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Comprehension
Part I- Book Knowledge
Part II- Reading Comprehension Strategies
This publication is based on the Kindergarten Teacher Reading Academy, ©2002 University of Texas System and the Texas Education Agency, which has been reprinted and modified with their permission.
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Kentucky Reading First Summer Institute 2004: Comprehension
Book Knowledge
general knowledge of print and book concepts
enhanced as children participate in teacher read-alouds and other literacy-related activities
Book knowledge
is . . .
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Kentucky Reading First Summer Institute 2004: Comprehension
that print is read from left to right
what a letter is
what a word is
what a sentence is
that there are spaces between words
the function of capital letters and punctuation marks
that oral language can be written and then read
Print Concepts
Include knowing…
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Kentucky Reading First Summer Institute 2004: Comprehension
that a book is for reading
the function and location of a book’s front, back, top, and bottom
how to turn the pages properly
where to begin reading
the functions of print and pictures
title, author, and illustrator
Book Concepts
Include understanding…
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Kentucky Reading First Summer Institute 2004: Comprehension
Teach print and book concepts with the whole class, in flexible small groups, or one-on-one, depending on children’s abilities and needs.
Grouping for Instruction
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Kentucky Reading First Summer Institute 2004: Comprehension
Model how to read and handle books
Discuss parts of books
Teach concepts of print
Book Knowledge Instruction
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Kentucky Reading First Summer Institute 2004: Comprehension
Children enter school with differing literacy-related experiences and knowledge, usually because of their differing experiences with books and print at home.
By differentiating instruction, and providing scaffolded support, you can meet the diverse needs of your students.
Scaffolding Instruction
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Kentucky Reading First Summer Institute 2004: Comprehension
Regularly monitor daily reading activities
Use checklists to record and document progress
Progress Monitoring
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Kentucky Reading First Summer Institute 2004: Comprehension
Remember . . .
ComprehensionPart II
Reading Comprehension
Strategies
This publication is based on K-2 Teacher Reading Academies, ©2002 University of Texas System and the Texas Education Agency, which has been reprinted and modified with their permission.
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Kentucky Reading First Summer Institute 2004: Comprehension
Survey of Knowledge
Expository texts
Genres
Comprehension
Narrative texts
Strategies
Think Aloud
Text
Text structure
Metacognition
Strategic readers
Explicit questions
Implicit questions
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Kentucky Reading First Summer Institute 2004: Comprehension
Effective Reading Instruction
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Kentucky Reading First Summer Institute 2004: Comprehension
Comprehension“Intentional thinking during which meaning is constructed through interactions between text and reader.”
-Harris & Hodges, 1995
“Enhanced when readers actively relate ideas in print to their own knowledge and experiences and construct mental representations in memory.”
-National Reading Panel, 2000
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Kentucky Reading First Summer Institute 2004: Comprehension
Research-Based Comprehension Instruction
Comprehension instruction can include showing students how to . . .
Monitor their comprehension
Summarize
Recognize story structure
Use graphic organizers
Answer and generate questions
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Kentucky Reading First Summer Institute 2004: Comprehension
Effective Comprehension Instruction
Includes:
Helping students understand narrative and expository texts
Helping students to become strategic, metacognitive readers so they will understand what they read
Teaching comprehension strategies
Incorporating a variety of activities to improve comprehension before, during, and after reading
Promoting wide reading
Scaffolding questions to promote higher order thinking skills
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Kentucky Reading First Summer Institute 2004: Comprehension
Comprehension Strategies
Comprehension strategies are . . .
Plans or procedures that readers use and apply when they hear text read aloud, when they read text with a teacher, or when they read independently.
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Kentucky Reading First Summer Institute 2004: Comprehension
Refers to children’s understanding of stories and other texts that are read aloud to them
Lays the foundation for children to later be able to “understand what they read, remember what they read, and communicate with others about what they read”
—National Institute for Literacy, 2001, p. 48
What Is Listening Comprehension?
Listening Comprehension .
. .
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Kentucky Reading First Summer Institute 2004: Comprehension
Listening Comprehension . . .
. . . is enhanced as children listen to stories that are read aloud, participate in discussions of stories, and engage in other literacy-related activities.
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Kentucky Reading First Summer Institute 2004: Comprehension
Listening Comprehension Instruction
When you read aloud, encourage children to . . .
Make predictions
Answer questions about the book’s content
Read and talk along
Share their own interests related to the book content
Ask questions of you and their peers
Reenact or retell the story
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Kentucky Reading First Summer Institute 2004: Comprehension
Progress Monitoring: Listening Comprehension
Some informal ways of knowing if children understand what is being read to them are:
— asking questions that will help children clarify the text
— having discussions about the text
— observing children’s behavior and listening to their responses
— having children retell or dramatize the story
Reading inventories usually measure children’s listening comprehension
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Kentucky Reading First Summer Institute 2004: Comprehension
Teacher read-alouds help children “gain the knowledge and language skill that will enable good comprehension later on. Reading aloud increases background knowledge, builds vocabulary, and familiarizes children with the language in books.”
—Hall & Moats, 2000, p. 33
Read-Aloud Sessions
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Kentucky Reading First Summer Institute 2004: Comprehension
Benefits of Read-Aloud Sessions
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Kentucky Reading First Summer Institute 2004: Comprehension
Schedule time for read-aloud sessions
Use a variety of grouping formats including one-on-one, small groups, and whole class
Select different types of books
Activate and build background knowledge
Teach new words and concepts
Effective Read-Aloud Sessions: Before Reading
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Kentucky Reading First Summer Institute 2004: Comprehension
It’s the talk that surrounds (before and after) the reading aloud of books that is so important for enhancing children’s oral language, vocabulary development, and listening comprehension.
Stop a few times for reactions, comments, predictions, and questions
Avoid long discussions
Effective Read-Aloud Sessions: During Reading
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Kentucky Reading First Summer Institute 2004: Comprehension
Engage children in discussions which go beyond literal comprehension
Focus on rare and challenging words
Repeat-read favorite books
Provide opportunities for story retell and dramatization
Effective Read-Aloud Sessions: After Reading
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Kentucky Reading First Summer Institute 2004: Comprehension
Select one of the children’s books you brought to the Institute
Planning a Read-Aloud Session
List vocabulary words to teach
Write one prediction question and one follow-up question
Develop several statements using the cloze procedure to prompt children to use new vocabulary words
During reading:
After reading:
Before reading:
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Kentucky Reading First Summer Institute 2004: Comprehension
Text Talk
Present questions that elicit greater language production and explicitly teach sophisticated vocabulary found in books.
“Background Knowledge”
How can you help children learn to focus on background knowledge that specifically relates to story information?
Why is this important?
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Kentucky Reading First Summer Institute 2004: Comprehension
Motivating Children to Read
Promote a variety of literacy activities….
Sharing books by “reading” with peers
Retelling stories that have been read aloud
Drawing and writing about books
Checking out books to read at home
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Kentucky Reading First Summer Institute 2004: Comprehension
Teaching Comprehension Strategies
Model and discuss:
— What a given strategy is and why it’s important
— How, when, and where to use a strategy
— Which strategies work best in certain instances
— How to apply different strategies to different types of texts and reading
situations
Provide extensive practice
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Kentucky Reading First Summer Institute 2004: Comprehension
Comprehension Framework
Before
During
After
Reading
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Kentucky Reading First Summer Institute 2004: Comprehension
Before Reading
Set a purpose for reading
Preview the text to:—Activate and build
students’ background knowledge
—Introduce vocabulary
—Help students make predictions
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Kentucky Reading First Summer Institute 2004: Comprehension
Before Reading: Preview Text to Make
Predictions
Before reading, set a purpose for reading and make predictions about the content of the text
Then, read, stop, check predictions, and make more predictions
Directed Reading Thinking Activity (DRTA)
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Kentucky Reading First Summer Institute 2004: Comprehension
Before Reading: Activate and Use Background
Knowledge
Help students make connections between the content of what they read and their real-life experiences.
Brainstorming
Webbing
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Kentucky Reading First Summer Institute 2004: Comprehension
Understanding Different Types of Texts
tell stories
follow a familiar story structure
include short stories, folktales, tall tales, myths, fables, legends, autobiographies, biographies, fantasies, historical fiction, mysteries, science fiction, plays
explain information or tell about topics
provide a framework for comprehension of content-area textbooks
include informational books, content-area textbooks, newspapers, magazines, brochures, catalogues
Narrative Texts Expository Texts
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Kentucky Reading First Summer Institute 2004: Comprehension
Reading Aloud Different Types of Texts
Reading narrative and expository texts aloud to children helps them:
Make connections to real-life experiences and build background knowledge
Increase their vocabulary and understand different types of books
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Kentucky Reading First Summer Institute 2004: Comprehension
The setting and a character or characters with a problem to solve or goal to achieve, introduced at the beginning of a story
A series of plot episodes in the middle of a story
The resolution of the problem or the attainment of the goal, at the end of the story
Teaching Narrative Story Structure
Story elements generally include:
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Kentucky Reading First Summer Institute 2004: Comprehension
Narrative Story Maps
Asking questions within the framework of a story map helps students visually organize and focus on the key story elements in narrative texts.
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Kentucky Reading First Summer Institute 2004: Comprehension
Teaching Expository Text Structure
Organizational structure of expository texts can differ from one text to another and sometimes within a single passage.
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Kentucky Reading First Summer Institute 2004: Comprehension
Narrative and Expository Cards
Are used before, during, and after reading narrative and expository texts
Before
During
After
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Kentucky Reading First Summer Institute 2004: Comprehension
Graphic Organizers
Can guide students’ thinking and help them remember important elements and information in both narrative and expository texts
Can be used before, during, and after reading
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Kentucky Reading First Summer Institute 2004: Comprehension
During Reading
Stop for reactions, comments, questions, and predictions
Avoid too many interruptions
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Kentucky Reading First Summer Institute 2004: Comprehension
During Reading (cont.)
The goal of comprehension - monitoring instruction is to develop students’ awareness of their own understanding of what they are reading.
know if they are understanding what they read
know what they can do to correct comprehension difficulties
Students:
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Kentucky Reading First Summer Institute 2004: Comprehension
During Reading: Self-Monitoring Comprehension
Strategies
Think Alouds . . .
can help students learn how to monitor or check their own understanding
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Kentucky Reading First Summer Institute 2004: Comprehension
Monitoring Understanding
Model:
By thinking aloud, you can model what good readers do to help monitor their understanding of what they are reading.
How you picture in our mind what is happening in a story or book
How you reread certain parts
How you stop and summarize what has happened
How you regularly make predictions
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Kentucky Reading First Summer Institute 2004: Comprehension
After Reading
determine important or main ideas and summarize
draw conclusions and make inferences
focus on story structure and themes
Help students:
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Kentucky Reading First Summer Institute 2004: Comprehension
After Reading: Determining Main Ideas and Summarizing
Determining main ideas involves recognizing the most important ideas of paragraphs or sections of a text
Summarizing links the main ideas together
Graphic organizers can help students remember and organize important information
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Kentucky Reading First Summer Institute 2004: Comprehension
After Reading: Get the Gist
—Who or what is the paragraph about?
—Tell the most important thing about the who or what
—Tell the main idea in 10 words or less
Explain what “get the gist” means
Have students read one paragraph or section of a text at a time
Help students determine the main idea:
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Kentucky Reading First Summer Institute 2004: Comprehension
After Reading: Summarizing
Summaries are brief, concise statements of the main ideas and most important information
Summarizing requires readers to:
First, identify the main ideas of individual paragraphs or sections of a text
Then, link the main ideas together into a summary of what was read
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Kentucky Reading First Summer Institute 2004: Comprehension
Reciprocal Teaching: Multiple-Strategy Instruction
Reciprocal teaching:
Is defined as a dialogue between teachers and students for the purpose of jointly constructing the meaning of text.
The steps include:
Summarizing
Questioning
Clarifying
Predicting
Palinscar, 1986
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Kentucky Reading First Summer Institute 2004: Comprehension
Improving Comprehension
Asking questions to develop both basic and higher order thinking skills
Having meaningful discussions
Using graphic organizers
can help students develop and extend meaning and make connections to personal experiences before, during, and after reading
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Kentucky Reading First Summer Institute 2004: Comprehension
Scaffolding: Using Different Types of
Questions
Open-ended Questions
Literal Questions
Encourage students to become aware of the information in the
text.
Encourage students to extend their thinking about the text and to elaborate as they discuss the
text.
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Kentucky Reading First Summer Institute 2004: Comprehension
Continuum of Questions and Responses
Ask questions before, during, and after reading
SimpleSimple ComplexComplexExplicit
Who? What? When? Where?
ExplicitWho? What? When?
Where?
ImplicitHow? Why? What if?
ImplicitHow? Why? What if?
Responses: Responses:
Recall facts, events, and names
Focus on information in the text
Rephrase text that has just been read
Move away from what can be seen on the page
Analyze and elaborate information
Focus on thinking about what has been read and prior knowledge (making inferences)
Make connections
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Kentucky Reading First Summer Institute 2004: Comprehension
Answering/Asking Different Types of Questions
Level One Text to Text:
involve responses that can be found word-for-word in the text (literal)
Level Two Text to Text:
can be answered by looking in the text, but the answers are more complex and require a response of one sentence or more
Level Three Text to Self or Text to World:
cannot be answered by looking in the text; they require students to think about what they have read, think about what they already know, and think about how it all fits together
SIMPLE
COMPLEX
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Kentucky Reading First Summer Institute 2004: Comprehension
Scaffolding to Higher Thinking Levels
Bloom’s Taxonomy
Level 2
Level 1
EvaluationSynthesis
Analysis
Knowledge
Comprehension
Application
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Kentucky Reading First Summer Institute 2004: Comprehension
Using Self-Monitoring Comprehension Strategies
Choose one of the children’s books you brought to the Institute
Fold your Thinking Aloud sign in half
Take turns reading one page at a time
Use the Reading for Understanding strategy card
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Kentucky Reading First Summer Institute 2004: Comprehension
Kentucky Standards:Program of Studies
Reading (1.2) Arts and Humanities (2.24, 2.25)
Meaning of text
Vocabulary
Experience with text
Monitoring
Retelling
Summarizing
Text structure
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Kentucky Reading First Summer Institute 2004: Comprehension
Kentucky Standards:Core Content
Literaturesubdomain 1
Persuasionsubdomain 3
Reading Skills enable students to comprehend all types of reading materials. The coding numbers assigned to each bullet reflect that reading skills are assessed through all four types of reading. To complete the code, replace the x with the appropriate subdomain number (e.g., 1 for literature, 2 for information). RD-E-x.0.1Use word recognition strategies (e.g., phonetic principles, context clues, structural analysis) to determine pronunciations and meanings of words in passages. RD-E-x.0.2Use knowledge of synonyms, antonyms, homonyms, and compound words for comprehension.
Literary Reading includes whole texts and excerpts from materials such as short stories, novels, essays, poetry, plays, and scripts. The reading materials represent various historical and cultural perspectives. RD-E-1.0.6Explain the meaning of a passage taken from texts appropriate for elementary school students.
RD-E-1.0.7Demonstrate knowledge of the characteristics of fiction, nonfiction, poetry, and plays. RD-E-1.0.8Describe characters, plot, setting, and problem/solution of a passage. RD-E-1.0.9Explain a character’s actions based on a passage. RD-E-1.0.10Connect literature to students’ lives and real world issues.
Informational Reading includes whole texts and excerpts from materials such as journals, magazines, newspaper articles, letters, brochures, reference materials, essays, nonfiction books, and electronic texts. RD-E-2.0.6Use text features (e.g., pictures, lists, tables, charts, graphs, tables of contents, indexes, glossaries, headings, captions) to understand a passage. RD-E-2.0.7Identify the organizational pattern in a passage: sequence, cause and effect, and/or comparison and contrast. RD-E-2.0.8Identify main ideas and details that support them. RD-E-2.0.9Make predictions and draw conclusions based on what is read. RD-E-2.0.10Connect the content of a passage to students’ lives and/or real world issues.
Persuasive Reading includes whole texts and excerpts from materials such as magazine and newspaper articles, brochures, letters, proposals, speeches, editorials, electronic texts, essays, opinion columns, and advertisements. RD-E-3.0.6Identify an author’s opinion about a subject. RD-E-3.0.7Identify fact and/or opinion. RD-E-3.0.8Identify information that is supported by fact.
Practical/Workplace Reading includes whole texts and excerpts from materials such as articles, letters, memos, brochures, electronic texts, warranties, recipes, forms, consumer texts, manuals, schedules, and directions. RD-E-4.0.6Locate and apply information for authentic purposes. RD-E-4.0.7Follow the directions in a passage. RD-E-4.0.8Explain why the correct sequence is important. RD-E-4.0.9Interpret specialized vocabulary (words and terms specific to understanding the content) found in practical/workplace passages. RD-E-4.0.10Identify text features and organizational aids (e.g., bold face print, italics, illustrations) that provide additional clarity.
Reading Skills(assessed across all
reading types)
Informationsubdomain 2
Practical/Workplace
subdomain 4
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Kentucky Reading First Summer Institute 2004: Comprehension
The Importance of Comprehension
“Even teachers in the primary grades can begin to build the foundation for reading comprehension. Reading is a complex process that develops over time. . . . emphasize text comprehension from the beginning, rather than waiting until students have mastered ‘the basics’ of reading. . . . Beginning readers, as well as more advanced readers, must understand that the ultimate goal of reading is comprehension.”—National Institute for Literacy, 2001, p. 55
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Kentucky Reading First Summer Institute 2004: Comprehension
Remember . . .
“Comprehension is the reason for reading. . . . Research over 30 years has shown that instruction in comprehension can help students understand what they read, remember what they read, and communicate with others about what they read.”
—National Institute for Literacy, 2001, p. 48