Transcript Grade 2: Comprehension - Durham Public Schools

Grade 3:
Comprehension
The material in this Institute has been modified from the Florida Third Grade Teacher Academy which was
based upon the original 2nd grade reading academies developed by the Texas Education Agency and the
Texas Center for Reading and Language Arts.
• Copyright to the original 2nd grade academy materials is held by the Texas Education Agency.
• Copyright to those portions developed by the Just Read, Florida! Office and the Florida Reading First
Professional Development Office is held by the Just Read, Florida! Office, State of Florida Department of
Education.
• Copyrights of published articles and excerpts contained within the academies are held by the original
publishers of the articles, and they are included with permission.
Effective Reading Instruction
Survey of Knowledge
Handouts 1 & 2
Activity
Expository texts
Genres
Comprehension
Narrative texts
Strategies
Think Aloud
Text
Text structure
Metacognition
Strategic readers
Explicit questions
Implicit questions
North Carolina Standard
Course of Study
Activity
Competency Goal 2:
The learner will develop and apply
strategies and skills to comprehend text that
is read, heard, and viewed.
2.01 Use metacognitive strategies to
comprehend text (e.g., reread, read ahead,
ask for help, adjust reading speed, question,
paraphrase, retell).
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
Promoting while reading
VIDEO
4:27
Activity
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
Promoting while reading
Understanding Different Types
of Texts
Handout 3
Narrative Texts
tell stories
follow a familiar story
structure
include short stories,
folktales, tall tales, myths,
fables, legends,
autobiographies, fantasies,
historical fiction,
mysteries, science fiction,
plays
Expository Texts
explain information or tell
about topics
provide a framework for
comprehension of contentarea textbooks
include informational
books, content-area
textbooks, newspapers,
magazines, brochures,
catalogues
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.
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
Teacher Read Alouds
Handouts 4 & 5
Model comprehension strategies
Even though many third graders are
reading independently, they still need daily
opportunities to hear good narratives and
interesting expository books read aloud to
continuously challenge students’ oral
language development.
Comprehension Framework
Are used before, during, and after reading
narrative and expository texts
Before
During
After
Narrative and Expository Cards
Handouts 6 & 7
Activity
Before
During
After
Reading
Improving Comprehension
Asking questions to develop both basic
and higher order thinking skills
Having meaningful discussions
Using graphic organizers
VIDEO
9:14
Activity
can help students develop and extend
meaning and make connections to personal
experiences before, during, and after reading
Scaffolding Discussions
Scaffold discussions to help students
clearly express their ideas and feelings
about what they read
Incorporate small-group discussions as
often as possible to actively involve
students
Continuum of Questions and
Responses
Ask questions before, during, and after reading
Simple
Explicit
Who? What? When? Where?
Responses
Recall facts, events, and names
Focus on information in the text
Rephrase text that has just been
read
Complex
Implicit
How? Why? What if?
Responses
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
Answering/Asking Different
Handouts 10 & 11
Types of Questions
Activity
Level one questions involve responses that can
be found word-for-word in the text.
Level two questions 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 questions 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.
Graphic Organizers for Improving
Comprehension
Guide students’ thinking and help them
remember the important elements and
information in texts
Involve both questioning and discussion as
students collaborate and share ideas
brave
kind
Gabby
K-W-L Charts
What I Know
What I Want to
Know
Handouts 12-15
What I Learned
What are some ways you use K-W-L charts with your students?
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.
Comprehension Charts
Help students think about what they have read,
summarize what they have read, and make
connections.
Title
Author/Illustrator
Character with
description
Observations
Connections
Stop and Think About It
How does your reading program incorporate
graphic organizers to improve
comprehension?
Skim the contents of the final unit in the
Teachers’ Edition
Handout 17
Complete the graphic organizer
Activity
Before Reading
Activate and use background knowledge
Preview text to make predictions about
the content
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
Handout 18
Before Reading:
Preview Text to Make Predictions
Directed Reading Thinking Activity
(DRTA)
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
Handouts 19 & 20
During Reading
The goal of
Students:
comprehensionknow if they are
monitoring is to
understanding what
develop students’
they read
awareness of their own
know what they can
understanding of what
do to correct
they are reading
comprehension
difficulties
During Reading:
Self-Monitoring Comprehension Strategies
Think alouds . . .
can help students learn how to monitor or
check their own understanding
Handout 21
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
VIDEO
6:25
Handouts 22 & 23/Activity
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
After Reading: Get the Gist
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:
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
After Reading: Summarizing
VIDEO
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
9:05
Handout
25
Activity
Consider Diversity:
Limited English Proficient Students
Activate prior knowledge
Preview new vocabulary and concepts
Scaffold students’ learning
Summarize frequently
Plan structured oral language activities
Frequently monitor comprehension
Monitoring Comprehension Progress
Administer early reading inventories
Provide opportunities for discussions that
include open-ended, complex questions
about texts
Ask students to retell stories
Ask students to summarize
Handout 28
Activity
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