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SCAFFOLDING READING COMPREHENSION
OFFICE OF SPECIAL PROGRAMS
Comprehension is the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. It consists of three elements: The reader
The text
The activity or purpose for reading
(Rand Reading Study Group, 2002)
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
Before
During
After
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
What should happen
before, during and after reading?
SCAFFOLDING READING IN THE
ELEMENTARY GRADES
The Scaffolding Reading in the Elementary Grades modules
provide the instructional routines and strategies teachers
need to help students extract and construct meaning.
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
BEFORE READING
Teach the pronunciation of difficult to read words
Teach the meaning of critical, unknown vocabulary words
Teach or activate any necessary background knowledge
Preview the story or the article
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
Module Contents
DURING READING
Utilize passage reading procedures that provide adequate reading practice
Ask appropriate questions during passage reading
Teach strategies that can be applied to passage reading
Use graphic organizers to enhance comprehension
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
Module Contents
AFTER READING
Provide intentional fluency building practice
Engage students in a discussion
Have students answer written questions
Provide engaging vocabulary practice
Have students write summaries of what they have read
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
Module Contents
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
SNAPSHOTS OF THE INSTRUCTIONAL PRACTICES AND ROUTINES
BEFORE READING
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
BEFORE READING
If students can read the words in a passage accurately
and fluently, their reading comprehension will be
enhanced.
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
BIG IDEA
TEACH THE PRONUNCIATION OF DIFFICULT TO READ
WORDS.
Procedures for telling the word(s).
This word is ____________________ .
What word _____________________?
Spell and read the word. _________________
focus inspector glimpse spectator
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
A STRATEGY MODELED
Decoding Instruction, 1st Grade
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
If students understand the meaning of critical
vocabulary in the passage, their comprehension will be
enhanced.
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
BIG IDEA
TEACH THE MEANING OF CRITICAL,
UNKNOWN WORDS
Tier One: Basic words
Chair, bed, happy, house
Tier Two: Words in general use, but not common
Concentrate, absurd, fortunate, relieved, dignity
Tier Three: Rare words limited to a specific domain
Tundra, igneous rocks, weathering
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
KEY CONCEPTS IN TEACHING CRITICAL,
UNKNOWN WORDS Select words that are unknown and
critical to passage understanding.
Select words students are likely to encounter in the future
Tier 2 words
Academic vocabulary
Student-friendly explanations
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
EXAMPLE: TEACHING CRITICAL, UNKNOWN
WORDS
Reading Level: 2nd
Series: Harcourt TrophiesPassage: Lemonade for Sale
announced members neighborhood
arrived rebuild lemonade
glum squawked clubhouse
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
Select three words for robust explicit instruction.
STUDENT-FRIENDLY EXPLANATIONS
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
Dictionary Definition Relieved – (1) to free wholly from pain, stress,
pressure. (2) to lessen or alleviate, as pain or pressure
Student Friendly Explanation When something that is difficult is over or never
happened at all, you feel relieved.
STUDENT FRIENDLY DEFINITIONS
Dictionary Definition Student-Friendly Definition
Disgusting – to cause to feel disgust; be sickening, repulsive, or very distasteful to
Fragile – easily broken, damaged, or destroyed
Gratitude – a feeling of thankful appreciation for favors or benefits received
Loitering- to linger in an aimless way; spend time idly
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
ACTIVITY: CREATING STUDENT- FRIENDLY
EXPLANATIONS
Gape - to open the mouth wide involuntarily, as the result of hunger, sleepiness, or absorbed attention
Glimpse – 1) momentary or slight appearance, 2) a vague idea; inkling.
Scrutinize - to examine in detail with careful or critical attention
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
COLLINS COBUILD STUDENT DICTIONARY
http://www.elearnaid.com/coconewstdis.html
A STRATEGY
Vocabulary Instruction, 2nd Grade
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
If students have the background knowledge
required by a passage, their comprehension will be
enhanced.
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
BIG IDEA
Strategy #3 Example
Prior to passage reading, select and read aloud a book that provides necessary background knowledge
Passage: Me and Uncle Romie
Background knowledge needed: Life in a big city
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
TEACH OR ACTIVATE NECESSARY BACKGROUND KNOWLEDGE.
ACTIVATING BACKGROUND KNOWLEDGE
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
BACKGROUND KNOWLEDGE
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
B-K-W-L-QBackground Knowledge What we want
to knowLanguage needed for writing
Questions we can now answer
Front load, front load, front load!!
(Adapted from Ogale’s KWL by J. Allen)
If students preview a passage, their
comprehension is enhanced.
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
BIG IDEA
DURING READING
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
Asking students questions during passage reading has
proven effectiveness in improving the comprehension
of students.
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
BIG IDEA
QUESTIONING THE AUTHOR: AN APPROACH FOR ENHANCING
STUDENT ENGAGEMENT WITH TEXT
(BECK, MCKEOWN, HAMILTON & KUCAN, 1997)
Comprehension strategy to teach students to construct meaning during reading
Queries, or discussion questions, encourage students to engage with ideas in text to build meaning
Queries help teachers facilitate group discussion and student-to-student interaction
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
QUERY EXAMPLES
What is the author trying to say?
Why do you think the author used the following phrase?
Does this make sense to you?
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
Instruction in specific cognitive strategies can improve reading comprehension for all students
and, most particularly, can assist struggling readers.
(RAND Reading Study Group, 2002)
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
BIG IDEA
COGNITIVE STRATEGIES
Competent Readers Strategies
Text Structure Strategies
Fix-Up Strategies Reread
Look back
Read ahead
Restate in your own words
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
The ability to identify and take advantage of text
organization can contribute to students’ comprehension.
(Dickson, Simmons, & Kameenui, 1998)
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
BIG IDEA
TEXT ORGANIZATION
Story Grammar
Title, author, setting, main characters, conflict resolution, events, conclusion
Patterns of Expository Text
Each paragraph is a body of knowledge
Determine topic of paragraph
Determine critical supporting details
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
STRATEGY EXAMPLE
Paragraph Shrinking Name the who or what.
Tell the most important thing about the who or what.
Say the main idea in 10 words or less.
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
The main effect of graphic organizers appears to be on
the improvement of the reader’s memory for the
content that has been read.
(Dickson, Simmons, & Kameenui, 1998)
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
BIG IDEA
GRAPHIC ORGANIZERS
Narrative Text (Story Maps)
Expository Text (Flow charts, compare/contrast)
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
AFTER READING
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
Fluency is related to reading comprehension.
(Cunningham & Stanovich, 1998; Fuchs, Fuchs, & Maxwell, 1988)
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
BIG IDEA
FLUENCY
Repeated Reading
Cold-timing
Accuracy Practice
Fluency Building
Hot-timing
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
Engaging students in a discussion can increase
their depth of text processing and subsequent
comprehension.
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
BIG IDEA
DISCUSSION
Teach discussion behavior.
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
Looks Like Sounds Like
Facing peers Using a pleasant voice
Making eye contact Sharing opinions and supporting facts
Participating Sharing positive comments
Listening Staying on topic
Writing about what you have read can improve your comprehension.
Expressing your ideas in writing helps the reader organize ideas.
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
BIG IDEA
Writing about what you have read can improve your comprehension.
Expressing your ideas in writing helps the reader organize ideas.
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
BIG IDEA
Students must Read, And read, And read, And read, And read some more!
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
WVDE LESSON PLAN TEMPLATE
Reading Lesson Plan
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
CONTACT INFORMATION
Phyllis Veith, Assistant Director, Office of Special Programs
Linda Palenchar, Coordinator, Office of Special Programs
OFFICE OF SPECIAL PROGRAMS, EXTENDED AND EARLY LEARNING
