
Comprehension StrategiesComprehension Skills:• Involves literal thinking
• Noticing similarities and differences• Comparing and contrasting• Matching cause and effect• Sequencing• Distinguishing fact and opinion
Comprehension Skills:• Involves literal thinking
• Noticing similarities and differences• Comparing and contrasting• Matching cause and effect• Sequencing• Distinguishing fact and opinion
Comprehension Strategies:• Higher level thinking
• Activating Schema/Prior Knowledge• Making Predictions• Questioning• Making Connections• Determining Importance• Inferring• Visualizing, Making Mental Images• Summarizing• Using Fix up strategies (
monitoring/repairing)
Comprehension Strategies:• Higher level thinking
• Activating Schema/Prior Knowledge• Making Predictions• Questioning• Making Connections• Determining Importance• Inferring• Visualizing, Making Mental Images• Summarizing• Using Fix up strategies (
monitoring/repairing)Tompkins 2010Tompkins 2010
Key Features of the Reading Process
Key Features of the Reading Process
Pre-reading Reading Responding Exploring Applying
Activate or build prior knowledge
Set Purpose
Preview Text
Make Predictions
Introduce Key Vocabulary
Read independently or with buddy
Apply skills and strategies
Examine text structures and text features
Chunk out text
Take notes
Write in reading logs
Participate in literature discussions and text talk
Re-read text
Re-examine new vocabulary
Examine authors craft
Identify memorable pieces of text
Construct projects
Read related books
Evaluate the reading experience
Tompkins, 2010Tompkins, 2010
How Comprehension Strategy Instruction Fits into the Reading Process
How Comprehension Strategy Instruction Fits into the Reading Process
Stage What Readers Do Strategies Readers Use
Pre-Reading Students set purpose, think about topic and genre
Activating prior knowledge, Predicting, Questioning, Setting Purpose
Reading Students read silently or orally, thinking as they read, monitoring their understanding
Monitoring, Using Fix up strategies, Make Connections, Visualize
Responding Students share their reactions, ask questions, clarify confusions
Making Connections, Determining Importance, Drawing Inferences,
Exploring Students reread parts of text, examine critically
Evaluating, Summarizing
Applying Students create projects that demonstrate understanding and reflection
Making Connections, Evaluating, Summarizing, Questioning
Tompkins, 2010Tompkins, 2010
Reading Strategy UseReading Strategy UseBefore Reading Prediction /Inferring “In this chapter, I think…
During Reading VisualizingMaking ConnectionsQuestioning
“In my mind I see…“This reminds me of…”“I wonder…”
After Reading Determining Big Idea
Summarizing
Checking Predictions
Making Judgments
“ I think the most important thing is…”
“ In ten words or less…Somebody, Wanted, But, So, Then, Finally….”
“My original prediction….”
“My favorite part was…. Because….”
Start Comprehending, Students and Teachers Actively Reading Text, Reading Teacher, Sept, 2008)
Start Comprehending, Students and Teachers Actively Reading Text, Reading Teacher, Sept, 2008)
Modeling Comprehension Strategies
Modeling Comprehension Strategies
Strategy What to Model
Establish Purpose Identify and understand why something is being read
Inferring Demonstrate “reading between the lines” to understand implied information
Summarizing and Synthesizing
Identifying the major points and ideas from text
Predicting Using available information to make a guess about what might happen
Questioning Maintaining and inquiry focus before, during and after reading
Visualizing Creating a mental image of the text in your mind
Monitoring Noticing when comprehension is lost and applying strategies to regain meaning
Determining Importance
Finding main ideas and separating them from details
Connecting Relating the text to personal experiences, other texts, or the world
Tompkins, 2010Tompkins, 2010
Guidelines for Strategy InstructionGuidelines for Strategy Instruction
• Teach strategies using minilessons, explanations, demonstrations, and think aloud
• Model Strategy use using mentor text• Provide guided and independent practice opportunities• Teach groups of strategies in routine so students learn to
orchestrate use of multiple strategies• Ask students to reflect on their use of strategies• Create Anchor Charts to track thinking, and strategy routines
so that students can refer to them when reading and writing• Differentiate between strategies an skills so that students
understand that strategies are problem solving tactics and skills are automatic behaviors
• Teach strategies using minilessons, explanations, demonstrations, and think aloud
• Model Strategy use using mentor text• Provide guided and independent practice opportunities• Teach groups of strategies in routine so students learn to
orchestrate use of multiple strategies• Ask students to reflect on their use of strategies• Create Anchor Charts to track thinking, and strategy routines
so that students can refer to them when reading and writing• Differentiate between strategies an skills so that students
understand that strategies are problem solving tactics and skills are automatic behaviors Tompkins, 2010Tompkins, 2010
Suggested Instructional Practices:Explicit Instruction, Authentic Application
Suggested Instructional Practices:Explicit Instruction, Authentic ApplicationExplicit Instruction Authentic Application Activities
Guided Reading
Shared Reading
Interactive Writing
Making Words
Minilessons
Think Alouds
Word Ladders
Questioning the Author
Reciprocal Teaching
Book Talks
Double Entry Journals
Grand Conversations
Hot Seat
Sustained Silent Reading
Writing Groups
Learning Logs
Anticipation Guides, RAFT, Quick Writes
(Tompkins, 2010)(Tompkins, 2010)
Suggested Instructional Frameworks
Suggested Instructional Frameworks
• “There is no one instructional program that best represents the balanced approach to literacy; instead, teachers organize for instruction by creating their own program that fits their students needs and their schools standards and curricular guidelines.”
– Tompkins, 2010
Four Instructional Frameworks:• Basal Reading programs• Literature Focus Units• Literature Circles• Reading and Writing Workshop
• “There is no one instructional program that best represents the balanced approach to literacy; instead, teachers organize for instruction by creating their own program that fits their students needs and their schools standards and curricular guidelines.”
– Tompkins, 2010
Four Instructional Frameworks:• Basal Reading programs• Literature Focus Units• Literature Circles• Reading and Writing Workshop
Tompkins, 2010Tompkins, 2010
To teach comprehension, teachers need to understand …
To teach comprehension, teachers need to understand …
Strategies Using Prior Knowledge, Asking Questions, Making connections, Inferring, Determining Importance, Visualizing, Summarizing, Using Fix Up Strategies
Skills Noticing similarities and differences, Comparing and contrasting, Matching cause and effect, Sequencing, Distinguishing fact and opinion
Text Genre Narratives, Informational Text, Poetry ( and sub categories)
Text Features,
Text Structures
Characters, Setting, Plot, Conflict, Resolution,
Sequence, Comparisons, Cause/Effect, DescriptionElements that Organize, Explain, Elaborate, Illustrate, Notify
Role of Questioning and Teacher Prompting
Instructional decisions made by teachers that check for understanding and scaffold understanding(Questioning, prompting, cueing, modeling)
Fisher, Frey 2010 The Reading Teacher
Responding to Students During Guided Reading
Responding to Students During Guided Reading
• Instructional decisions by teachers that scaffold student understanding include:– Questioning to check for understanding– Prompting for cognitive and metacognitive work– Cueing to focus readers attention– Direct explanation or modeling when student
struggles
• Instructional decisions by teachers that scaffold student understanding include:– Questioning to check for understanding– Prompting for cognitive and metacognitive work– Cueing to focus readers attention– Direct explanation or modeling when student
struggles
Fisher, Frey 2010 Reading TeacherFisher, Frey 2010 Reading Teacher
Role of the Teacher: Prompt, Cue, Support, and Scaffold
Role of the Teacher: Prompt, Cue, Support, and Scaffold
Teacher Action Description
Questioning to Check for Understanding
Question for Understanding using:Elicitation QuestionsElaboration QuestionsClarification QuestionsDivergent Questions ( most thought provoking)Heuristic Questions
Prompting for Cognitive and Metacognitive work
Prompt for background knowledge,Prompt for process or procedural knowledgePrompt for reflective knowledgePrompt using models, templates and frames
Cueing Reader Attention
Divert readers attention to what he/she is or is not noticing using visual, verbal, gestural, physical or environmental cues
Provide Direct Explanations and Modeling
When questioning, prompting and cueing does not resolve issues, teachers need to resume control of the thinking and demonstrate strategy use through direct explanation and modeling Fisher, Frey 2010 Reading TeacherFisher, Frey 2010 Reading Teacher
ReferencesReferences• Tompkins, G., (2010). Literacy for the 21st Century, Boston, MA, Pearson
• Samuels, S.J., & Farstrup, A.E. (2011). What Research Has to Say About Reading Instruction (4th ed.). Newark, DE: International Reading Association
• Fisher, D.,Frey, N., and Lapp, D., (2009). In A Reading State of Mind. International Reading Association, Newark DE
• Frey, N., & Fisher, D. (2010). Identifying Instructional Moves during Guided Learning. Reading Teacher, 64(2), 84-95. Retrieved from EBSCOhost.
• Scharlach, T. (2008). START Comprehending: Students and Teachers Actively Reading Text. Reading Teacher, 62(1), 20-31. Retrieved from EBSCOhost.
• Tompkins, G., (2010). Literacy for the 21st Century, Boston, MA, Pearson
• Samuels, S.J., & Farstrup, A.E. (2011). What Research Has to Say About Reading Instruction (4th ed.). Newark, DE: International Reading Association
• Fisher, D.,Frey, N., and Lapp, D., (2009). In A Reading State of Mind. International Reading Association, Newark DE
• Frey, N., & Fisher, D. (2010). Identifying Instructional Moves during Guided Learning. Reading Teacher, 64(2), 84-95. Retrieved from EBSCOhost.
• Scharlach, T. (2008). START Comprehending: Students and Teachers Actively Reading Text. Reading Teacher, 62(1), 20-31. Retrieved from EBSCOhost.