Domain 5

(expository)text structure

cause and effect, problem and solution, compare/contrast, sequence, description

Expository text

informational tests that include grade-level textbooks, reference texts, and other expository texts (recipes, articles, reports)

Inferential Comprehension

-Ability to interpret what was read -"In Your head" -skills include making inferences concerning items not directly stated, such comparisons, drawing conclusions, predicting and cause/effect relationships not explicit stated

Evaluative Comprehension

-Ability to make judgements about was was read -"In your head" -skills include critical reading, such as recognizing unsupported inferences in text, distinguishing between facts and opinions, using language, and detecting propaganda and faulty reasoning.

Literal Comprehension

-Ability to understand the surface meaning of a text -"In the book"- -skills include clearly, explicit identifying items such as main idea, sequence, patterns, cause and effect

Comprehension

-Readers understanding of what is being readk -the essence and ultimate purpose of reading, comprehension is the ability to gain meaning from what is read. The hierarchy of comprehension skills ranges from concrete to abstract and it includes levels such as literal, inferential, analytical and evaluate. The various levels of comprehension skills are also referred to as lower order and higher-order skills

How can teacher differ. instruction for reading comprehension for students with special needs?

-build background -focus on key context are vocabulary -focus on the key ideas in a text -use a variety of concrete examples to explain a new concept or task -present new concepts and vocabulary using visual, auditory, kinesthetic an tactile techniques -reteach skills and concepts that are lacking -provide additional practice with appropriate level expository/informational text, as needed provide access to grade level texts through oral prevention such a reading text aloud to students and then discussing it with them

How can teacher differ. instruction for reading comprehension for advanced leaners?

-increase pace and or complexity of instruction -use more advanced and/or multiple text -build on and extend current knowledge, skills and abilities -extend the depth and breath of assignments

how does a teacher study and research skills?

1 assess students prior knowledge of study sill to be assessed. use date to plan instruction 2. plan instruction to meet identified need, such s research skills, using reference materials, organizing information, and relating information to context are text and tests planing should include curriculum elements such as direct instruction strategies, teacher modeling, materials and resources, technology, scheduling and student activites 3. instruction should include direct instruction supported by tear modeling/ guided practice 4. practice should include locating and retrieving information from a variety of sources including the internet, reference sources and texts. in addition, students practice using and retaining information for test taking

Strategies for recognizing major genres structure and characteristics

1. Develop an instructional unit on a genre, emphasizing its unique characteristics (character, setting, and theme) 2. Genres: traditional literature of folktales, modern fantasy, high fantasy, science fiction, contemporary realistic fiction, historical fiction, biography, and poetry (ballad, lyric, couplet, epic, and sonnet)

what to teach level?

1. Direct, explicit instruction of skills 2. modeling of each level fo comprehension skills 3. guided practice 4. independent practice 5. use of resources and materials and activities selected by the teacher to support effective instruction and practice in levels of comprehension -skills and strategies represent different stages of development. a skill becomes a strategy when the student can use it independently

After reading

1. Discussion, writing, visual/graphic 2. Tasks: summarizing and retelling, sharing personal perspectives, text to self, text to text, and text to world connections, visual/graphic representations

Assessments

1. Reading Levels: IRI 2. QAR to assess comprehension skills at literal, inferential, evaluative levels 3. Retellings to assess literal comprehension 4. Reading comprehension strategies: Think aloud, writing assignments

Center instruction on the analysis of the elements of a story

1. Story grammar: unique character, plot, setting, mood, theme, and style of every style of every story 2. use story maps and story grammar outlines: show complete models, provide skeletal maps and grammar outlines, complete during and after reading with teachers help, and have children complete independently 3. Story maps: use visual representation of story's elements (web or star diagram) 4. Story grammar outline: Identify literary elements (settings, characters, problems, events, resolutions and theme)

Understanding and analyzing Narrative/literary texts

1. Strategies for recognizing major genres structure and characteristics 2. Center instruction on the analysis of the elements of a story 3. instruction in literary analysis and critism

While reading (struggling readers)

1. Stuggling readers have poorly developed inferential and evaluative comprehension skills - question classification/answer verification : QAR right there, think and search, author and you, and on my own questions

how should comprehension strategies be taught?

1. assess students understanding of the strategy 2. plan instruction to meed identified needs 3. include in the plan institutional strategies for direct instruction, modeling, guided practice and independent practice. In addiction, the plan should include possible resources and material to be used in instruction and practice 4. instruct students using direct instruction and modeling 5. provide practice in both guided and independent settings 6. assess to monitor for master

What does a teacher need to know to teach content are literacy/comprhension?

1. assessment strategies to determine student comprehension in content areas. assessment could be informal observation and discussion of student reading or fomarl text created by the teacher or pulled from text 2. recognition and understanding of different types of texts and purposed for reading. they includes the structures of narrative, expository, and poetic text 3. provide examples and explicit teach common text structures --ex. cause and effect 4. Model and teach reading strategies for different reading purposed--ex. skimming, scanning and in-depth reading 5. study skills to explicit teach student how to: -locate and retrieve information from reference sources and contact area text -retain and use information for text taking

Instructional strategies for content area textbooks (before, during, after)

1. before reading : linking to prior knowledge using a KWL or retrieval chart or selective rereading 2. before reading: previewing with a graphic organizer or structured overviews 3. During and after reading: using study guides to focus on key information -text structure based: questions/fill in the blanks -key questions study guide: (may include page numbers) -three level study guide/interlocking guide: identifying true or false literal, inferential and evaluative questions 4. during reading and after reading: data retrieval charts

Oral and written activities for expository texts

1. evaluating the text: effectiveness of how to and persuasive texts 2 similarities and differences between texts on same topic 3. summarizing and paraphrasing 4. creating graphic organizer or semantic maps (or webs)

Before Reading

1. instructional model : flexible small groups with reading at their level and discussion 2. Direct instruction to activate background knowledge: KWL or PreP 3. vocabulary instruction : teach key terms 4. Previewing the text: Picture wall, use graphic features 5. setting a purpose for reading: thematic or instructional

What are the levels of compression?

1. literal comprehension 2. inferential comprehension 3. evaluative comprehension

instruction in literary analysis and criticism

1. literary analysis: process of studying a story 2. Literary criticism: making judgments or evaluations about the story 3. instructional activities: -identifying structural elements of plot -comparing and contrasting motivations and reactions of characters -evaluating the relevance of the setting -identifying recurring themes -identifying elements of the writers style: Figurative language (hyperbole, metaphor, personification, simile, symbol, imagery, irony, foreshadowing)

writing activities with literature

1. literature journals (also reading logs), double entry journals 2. essays: Prompts, topic sentences and details 3. topics: Literary elements or features of genres

Facilitating comprehension

1. oral language -positive relationship 2. Listening comprehension : strategic read alouds 3. text-based discussions: instructional conversations, questioning the author 4. writing activities: summary, ouline 5. independent reading

Expository text features include understanding tale of

1. organizational/ explanatory features:contents index, glossary and guide words 2 typographical features: italics, boldfacing, underlining 3. graphic features: charts, maps, diagrams, pictures 4. use gradual release of responsibility model to teach text feature to improve comprehension

Expository text structure

cause and effect, problem and solution, comparison/contrast, sequence and description -text structures can be used to create a graphic organizer before reading, create a study guide and assess content are reading comprehension

What ways can a teacher facilitate student attainment of comprehension?

1. provide instructional activities such as direct and indirect vocabulary building and fluency activities to build comprehension skills 2. teach, model, practice that ext comprehension is both purposeful an active 3. teach comprehension and demonstrate their application throughout the reading- for example, monitoring comprehension, using graphic and semantic organizers, angering questions, generating questions, recognizing story structure, visualizing, comparing and contrasting, previewing, crediting, retelling and summarizing, and using prior knowledge 4. direct comprehension instruction, modeling, guided practice, and student independent application of comprehension skill 5. provide a repertoire of actives that foster connections between reading and writing

How can the teacher teach reading strategies to gain meaning from text in a variety of ways?

1. reading for different proposed to gain meaning and clarify that text can be taught in a direct manner, modeled by the teacher and practiced by students in guided practice activities 2. these strategies can be applied and practiced across curricular areas and include such sills as browsing previewing, skimming and in depth reading

oral language activities with literature

1. regular discussions about literature -develop listening and speaking skills 2. book clubs, literature circles, and author studies 3. questioning the author 4. think-pair-share

Promoting study and research skills

1. skimming, scanning and in depth readings -SQ3R: survey, question, read, recite and review 2 gathering information from reference material -lessons on the organization of an encyclopedia, how to use index, guide words, and cross-references and how to scan for specific information -Research skills: note taking, outlining (provide template first) I-Chart 3. Research skills: identify research topics, developing an academic argument, using multiple sources, using technology to manage information.

How can a teacher teach elements of literary analysis and criticism?

1. the teacher can assess student knowledge of elements of literary analysis and criticism, such as historical fiction, biographies, autobiographies, poetry, play, realistic fiction, multicultural literature, fact, and fantasy 2. using the data from the assessment the teacher can plan direct instruction, modeling, guided practice and independent practice 3. the teacher can plan resources, materials and student grouping to use instruction, which will assist in meeting identified student needs and interests. Elements of literary analysis and criticism include such elements as analyzing the use of figurative language, genre, story elements, mood, theme, and time period 4. instruction in elements of literary analysis should be direct instruction, teacher modeling and guided practice

how can teacher assist in making connections and responding to literature?

1. the teacher can engage students in reading of listening to high quality literature 2. students should be engaged in activities and strategies to clarify and understand text 3. student responses to text, linked with prior knowledge, might include such activities as reading logs, literature circles, readers theater, essays, cross curricular discussions and writings 4. enraging students in response activities, which include book reports, identifying main problem in the story, semantic webs, trait charts, and analyzing types of literature

while reading (strategic reading)

1. visualizing, paraphrasing, clarifying, predicticintg, generating questions, summarizing, adjusting reading rate 2, strategy instruction: gradual release of responsibility model 3. reciprocal teaching

What factors affect comprehension?

1. word analysis and fluency 2. Vocabulary: predictor of comprehension 3. Academic language: lack of which will Block comprehension 4. Background knowledge: Key predictor of comprehension

Structure and comprehension

1.Sentence structure 2. Paragraph Structure 3. (Expository) text structure

metacognition

Awareness and knowledge of one's mental process; it is simply "thinking about thinking" one example of a metacognitive task is when readers self monitor their comprehension of text. While "thinking about" their understanding of text, readers may adjust their reading speed to fit difficulty level

Paragraph Structure

Must teach topic sentences and supporting details

Writing Process

The series of sequential steps involved in a writing project including prewriting, drafting, revising, editing and publishing. Repeated rating, revising and editing may occur several times during the process

Peer editing

a form of collaborative learning in which students work with their peers in editing a piece of writing

Story Frame/map

a graphic organizer of major events and ideas from a story to help guide students thinking and heighten their awareness of their structure of stories. The teacher can model this process by filling out a chart on a projected image while reading. Or students can complete a chart individually or in groups after a story is read, illustrating or noting the characters, setting, compare/contrast, problem/solution, climax, conflict and so on

Frustration Reading Level

a readability or grade level of material that is too difficult to be read successfully by a student, even with normal classroom instruction and support. The frustration level is reached when a student cannot read a selection with more than 89 % word recognition or decoding

Genre

a term used to classify literary works into categories such as novel, mystery, historical fiction, biology short story and poem

How can teacher differ. instruction for reading comprehension for struggling readers?

and students with reading difficulties or disabilities, focus of key content, skills and strategies -reteach context area vocabulary, language structures and background knowledge that are lacking -use a variety of concrete examples to explain a concept or task -provide additional practice, as needed -provide asses to grade level texts through oral presentation such as reading a text aloud to students then discussing it with them

What are comprehension strategies?

are activities that we use to gain meaning or understanding form text and to clarify text. -these include strategies such a reread, retell, self monitor and reorganize text (outline note-taking, summarize) -predict answers and general questions -compare and contrast -use graphic and semantic organizers -monitor comprehension -recognize story structure -use prior knowledge and visualization

sentence struture

must teach different types of sentences (simple, compound, (joined by coordinators) and complex(joined by subordinators) and the difference between dependent and independent

Pre-Reading

referring to activities designed to develop needed attitudes and skills before formal instruction in reading

Pre-writing

the initial creative and planning stage of writing, prior to drafting, in which the writer formulates ideas, gathers information, and considers ways in which to organize a piece of writing. The first step in writing process

informal reading inventory

the use of a graded series of passages of increasing difficulty to determine students strengths, weaknesses and strategies in word identification and comprehension and to determine a students independent instruction, and frustration reading levels. Comprehension questions are often asked after each passage is read

How can teacher differ. instruction for reading comprehension for ELL?

use explicit modeling and scaffolding strategies