111111 - Comprehension Flashcards
What is literal comprehension?
Lowest level of comprehension - able to identify and recall info explicitly stated in texts (main ideas, details, sequence, story elements, etc.)
Reading Comprehension - Levels in Bloom’s Taxonomy
Level 1: Knowledge (most basic - who, what, when, where, how many) - Strategy - Right there - the answer is on the page
Level 2: Comprehension (Describe, explain, summarize, compare) - Strategy - Think & Search
Level 3: Application (apply, calculate, organize, collect) Strategy - think and search
-applying own knowledge but can also search
Level 4: Analysis (distinguish, examine, analyze) - Author & Me
-own prior knowledge and the information in the book
Level 5: Synthesis (demonstrate, infer, solve, and debate) - author & me -draw conclusion and infer information -
Level 6: Evaluation (jusify, rank) - On my own
“back themselves up with information that is not in the text”
What is Inferential comprehension?
drawing conclusions based on collecting info from texts and applying it to personal knowledge (making predictions, inferring info not explicitly stated in texts about themes, events, characters)
What is Evaluative Comprehension?
Highest order - can they determine what is fact and what is opinion? Ability to ANALYZE texts for facts and opinions, bias, evidence to support reasoning, analyzing themes (compare and contrast across texts, draw conclusions based on evidence, confirm predictions)
What is Listening Comprehension?
All types of comprehension being used (literal comp, evaluative comp, inferential comp) using the skills - they can orally explain - not have to visually see the text..
What are factors that can impede comprehension?
- text structures (how the text is organized)
- chronological order
- story grammar
- compare and contrast
- main ideas and details - Syntax: how structures can be determined
- clue words
- linguistic patterns
- background knowledge of theme - scaffolds
- graphic organizers
- cloze sentences for linguistic patterns
Text-based discussions for reading comprehension (examples)
- focus on state standards for listening and speaking (convos)
- focus on the topic, using academic vocab, focusing on the theme, sharing ideas on concepts.
*Use discussion starters
“I need clarification on the word ______.” “The title relates to the theme because ____________________.”
-Questioning the author (opinions, info from the text, question the type of text (Ex: the gold rush but it is a narrative - I think the author should have used an expository instead of narrative) , question the purpose or point of view)
Think-Pair-Share
teacher provides students with prompt, student turns to partner shares and listens. Using complete sentences, maybe sentence starters. teacher creates notes (who is participating, who is on topic, who is using academic language).
With reading comprehension and writing, they relate to each other with the following activities…
Summarizing - facilitates comprehension is being met during and after reading
- story maps - story frames - story genres - independent summaries
Outlining : Facilitates understanding of expository information (literal info - going from idea to idea)
-study guides
Responding to text: - can write a paper on what they are reading about - doing research (expository) (narrative) –> They can do creative writing with same elements and structures. They can do journal writing
How to support independent reading along with comprehension of their books…
- promote books through read alouds
- determine reading level (cloze activity to see - can they fill in the blanks)
- interest inventory
- anecdotal notes on reading behaviors
- monitoring activities (reading journals, book reports, teacher/student conferences, literature circle, literary projects).
Instructional Reading Strategies and Skills (Prior to Reading)
- Set the purpose for reading (use graphic organizers, questions, prompts)
- Preview text - (you can use a PICTURE WALK, title, captions, headings etc)
- KWL CHART!!!!!!
- Activate prior knowledge ugh
- provide background knowledge
- preview target vocab
- Making predictions!!!!
Instructional Reading Strategies and Skills (During Reading)
Address comprehension strategies
- confirming predictions
- making connections: (text to self - text to text - text to world)
- visualizing: using the 5 senses
- summarizing/retelling
- clarifying: pictures, words, phrases
- questioning
- rereading (model if there is something they don't understand)
- Note-taking
- Teacher modeling & think alouds
Instructional Reading strategies and skills (After Reading)
address comprehension skills
- chronological order (events) - main ideas and details - cause and effect - compare and contrast - making inferences - drawing conclusions - classify and categorize - facts versus opinions
- complete graphic organizers
- guided and independent practice for identifying text
Struggling students and Comprehension Strategies
- modifications of reading level and instruction (can they READ the text- if they can’t read it fluently, they won’t understand what they are reading).
- provide VISUALS and charted explanations of strategies
- conduct instruction through oral presentations
- review word analysis and fluency instruction
English Language L and Comprehension
- visuals and charts
- word analysis
- fluency instruction
- preteach vocab during instruction
Advanced L. & Comprehension
- higher reading level text (not more text)
- written and independent assignments
- assign projects that require comprehension and skill.
