wk3 assgnhillt

Defining

Comprehension Strategies

and

Instructional Strategies

Terry Hill

READ-6707G-3 Reading and Literacy Growth

July 19, 2015

According to Afflerbach, Cho, Crassas and Doyle (2013), good readers...

• Plan their reading in relation to specific goals.

• Monitor and evaluate their reading as it progresses.

• Are motivated and engaged.

• Have high self-efficacy—they expect to be challenged by different texts and tasks, and they expect to meet those challenges. (p 440)

Successful Readers

Cognitive Elements of Reading

decoding and comprehension

(SEDL, 2013)

Affective Influences on Reading

Good readers read for pleasure both at school and at

home.(Hiebert & Pearson, 2013)

Role of the Teacher in Supporting

Comprehension

• Create an environment that allows for working together.

• Explicit instruction and modeling strategies.

• Provide opportunities for guided practice.

• Provide opportunities for independent practice.

• Motivate students.

(Hollenbeck & Saternus, 2013)

(Laureate Education Inc., 2014b)

Metacognition

• Students are aware of their own abilities and know "how, why and when" to use strategies. (Hollenbeck & Saternus, 2013, p 559).

• Students realize when they do not understand the text and apply a strategy that leads to understanding (Laureate Education Inc., 2014b).

Motivation for Comprehension

To motivate students to read for understanding, teachers

should:

• Set a purpose for learning something new.

• Allow students a choice of text.

• Incorporate discussions of text.

(Reutzel & Cooter, 2016)

Vocabulary

• Students must learn new vocabulary words to read more complex texts.

• Teachers should use explicit

instruction for challenging words.


CCSSI Vocabulary

Vocabulary Acquisition and Use

• CCSS.ELA-LITERACY.L.4.4 Determine or clarify the

meaning of unknown and multiple-meaning words and

phrases based on grade 4 reading and content,

choosing flexibly from a range of strategies.

(Common Core State Standards Initiative, 2012b)

Vocabulary-Instructional Strategy

Five Step Method

Students experience new words through multiple modalities:

• Seeing

• Listening

• Discussing

• Defining

• Writing


Comprehension

• It is essential to explicitly teach students to monitor their own

comprehension levels and implement strategies when

meaning breaks down (Hollenbeck,& Saternus, 2013).

• Students also need to understand the relationship between

using strategies and comprehension (SEDL, 2013).

CCSSI Comprehension

Range of Reading and Level of Text Complexity:

CCSS.ELA-LITERACY.RL.4.10

• By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range

(Common Core State Standards Initiative, 2012a)

Instructional Strategies

• Question Answer Relationship

• Reciprocal Teaching

• Think Pair Share


Question-Answer Relationships

Types of Questions

• In the Book: Right There and Think & Search

• In My Head: On My Own and Author and Me

Explicit Instruction

• The teacher should model using this strategy with a read aloud.

• Students should practice writing their own questions.


Reciprocal TeachingFour Steps

• Predication

• Question Generation

• Summarizing

• Clarifying

Explicit Instruction

• The teacher should model using this strategy with parts of text.

• The student takes on the role of teacher.

• Students could use this strategy when working in pairs.

(Reutzel & Cooter, 2016)9

• Teacher asks a question.

• Student thinks.

• Pair with a partner.

• Share with the whole group.

Think Pair Share

(Reutzel & Cooter, 2016, p382)

Comprehension Strategies Commonly Employed

by Proficient Readers

• Set a Purpose (Cummins, 2013, p 16)

• Visualize

• Ask Questions

• Determine Importance

• Use Schema

• Infer

• Synthesize

• Monitor for Meaning

(Hollenbeck & Saternus, 2013, p 560)

Setting a Purpose

• to be informed

• to follow directions

• to be entertained

• to learn how to do something (Cummins, 2013, p 16).

Visualize

• Create images in mind while reading (Hollenbeck & Saternus, 2013, p 560).

• Use these images to support comprehension, aid recall, and develop interpretations (Hollenbeck & Saternus, 2013, p 560).

Ask Questions

• Generate questions before, during, and after reading to support processing, recall, and interpretations (Hollenbeck

& Saternus, 2013, p 560).

Determine Importance

• Make decisions while reading regarding what is

important at the word, sentence, or text level (Hollenbeck &

Saternus, 2013, p 560).

Infer • Develop new ideas, understandings, or conclusions by combining prior

schema with information from the text (Hollenbeck & Saternus, 2013, p 560).

Use Schema

• Activate relevant background knowledge, or schema, before, during,

and after reading (Hollenbeck & Saternus, 2013, p 560).

• When a student has prior knowledge and knows how to "tap into it,

comprehension is more likely" (Cummins,2013, p 11).

Synthesize

• While reading, organize and evaluate understandings, adjusting the

main ideas on an ongoing basis (Hollenbeck & Saternus, 2013, p 560).

• After reading, develop and integrated representation of the text,

including significant ideas and details (Hollenbeck & Saternus, 2013, p 560).

• Synthesizing is more than identifying a central idea, but rather is

achieving "deeper understanding" of the text (Cummins, 2013, p 29).

Monitor for Meaning

• Know when, as a reader, you fully understand or don't understand(Hollenbeck & Saternus, 2013, p 560).

• Understand what is read and know what to do when it breaks down

(Cummins, 2013).

Comprehension Strategies

• Graphic Organizers

• Monitoring


Graphic Organizers

Graphic Organizers are visual representations of concepts in text.

Students can organize their ideas using a graphic organizer (Reutzel & Cooter,

2016)

Some examples are:

Monitoring

• Regulating

• Checking

• Repairing

Laureate Education Inc., 2014b

Regulating

Students

• Set a purpose for reading.

• Are aware of text structure and the author's purpose for writing.

Checking

To evaluate understanding of the text, students

• Identify challenging words or confusing concepts.

• Apply self questions to monitor

Laureate Education Inc., 2014b

RepairingTo correct misunderstanding, students can

• ask for help (Laureate Education Inc., 2014a)

• rereading

• change rate

• look back

• read out loud

(Laureate Education Inc., 2014b)

Instructional StrategiesLed by the teacher

Explain why it is important to use

comprehension strategies.

Model how to use the

comprehension strategies.

Guide as students practice how and when to

apply the strategy.

Comprehension StrategiesApplied by the student

Develop a repertoire of comprehension strategies.

Decide how and when to apply the strategy.

Apply comprehension strategies when reading independently.

Monitor Understanding

Make Corrections

Guided Comprehension: Making Connections

Using a Double-Entry Journal by Sarah Dennis Shaw

This lesson is for students in fourth through sixth grades.

The Double Entry Journal, a graphic organizer, was used in this lesson. The

purpose of the lesson was for students to use the comprehension strategy

double entry journal to make connections.

To support comprehension, the teacher:

-Explained how to make connections.

-Modeled how to use double entry journal.

-Guided students as the practiced using the graphic organizer.

-Provided opportunity for practice in small groups.

International Reading Association (IRA) and National Council of Teachers of English. (2014). ReadWriteThink. Retrieved from

http://www.readwritethink.org/classroom-resources/lesson-plans/guided-comprehension-making-connections-

228.html?tab=4#tabs

ReferencesAfflerbach, P., Cho, B.-Y., Kim, J.-Y., Crassas, M. E., & Doyle, B. (2013). Reading: What

else matters besides strategies and skills? The Reading Teacher, 66(6), 440–448.

Common Core State Standards Initiative. (2012). English language arts standards: Reading:

Informational Text: Fourth Grade. Retrieved from http://www.corestandards.org/ELA-

Literacy/RI/4/

Common Core State Standards Initiative. (2012b). English language arts standards:

Reading: Language: Fourth Grade. Retrieved from http://www.corestandards.org/ELA-

Literacy/L/4/

Cummins, Sunday. (2013). Close Reading of Informational Texts Assessment Driven

Instruction in Grades 3-8

Hiebert, E. H., & Pearson, P. D. (2013). What happens to the basics? Educational

Leadership, 70(4), 48–53.

Hollenbeck, A. F., & Saternus, K. (2013). Mind the comprehension iceberg: Avoiding titanic

mistakes with the CCSS. The Reading Teacher, 66(7), 558–568.

ReferencesInternational Reading Association (IRA) and National Council of Teachers of

English. (2014). ReadWriteThink. Retrieved from

http://www.readwritethink.org/classroom-resources/lesson-plans/guided-

comprehension-making-connections-228.html?tab=4#tabs

Education (Producer). (2014a). Conversations with Ray Reutzel: Supporting

comprehension[Audio file]. Baltimore, MD: Author.

Education (Producer). (2014b). Metacognition: Thinking about thinking [Multimedia

file]. Baltimore, MD: Author.

D. R., & Cooter, R. B., Jr. (2016). Strategies for reading assessment and instruction

in an era of common core standards: Helping every child succeed (5th ed.). Boston,

MA: Pearson.

SEDL. (2013). Cognitive elements of reading. Retrieved

fromhttp://www.sedl.org/reading/framework/elements.html