Transcript Chapter 14 Narrative Reading

Chapter 14
Narrative
Reading
By Anna Durfee
Comprehension

3 key elements of comprehension

The reader

The text

The activity
All of these are put together in context.
“Comprehension instruction requires showing
students how these elements affect their
understanding when reading.”
3 Elements of
Comprehension:
The Reader

Each reader brings a set of
competencies that affect
comprehension.

Reader competencies include:

Speed and accuracy of decoding

Reading fluency

Vocabulary

Word knowledge

Comprehension strategies
3 Elements of
Comprehension:
The Text

Two broad categories of text used in
classrooms:

Narrative

Informational
Narrative texts include fiction, narrative
nonfiction, and some poetry.
All narrative texts express ideas and tell a
story, either fictional or not.
Motivate students by finding appropriate
texts for them to read.
3 Elements of
Comprehension:
The Activity

Components:

Purposes for reading


Processes for reading


Identify the reading task (i.e learning for
a test, understanding rules to a game)
Apply a range of processes to achieve the
purpose of reading (i.e decoding, higherlevel thinking skills)
Consequences of reading

Reach an outcome (i.e increased
knowledge, improve comprehension, etc)
3 Elements of
Comprehension in
Context

The context in which the reading
occurs (socially and culturally) shapes
and is shaped by the 3 elements of
comprehension: the reader, the text,
and the activity.
Good Readers

Before reading:

During reading:

Set goals for the
text

Skim, concentrate,
reread, make notes.

Skim the text for
general ideas or
themes

Monitor
comprehension

Note problems with
unknown words or
confusing text

Use repair
strategies

Make inferences

Evaluate and ask
questions

Predict
Good Readers

After reading:

Sometimes reread selectively

Summarize

Think about ways to use the information gained
Comprehension Strategies

Conscious plans to make sense of the text and get the most out
of what is read.

Students use these strategies to become active readers in
control of their own comprehension

See table on pg. 614
Narrative Reading:
Story Structure
Knowledge

Story structure:

Setting: when and
where a story
takes place

Characters:
people, animals,
or creatures in the
story

Plot: what
happens in the
story, is centered
around a conflict

Theme: the big
idea of the story
“When reading a
narrative text, good
readers use their
knowledge of story
elements to ask and
answer questions,
monitor story
comprehension,
predict and preview,
connect to world
knowledge, construct
mental images, and
summarize or retell”
Story Structure Knowledge:
Asking and Answering Questions


Example questions:

Setting: where and when does the story take place?

Characters: who is the main character?

Plot: what is the problem the character faces? How does
the story turn out?

Theme: what lesson does the main character learn?

*Bloom’s Taxonomy gives a lot of possible text -based
questions a teacher could ask. See pg. 638
Answering questions:

Students should not only answer their own questions about a
story, but should also be guided through teacher questions
following Bloom’s Taxonomy
Story Structure Knowledge:
Monitoring Comprehension
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Monitoring Comprehension:


Questions:

Do I have a sense of when and where the story takes place?

Have I identified the main character?
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Do I understand the problem?
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Am I following the plot?
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Did I figure out how the problem was resolved?
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Do I understand the lesson of the story?
Think-alouds: students say what they are thinking as they
read the story
Story Structure
Knowledge:
Connecting to World Knowledge
“ Integrating story information
with previous life experiences
enables students to
understand, feel, value, and
retain the depth of an author’s
meaning.”
Story Structure Knowledge:
Predicting and Constructing Mental
Images

Predicting:

For developing readers,
stories with predictable
plots or repetitive phrases
are best

Good readers make
informed predictions
before and during reading

Teachers can guide
students by applying
what students know
about story structure

Constructing Mental
Images:

Students learn to
picture the author ’s
descriptions in their
minds

Sometimes readers
must adapt their
mental images as
they encounter new
information
Story Structure
Knowledge:
Summarizing

Developmental levels of summarizing/retelling:

Emergent level: focus on event listing and
sequencing, introduce basic story elements

Early fluent level: helps student apply basic story
elements, introduce identifying main events,
model and guide retelling

Fluent level: introduce plot summary, practice to
refine sequencing and story elements retelling.
Multiple-Strategy
Instruction Program: TSI

Emphasizes:

Collaborative
discussion among
learners

Embodies full range
of transactions:

Between reader
and text

Metacognition

Between readers

Motivation


Reader response
Between reader
and teacher
Reader Response

Discussion-oriented
instruction


Discussion supports
students in the
process of developing
meaning
Both teacher-directed
and student-directed
discussions are
encouraged

Writing in response to
literature

Encouraging written
responses increase
comprehension

3 categories of written
responses:

Personal

Creative

Critical
Narrative Reading:
When to Teach

Strategies for narrative reading should be taught at the
first introduction to text and continue through high
school
When to Assess and Intervene

Traditional assessments should be combined with a
teacher’s ongoing informal assessment (i.e retellings,
think-alouds, etc)
Narrative Reading:
How?

Dialogic Reading: Picture Book Read-Aloud Method

C: Completion

R: Recall
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O: Open-ended
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W: Who, what, when, where, or why
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D: Distancing
See pg. 649
Peer Sequence

P – Prompt

E – Evaluate

E – Expand

R - Repeat
See pg. 650
“The PEER sequence
encourages
students to say
more about their
understanding of
the story”
Book Club: Writing in
Response to Literature

Students need
instruction and
support to develop
their skills in
using writing as a
tool for reflecting
on reading.

Response options:

Personal

Creative

Critical
Lesson model pg.
677
Conclusion

Chapter 14 covers the ways in which comprehension can be
increased while reading narrative texts; one of the two main
categories students encounter in school

Through explicit and extensive instruction in story structure
knowledge and reading strategies, complete comprehension can
be achieved from the moment students enter the world of text.

Several models and heavily researched strategies are available to
help monitor and maintain student comprehension when reading
narrative texts.