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Reading Comprehension

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Natalie Morataya

on 18 November 2014

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Transcript of Reading Comprehension

What Is Reading Comprehension?
It is a technique that helps students understand what they are reading. Which in then causes the student to read accurately and efficiently.
It involves constructing meaning from reading text and listening to others read.
Six Types of Comprehension Strategies
Factors that Affect Reading Comprehension
Teaching Comprehension Strategies
Making Connections:
3 main types of connections students make when reading.
Text-to-self (T-S)
This refers to connections made between the text and reader's personal experience.
Text-to-text (T-T)
refers to connections made between a text that was previously read.
Text-to-World (T-W)
refers to connections made between a text being read and something in the world.
This helps students interpret and strengthen their understanding of the text.
This helps the reader take part with the text and imagine the situation the character is going through which makes the experience more memorable and personal. The readers images change throughout the course of reading.and their imagination runs wild as well.
Teaching Comprehension Strategies Cont.
Pertains to as "Reading between the lines. This strategy usually involves forming a guess, making predictions, drawing conclusions and finding meanings of unidentified words.
Determining Importance-
Knowing the purpose of reading. Distinguishing between Fiction and Nonfiction
This strategy involves linking new information with existing knowledge to produce an original idea.
Reading Comprehension
Thank you!

Rong Jing Lin,

Cindi Roman,
Natalie Morataya
Make connections-
The student has the opportunity to connect the topic to what they already know about themselves, about other texts and the world.
Ask Questions-
The students will become curious about what they are reading which will lead to them wondering what's the author's purpose in writing the story.
The students use their imagination and draw pictures in their mind on how the events occurred.
Determine Text Importance-
The student will identify what's essential versus what is interesting for example summarizing the text, distinguish the main idea of the story.
Make Inferences-
The student will merge prior knowledge to text and make conclusions based on the connections build.
The student will combine new information with existing knowledge and form original opinions.
No Form of Motivation-
If the teacher isn't pushing her/his students to continue reading than the student will not feel the drive to continue.
Little Engagement-
The student has to have their attention captured by the story if not they'll stop reading and throw it to the side.
Setting Goals-
Students work better when there is an objective especially if there's a prize in the end.
Automacity of decoding-
The student will focus more on trying to sound out the letters then understanding what the text is about.
The amount of reading that is done-
The more the student reads the more sense the text will make but also grasp the information the text contains.
Not being fluent in reading
The nature of the text-
If the text is too difficult or not in the interest of the student they'll put the book down and give up.
ELL: Teaching Strategies
" When we're reading stories to them they are able to be a bit more creative...it is something that comes from reading aloud because he comprehended, he understood...." -Sandra Davis
Introduce the comprehension or skill through examples
Discuss why, what, where, when and how the skills will be used
Label, define, model and explain the skill
Model Think Alouds
Demonstrate fix-up strategies
Partner ELLs student with dominant English speakers
Identify vocabulary words that might be difficult
Define vocabulary in a simple, brief and easily understood manner
Rong Jing Lin Book Choice
Cindi's Book Choice
Natalie's Book Choice
Creepy Carrots
By: Aaron Reynolds

Jasper Rabbit has a big problem. He can’t stop chomping down all the carrots in Crackenhopper Field and they’ve had enough! Until the day the carrots start following him…or are they? When Jasper begins to see creepy carrots everywhere his feelings of love for them transforms to fear. His every attempt to catch the creepy carrots in the act does not work, but finally, at the end of the story Jasper solves his problem once and for all by building a fence surrounding the carrot field. The carrots had no way out of the field anymore and would no longer be able to scare Jasper again.

My strategy for this book would be to have the students build connections to the book based on life experiences or prior knowledge. While reading the book I would have the students build connections based on the concept of the story. I would ask questions that will allow students to building connections to the main character by building comparison and contrast opinions. Finally I would have the students share personal experiences with the entire class that relate to the concept of the book to evaluate comprehension.

Reading Comprehension Strategies for English Language Learners ELL Topics from A-Z Colorin Colorado. (n.d.). Retrieved from

Comprehension Strategies- Making connections, questioniong, inferring, determining, importance, and more. (n.d.). Retrieved from

Bagasheva-Koleva, M. (n.d.). Reading comprehension in the class-how to motivate students to read

National Institute of Child health and Human Development. (2013, October 29). National Reading Panel. Retrieved from

According to Françoise Grellet (1991): "Understanding a written text means extracting the required information
from it as efficiently as possible.”

David is a trouble maker, He is naughty and do damages in his house which makes his mother always says: No, David. Even though he is a trouble maker, his mother still hugs him and tell him that she loves him after David got blame by his mother.
Easy to read, every page only has few words.
David is 5 Years old, kids could connect David's behavior as theirs and realize what is right and what is wrong.
In class, we could ask the kids what is David doing, is it right or wrong, if it is wrong, they could follow the words and repeat: No, David!
No David
By: David Shannon
Miss Nelson Is Missing!
By: Harry Allard
The students in Room 207 were misbehaving again. No matter how pleasantly sweet Miss Nelson was with her students, they wouldn't stop talking, throwing spitballs, pay attention and were very rude to her. One day Miss Nelson didn't come to school, the students were ecstatic but little did they know that their substitute Miss Viola Swamp was the meanest, hardest and foul tempered "witch." She whips those students into shape by giving them lots of homework, classwork and making their lives miserable. The students start to realize how much they miss their charming teacher. Finally Miss Nelson comes back, the students were so happy and grateful to see her that they made sure to never be mean with her.

I will read the story aloud to the students and have them connect with the story by saying things like "I remember being in a class where my classmates didn't know how to behave with the teacher... Can anyone give me an example of seeing or hearing students misbehave with the teacher?" (
Making Connections)
Throughout the read aloud i will also ask them open ended questions such as, "Why do you believe the students were so mean with Miss Nelson ? (
As I read the story I'll have the students close their eyes and imagine how chaotic the classroom looked and how wicked the students were conducting themselves.
The students will predict what they believed happened to Miss Nelson. Also they'll infer as to why Miss Nelson said at the end, "I'll never tell."

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