Vonnie Lewis Curriculum Specialist Public Schools Of Robeson County

1. Vonnie Lewis Curriculum Specialist Public Schools Of Robeson County

2. Everyone smiles in the same language

3. Comprehension Let’s Learn About Comprehension

4. Comprehension: The complex cognitive process involving the intentional interaction between reader and text to extract meaning.

5. What You Need To Know • Comprehension is the reason for reading. It is purposeful and active. • Comprehension is the complex cognitive process involving the intentional interaction between reader and text to extract meaning. • Comprehension is the goal of reading. • It cannot be assumed that because students have mastered the basic of reading, they have acquired the ability to comprehend. Comprehension takes place in the reader’s mind. • For students in primary grades, narrative fiction is familiar and predictable.

6. For students in upper grades, reading is informational in nature and is neither familiar nor predictable. • Good readers think about what they are reading, use strategies, and access prior knowledge. • Comprehension assessment should be used to understand how students are processing information so that strategies they are already using can be built on and strategies they are not using can be introduced. • Teach students to comprehend text, so they understand what they read, remember what they read, and can communicate with others about • what they read.

7. Factors that Impact Reading Comprehension

8. Expert reading involves the seamless combination of many components, beginning first with listening comprehension and vocabulary/language development, then progressing to the sounds of words (phonemic awareness) and the ability to associate sounds with letters and use these sounds to form words (alphabetic principle),and culminating in fluency, which is the ability to translate letters-to-sounds-to-words effortlessly and automatically. While reading in an alphabetic writing system has multiple parts, instruction should ultimately enable children to put these parts together and become successful readers. Comprehension

11. The strands begin early, prior to the time children begin school. The vocabulary and comprehension strands are first. Those are primarily developed first through listening comprehension and receptive vocabulary. Next is the strand that introduces phonological awareness. In kindergarten and the beginning of first grade, phonological awareness is a critical set of skills that are going to be developed. Next is the strand that represents the alphabetic principle. The alphabetic principle is the awareness and understanding that letters represents sounds and that you can use those letter-sound relationships to build words. The last strand or skill to develop is fluency, the ability to effortlessly, unconsciously, and automatically decode words, which in turn frees up resources for comprehension.

12. Causes of Reading Comprehension Failure • Inadequate instruction • Insufficient exposure and practice • Deficient word recognition skills • Deficient memory capacity and functioning • Significant language deficiencies • Inadequate comprehension monitoring and self-evaluation • Unfamiliarity with text features and task demands • Undeveloped attention strategies • Inadequate cognitive development and reading experiences

13. Comprehension instruction should: • Begin in early childhood with storytelling and discussions • Consist of question answering lessons on simple story structure in kindergarten and first grade with accessible texts • Include comprehension strategy instruction in second and third grade in narrative and expository texts

14. Comprehension instruction encourages students to become meta-cognitive thinkers and readers. • Comprehension instruction involves modeling, demonstrating how to use comprehension strategies, and individual conferencing. • Ability to create visual images is an important aspect of reading. • Direct instruction in organizational patterns of text improves comprehension and help students form plans or mindsets about how texts are organized. • Readers use different strategies when comprehending text. The following skills are extremely helpful: • Retelling • Think-Aloud • Semantic and Graphic Organizers • Questioning

15. The Solution to the Problem: Prevention! • Identify early and intervene strategically. • Focus on the vital signs. • Instruction before construction. • Hold instructional time sacred. • Expect and plan for "different" levels of instruction (e.g., small groups, double dose). • Monitor progress to determine if children are learning enough.

16. Critical features of Comprehension instruction • Comprehension Strategies for Proficient Readers • Consist of... • an awareness and understanding of one's own cognitive processes • recognition of when one doesn't understand • coordination and shifting the use of strategies as needed Critical features of Comprehension instruction Comprehension Strategies for Proficient Readers Consist of... an awareness and understanding of one's own cognitive processes recognition of when one doesn't understand coordination and shifting the use of strategies as needed

17. Types of Comprehension Instruction that Have Evidence of Improving Comprehension • Comprehension monitoring • Cooperative learning • Multiple strategies • Mental imagery/ mnemonics • Graphic organizers • Summarization • Semantic organizers including: • * story maps • * question answering • * question generation

18. How to read curriculum maps The numbers in the top row of the curriculum map correspond to the months of the school year. For example, if your school year begins in September, then September would be month 1 on the map. If your school year begins in August, then August would be month one. The shaded boxes marked with "X" represent the months in which a particular skill should be taught. The map can be read using either a "horizontal trace" or a "vertical trace". To do a horizontal trace, you select a skill you are interested in, then trace across the row to find the months marked with an "X" for that skill. This will tell you which months a skill should be taught. To perform a vertical trace, select a particular month, then trace down the column to find the shaded boxes. The shaded boxes correspond to the skills that should be taught that month.

22. Comprehension is the ultimate goal of reading instruction. Since students understanding of reading skills develops over time and with considerable practice, instruction should build systematically from grade to grade. Using the following components can help you judge students’ previous learning and prepare students for future reading success.

23. Skills Across the Grades Author’s Purpose Main Idea Plot Cause and Effect Sequence Setting Compare and Contrast Theme Realism and Fantasy Character Draw Conclusion

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