Oral Language and Comprehension Flashcards
(24 cards)
Reading Comprehension
is the ability to gain meaning from a text
Factors that affect comprehension
Decoding and Word Analysis Skills
Background Knowledge
Prior Experiences with Literacy and Language
Vocabulary Knowledge
Oral Reading Fluency
Knowledge of Text Structures or Characteristics
Instruction and assessment of comprehension can occur through the following
Oral language opportunities (conversations with peers, caretakers, and teachers, songs and changts)
Listening opportunities (read alouds, discussions, movies, theater, puppetry)
Reading opportunities (fiction, non fiction, independent, silent, teacher - facilitated, audiobooks)
Comprehension strategy: Predicting
Use evidence from the text to logically predict what might happen next.
Comprehension strategy: Questioning
Generate and ask questions about the text while reading to deepen understanding.
Comprehension strategy: Clarifying
Identify a disruption in comprehension or word knowledge and apply strategies such as rereading or contextual analysis to promote text comprehension.
Comprehension strategy: Summarizing
Retell the events in a story or text succinctly.
Comprehension strategy: Visualizing
Create mental Images of what is described in a text while reading.
Comprehension strategy: making connections
Connect information in the text to prior experiences or background knowledge. This may include making text-to-text, text-to-self, or text-to-world connections.
Comprehension strategy: inferring
Use background knowledge and information or evidence provided in the text to reach a logical conclusion that an author does not explicitly state.
Comprehension strategy: Determining Importance
Identify ideas and information that are critical for comprehending a text.
Comprehension strategy: Reviewing or rereading
Pause to review or reread parts of the text when there is a disruption in comprehension.
Metacognition
is the process of actively thinking about one’s own thinking. Students employ metacognition when they actively monitor their comprehension of a text and apply strategies to repair any disruption in their comprehension.
Ways to teach comprehension:
Graphic organizers, interactive read- alouds
reciprocal teaching
text-based discussions
close reading and annotating
Interactive read- aloud
During an interactive read-aloud, teachers read aloud to students. Before reading, the teacher plans specific stopping points and questions and then models think-aloud strategies while reading.
Teachers may choose to focus on a specific topic or strategy during the interactive read-aloud will, such as identifying character traits or setting, or making predictions and inferences.
Teachers should pause while reading aloud while reading to model think-aloud strategies. Think-alouds could include questions and observations such as:
I noticed that the author described the setting using words like “lush” and “serene.” That makes me visualize _______.
I wonder why that character was sad when the other student in the class was talking about their new puppy.
I went to a big city once. When the author describes this city park, it makes me think of the one I saw on my trip.
I noticed that the author said the clouds in the distance were dark. I think that they might have to cancel their plans.
Reciprocal Teaching
During an interactive read-aloud, teachers read aloud to students. Before reading, the teacher plans specific stopping points and questions and then models think-aloud strategies while reading.
Teachers may choose to focus on a specific topic or strategy during the interactive read-aloud will, such as identifying character traits or setting, or making predictions and inferences.
Teachers should pause while reading aloud while reading to model think-aloud strategies. Think-alouds could include questions and observations such as:
I noticed that the author described the setting using words like “lush” and “serene.” That makes me visualize _______.
I wonder why that character was sad when the other student in the class was talking about their new puppy.
I went to a big city once. When the author describes this city park, it makes me think of the one I saw on my trip.
I noticed that the author said the clouds in the distance were dark. I think that they might have to cancel their plans.
Graphic organizers
Graphic organizers support students in organizing their thoughts about a text before, during, or after reading. It is essential to use a graphic organizer which is appropriate for the task or skill. Examples or several kinds of graphic organizers can be found below.
Story maps:
Summarizing
A “Somebody, Wanted, But, So, Then” graphic organizer is appropriate for organizing information for retelling or writing a summary of a text.
Close Reading and Annotating
Challenging texts require re-reading for a deeper understanding, moving beyond basic comprehension.
The first reading focuses on understanding the text’s content
The second reading delves into the text’s structure, literary devices, and author’s choices.
This analytical approach culminates in a third reading, where readers interpret the text’s meaning, evaluate its quality, and connect it to other texts.
Close reading is an in-depth analysis that goes beyond basic comprehension, aligning with broader definitions of reading comprehension that encompass Bloom’s taxonomy.
Blooms taxonomy
1st level to last level:
Remember
Understand
Apply
Analyze
Evaluate
Create
Discussions
Students should be provided with ample opportunities to discuss texts with teachers and peers. The discussions may be teacher-led or student-led. Providing students with specific questions helps to guide discussions.
Adjusting Approach to Reading
Students may need to adapt or alter their approaches when reading complex texts. This may include:
Scanning: Appropriate for locating a single fact or specific bit of information.
Self-monitoring comprehension: Students should be encouraged to monitor their comprehension while reading texts (and employ strategies such as rereading, reading more slowly, etc.) if their comprehension is not intact.
Adjusting reading rate to reflect the complexity of the text: Appropriate when reading complex texts with challenging grammatical structures and/or unfamiliar vocabulary.
KWL chart
K-W-L charts are another way to engage students in activating their prior knowledge and setting a purpose before reading an informational text. Students identify what they already KNOW about a topic before reading and what they WANT to learn. After reading, students record what they have LEARNED from the text.
Informative graphic organizers
sequencing organizers
main idea and supporting details chart
multi flow map
sources of information
cornell notes
outlining
Cornell Notes
Cornell Notes is a note-taking system that was developed by Dr. Walter Pauk at Cornell University. It is designed to help students organize and review their notes more effectively. The basic structure of Cornell Notes involves dividing the note paper into three sections:
Cue/Question Column (Left): This is a narrow column on the left side of the page where you jot down cues or questions related to the content. This column is often used later for self-quizzing or reviewing.
Note-Taking Column (Right): This is the larger section on the right side where you write down your main notes during a lecture or while reading. Use abbreviations and keywords to keep the information concise.
Summary Area (Bottom): At the bottom of the page, there is a space for summarizing the main ideas of the page. This section is crucial for reviewing the material and reinforcing key concepts.
The Cornell Notes method encourages active engagement with the material, promotes organization, and facilitates effective review and retention of information.
Differentiated instruction includes:
Data-driven instruction
Flexible groupings
Small group or individualized explicit, targeted instruction
Scaffolded instruction
Modeling
Guided practice
Multiple exposure to newly or previously taught concepts
The use of multi-sensory strategies
Adjustments to pace, volume, and instructional materials
More opportunities for practice with teacher guidance and support
Previewing vocabulary and text topics
Visual supports
Sentence frames to share their thinking in speech and print
Reviewing previously learned skills
A faster pace
Extension activities
