Reading development: comprehension

Assessing reading comprehension

Occurs during and after reading a text Retelling or drawing a picture of what happened Responding to guided questions during reading or after reading Identifying key elements such as the main idea of the text Writing an analysis essay over an assigned text Completing projects that require the analysis of the text team or other elements

Tier 2 words

Academic, cross-discipline words (more challenging). Words commonly occur across subject areas.

Reading comprehension intervention

Ensure that fluency issues are not the cause of the comprehension issues. Comprehension issues can be related to background knowledge or lack there of. Be sure to teach background knowledge before students read and teach students strategies for independently but developing their scheme out when approaching a new text

Evaluative comprehension

Evaluate or analyze the text through questioning Analyzing character development, evaluate word choice, detecting faulty reasoning, explaining the point of you

Third grade expectations for reading comprehension without teacher support

Same as kindergarten through second grade just without teacher assistance

Before reading text strategies To develop comprehension

Schema development Previewing Start a KWL

Graphic organizers

Student should be able to translate what you're reading into a visual representation. Teacher should provide students different organizational tools for mapping the structure of a text or making connections between ideas. Sequencing Mabs Concept maps Venn diagrams

Metacognition

Thinking about your own thinking

KWL chart

fill in the K and W portions before reading and come back to the L section after

Previewing a text

readers can gain a basic understanding of what they are going to read before they begin. Teacher should provide students the opportunity to make predictions about the reading based on structural elements of the text such as looking through the text and making predictions

Implementing strategies effectively

I do, we do, you do method of instruction otherwise known as scaffolding students through a gradual release of responsibility

Assessing literal level comprehension

Basic questions about what is happening in the text Is the student able to summarize the text? Is the student able to produce facts and important ideas from the text? Is the student able to identify the setting, plot elements and characters

ELL reading comprehension assessment

Choose assessment Texidor will offer accessible context for all students. Their schema may be vastly different depending on their cultural background. If a separate text cannot be used to evaluate the student, say in the case of a standardized test, be sure to refer to the students proficiency level while assessing And ELL student in the beginning stages of English language acquisition may only be able to convey comprehension verbally or through images. Asking him or her to write complete paragraphs is only setting him up for failure. After assessment use the results to guide instruction or differentiate instruction to meet the needs of both ELL and all students A variety of assessment types (oral, written, performance) will provide a better picture of any student understanding of a text

Tier 3 words

Content specific words that would only be known by someone familiar with the topic being studied

After reading strategies for reading comprehension

Determine fact from opinion Complete a main idea graphic organizer = locate the main idea of a chapter and write in a large box at the top of the page. Below the main idea, draw enough boxes to play supporting details from the text Summarizing = students write a paragraph by answering these questions: who, what, when, where, why, how Answer questions = ask students higher level questions To lead to greater understanding of the material. Using blooms taxonomy. Top three levels of the pyramid = analyzing, and evaluating and creating Venn diagram= Teacher can lead students in a compare/contrast exercise with two overlapping circles. The left and right sides of the circles contain the differences between the two readings and the center contains what they have in common

TEKS expectations for kindergarten through second grade with teacher support

Establish purpose for reading assigned and self select a text Generate questions about text before, during and after reading Making confirm predictions using text features and structures Create mental images to deep in understanding Make connections to experiences and ideas and other texts Make inferences and use evidence to support and understanding Evaluate details to determine what is most important Synthesize information to create new understanding Manager comprehension and make adjustments such as reading, using background knowledge, checking for visual cues and asking questions with understanding breaks down

Assessing a valuated level comprehension

Evaluating or analyze the text Is the student able to determine and expressed their own opinions about the meaning in message of the text? Can a student compare the meaning a message of the text to those of other texts?

You do strategy

Independent practice\application: students utilize the strategy independently in the context of a specific reading task or project

I do strategy

Explanation of the Y and hell. Teacher provides a clear, direct and explicit explanation about why the strategy is helpful and when to use it I do: modeling and think aloud: Teacher models the strategy and says out loud what he or she is thinking as he or she reads. Then teacher asked students to do the same. Think aloud sentences = this reminds me of... I didn't understand that part so I will read it again... I wonder why... I think that... Will happen next because...

Third grade expectations for reading comprehension

For literary text: topic and themes: in for the theme of a work, distinguishing theme from topic and write a response to a literary text that demonstrates understanding Plot elements characters and setting: explain relationships among characters, analyze plot elements, including sequence of events, conflict and resolution, and explain the influence of setting on Platt Authors purpose and craft: identify use of literary devices, including first or third person point of view, explain authors purpose and message within a text, describe how the authors use of imagery, literal and figurative language such as simile and a hyperbole. And sound devices such as Onomatopoeia achieve specific purposes, discuss how the others use of language contributes to voice next line in informational texts: central idea: recognizes the central idea and supporting evidence and write a response to an informational text that demonstrates understanding Organizational patterns: identifies cause and affect and problem and solution Features: uses sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding

Fifth grade expectations for reading comprehension

For literary text: topics and themes: in for multiple themes within a text using text evidence Plot elements characters and setting: analyze relationships and complex someone characters Authors purpose in Kraft: explain the purpose of a hyperbole, stereotyping and anecdote Informational texts: central idea: recognizes the central idea and supporting evidence Organizational patterns: identifies logical order in order of importance Features: uses insects, timelines inside bars to support understanding

Second grade expectations for reading comprehension

For literary texts: for topic and themes: Write brief comments on literary texts that demonstrate understanding Plot elements, characters and setting: describe main characters internal and Extertal traits, and describe the importance of setting Authors purpose and craft: discuss the use of descriptive, literal and figurative language Identify the use of first or third person in a text Identify and explain the use of repetition For informational texts: central idea: Recognizes the central idea and supporting evidence Organizational patterns: Write brief comments on informational text that demonstrate understanding and identifies cause and effect stated explicitly Features: uses features and graphics to locate and gain information

First grade expectations for reading comprehension

For literary texts: topic and themes: Write brief comments on literary texts Plot elements, characters, and setting: Describe main characters and reasons for their actions and describe plot elements for texts read independently Authors purpose and craft are the same as kindergarten For informational texts: central idea: recognizes the central idea and supporting evidence Write brief comments on informational texts organizational patterns: identifies chronological order and description Features: uses features and simple graphics to locate or gain information

Fourth grade expectations for reading comprehension

For literary texts: topics and themes: in for a basic themes supported by text evidence Plot elements characters and setting: explain character interactions and the changes they undergo, analyze plot elements including rising action, climax,, falling action and resolution Explain the influence of cultural historic settings on the plat Others purpose and craft: describe how the authors use of simile and metaphor, and sound devices such as alliteration and assonance achieves specific purposes. Identify and explain the use of anecdote Informational text: central idea: recognizes the central idea and supporting evidence Organizational patterns: identifies compare and contrast Features: use his pronunciation guide and diagrams to support understanding

Differentiated instruction to support comprehension

Graphic organizers = great for fiction narratives Sentence stems Think aloud's = if happens during teaching then it can be evaluated and corrected before the end of a text. Students can also annotate in order to help themselves Text options= It can be beneficial to provide students text on their reading level, when possible to ensure that the learning objective is it negatively affected by comprehension issues Teacher reading grade level texts = if student is reading below grade level, teacher can read the text aloud and discuss it with them to support their understanding Scaffolding with text specific questions = for example in a traditional think aloud the student would volunteer I thought on their own. If a student is struggling with comprehension, the teacher could provide questions for the student to answer allowed at specific points on the text. This provides an opportunity to sit port student comprehension by drawing attention to important story elements Audiobooks

We do strategies

Guided practice: students practice a strategy with the help of the teacher

Actively reading texts

Guided questions during or after reading Annotations = scaffold students from basic reactions like interesting or is this true to more complex and or insightful comments in the margins of the text Graphic organizers to record thoughts reactions or conclusions Making connections to the reading Think aloud's

Assessing inferential level comprehension

Inferring meaning from text Is the student able to make inferences about character traits or motivations? Is the student able to identify and describe cause-and-effect relationships between events? Is the student able to make predictions about what comes next?

Inferential Comprehension

Infra understand parts of what has been read without it being stated explicitly Drawing conclusions, inference causing affect relationships, determining morals, lessons and themes, and making predictions

Literary text versus informational texts

Literary text = rely on figurative language, imagery and descriptive Language to communicate with the reader Informational texts = use facts, details and rhetorical devices.

Think aloud's

Modeling = model metacognition through think aloud's. Stop periodically while reading a text to demonstrate your thinking aloud. For example using metacognition during reading would be to think about a certain chart within the text to further understanding of the text as a whole the people. The teacher would say aloud I see this as blank right under the chart, so that must mean that blank. Students = students can in pairs practice think aloud. Teachers mark specific locations in the text for students to stop and share their thoughts about the text

Tier 1 words

Most basic words in the English language

Sample analyze question

Moving beyond simply recalling information and are asked to reflect on their interpretations. What can you infer from this passage? What details provide validation for your interpretation

Informational or non-literary texts include

Newspapers Textbooks Instruction manuals Encyclopedias Magazine articles Editorials Advertisements Scholarly articles either in print or electronic Business letters and memos

Drawing conclusions\making inferences

Not everything students need to understand but a text is directly stated. In order to fully comprehend the text students need to use their background knowledge plus clues to form an idea. For example when students are asked to determine how the character feels in a story, teachers can prompt them to think about what they know about how people show their emotions plus how the character acted to make this inference Schema plus text evidence =idea

Before reading strategies for informational texts

Previewing = looking at the titles, subtitles, captions, pictures, graphics and bolded words. Which helps make predictions about what the text could be about priming their brains to receive knowledge Anticipation guide = teacher provides a sheet with opinion statements related to the text. Students are asked to either agree or disagree with the statements

Skills that make up comprehension

Prior background knowledge Language background and vocabulary Previous reading experiences Ability to read fluently (accuracy, speed, per Sarey) Ability to use skills, such as self monitoring and understanding of the characteristics of specific texts (Literal, evaluative, inferential)

reading comprehension

Processes through which students construct meaning from the printed page. Primary reading skill. All other skills are based upon it. Students cannot acquire any other reading skills if they do not have comprehension

During reading strategies for informational texts

Reading rate = slightly decrease their regular reading rate to allow more time to process info Two column notes = student write questions on the left and the answers on the right of the column Think pair share = teacher asked students to think about the text, talk in their prayers and share out to the class Annotating = students make notes in the margins of the text On a sticky note.Common annotations include a summary, key points or vocabulary words of note Text structure = a tax organization (description, Chronological order, cause-and-effect, compare and contrast, sequence, problem solution) can provide comprehension clues for the reader

Steps to take when students are struggling with informational texts reading comprehension

Rereading = Ask students what is a section mostly about? If student is unable to answer, the teacher encourages a student to re-read the section to acquire the main points and supporting details Questioning = at any stage the teacher can invite students to answer questions. These can range from basic or lower level questions, to higher level ones. Be sure to scaffold questions Utilizing resources = many reference guides can help students make sense of what you're reading. Encouraged and to read or revisit the resources

Schema development

Schema development: connect background knowledge to information that is being read. Teacher should activate, review and or develop background knowledge before starting to read a text By: Viewing in discussing relevant videos, pictures Ask pre-reading questions such as have any of you ever, can you tell us something about, what do you know about,

Strategies to use during reading texts for comprehension

Self monitoring Questioning Using graphic organizers

Questioning

Student should ask them selves questions while they are reading. Teacher should provide students opportunity to ask and answer text dependent questions about what is being read. Students can also generate their own questions while reading. Question provide focus and purpose to the reading and can be used after reading for review Main idea = what is the text mostly about Cause-and-effect = why did blank happen? Or what was the effect of blank? Making predictions = what do I think will happen next?

Sample evaluating question

Students are asked to justify why they believe what they believe. What information would you use to support this idea? How could you prove this idea using details from the text

Summarizing

Students should be able to pull together important information from the text and put it in their own words by paraphrasing. Teacher should scaffold summarizing skills to focus students on including only the main points rather than in-depth details. Prompts to help students focus on the key points can be provided. For example students could probably provided the following framework to generate a summary somebody... Wanted... But... So... Then...

Sample Creating question

Students take different aspects of what they have learned and make something new What could be changed to make aspects of the text better? What final outcome would you predict for the situation

Strategies for reading comprehension after reading the texts

Summarizing Drawing conclusions\making inferences

Informational text reference tools

Table of contents = where information is located Headings = a title of a section Subheadings = a title for a smaller portion of text Captions = short explanation below photos graphic features = charts, graphs, photos and graphic organizers Glossary = a list of important words to know along with their meanings Index = a catalog list at the end of the text containing all the topics discussed

Three levels of comprehension

The three levels work together to allow for a deeper understanding of and connection to a text. Teachers need to actively develop skills in all levels of comprehension Three levels of comprehension = literal, inferential, evaluative

Tips for metacognition

Thinking about thinking. Assuring students are engaged and understanding the content

Kindergarten expectations

Topic and themes:For literary texts: the student should be able to discuss topics and determine basic theme using text evidence Plot elements, characters and setting: Identify and describe main characters, describe elements of plot development, including main events, problem and resolution for texts read aloud, describe the setting Authors purpose in Kraft: discuss text structure, use of print and graphic features and authors purpose for writing text Discuss how the author uses words that help the reader visualize Listen to an experience first and third person text Kindergarten expectations for informational text: Central idea recognizes the central idea and supporting evidence Organizational patterns:Identifies the steps in the sequence Features:Uses titles and simple graphics to gain information

Literal Comprehension

Understands the facts from what has been read Identifying the stated main idea Recalling details Identifying point of view. Literal comprehension is a simplest form but it is required for students to be able to develop the other two skills

Tips for intervention of reading comprehension

Use best practices for teaching reading comprehension. If fluency issues cause comprehension issues, consider allowing the student to listen to the text to focus on comprehension. Fluency issues can be addressed to alternate interventions

Reading comprehension strategies for ELL

Use positive language transfer. Literacy skills are known to transfer across languages. This includes cognates or words that share similar appearances, pronunciations and spellings between languages Activate prior knowledge and build background knowledge Take advantage of students existing knowledge by making associations between students experiences and the text Teach vocabulary explicitly. Pre-teach key vocabulary words by providing simple brief definitions. Use contextual support such as Realia or actual items that represent vocabulary words, pictures, gestures, examples and demonstrations. Use extra instruction in signal and directional words Use scaffolds = outlines provided before reading a text and or graphic organizers to complete before during or after reading a text. This helps students organize info without a lot of use of language. Word banks and sentence paragraph frames help by providing appropriate language to use during class discussions in writing assignments related to text such as providing sequence words and phrases Provide different ways for students to demonstrate understanding. Drawing, using images, brainstorming in one's native language can help students show their understanding. Model think aloud's= Verbalize a difficult concept or show how strategy is used to aid comprehension Teach students how to re-read or read ahead for a bit to find an answer Continuously check for comprehension during and after reading by asking questions, using graphic organizers, using exit tickets, or short written activity is usually given at the end of the lesson Chunk texts, focusing on specific vocabulary words or themes in each section of text

Self monitoring strategy

happens as readers check in with them selves while reading. Understanding what they are reading and when they do not understand it. Pause and reflect on reading. When students don't understand their reading they can use fix up strategies to identify and resolve any problems with comprehension

Fix up strategies

paraphrasing the difficult passages in their own word, skimming back to the text to see if some parts need to be reread, skimming forward into the text to search for information that Might be helpful, asking for help from a teacher or a peer, visualizing or making mental pictures about what is happening

Making connections to the reading

text to text= where they connect the reading to ideas read in other texts. For example this article says bullying can impact a child's academic success. I read a book once where the character was being bullied and stopped attending school Text to self= Connect the reading to their own thoughts and experiences. For example this article says Bullying can impact a child's academic success. I remember that time someone made fun of me at school and was was very difficult to focus on my classes for a while Text to world = connect the reading to what is happening in the world or society outside of themselves. For example this article mentions bullying can impact a child's academic success. I wonder if dropout rates will it decrease if we did a better job preventing bullying in school