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Transcript of Reading Comprehension
Reading Comprehension Tools for Active Literacy Making connections and disconnections to text Good comprehension = Powerful Readers! *What is comprehension?
*Why is it important for students to develop a better reading comprehension?
*How can we help our students become better readers? “The more background knowledge a reader has that connects with the text being read, the more likely the reader will be able to make sense of what is being read” ( Pardo, 2004). * Comprehension is the goal of reading.
* Connection to the story helps students to read more.
*Combining text and hands-on activities increases world knowledge.
('Building Comprehension", Retrieved from Learner.Org) *Monitor Comprehension
- refocus, re-read, and get back on track
*Activating and Connecting to Background Knowledge
- connecting old ideas to new ideas
- stopping and asking questions that confuses students
*Visualizing and Inferring
- students create mental images to create meaning of the text, use of background knowledge to make predictions
- sort out important information, incorporating them with writing nonfiction
*Summarizing and Synthesizing Information
- retelling the text in their own words, and writing about own understanding of the text (Cannon, T. Retrieved from http://voicethread.com/share/1526273/) Step 1: Introduce the Strategy. (ex. Making an inference)
Step 2: Teacher demonstrates the thinking (ex. Finding evidence to support what you infer)
Step 3: Teacher demonstrates the strategy-in-use with a text all kids can understand ( Model a think-aloud)
Step 4: Students practice the strategy independently with a text at their independent level
Step 5: Apply the strategy
(Comprehension Strategy Instruction Examples ) Explicit instructional approaches to teaching comprehension:
1. Think aloud- shows kids how active readers think by activating background knowledge, ask questions, and draw conclusions
2. Reading aloud – enhances comprehension but not reading fluency. Kids listen and think about the ideas, and talk to other students
3. Lifting text - choosing a passage in the book and creating it into a bigger text that everyone in class can discuss from like in a projector. Helps students focus and understand the text
4. Guided discussion - teachers start the topic to talk about with the whole class and building their discussions based on what they students say
5. Anchor Lessons and anchor charts – using charts to write down the students ideas, helps them remember what they have learned in the past and apply it to what they are currently learning.
6. Rereading for deeper meaning- read the same text more than once to help students gain understanding and deeper meaning of the text
7. Sharing our own literacy by modeling with adult literature – show the students your own interests in reading by sharing adult level books that you have read.
Common reasons why students feel disconnected:
- The language of the school text isn’t the student’s native or primary language
- They cannot relate with the texts at school
- activities readers are asked to do are not interesting
- not enough book selections for students
- they see reading as an assignment
- the books are not on the right reading levels for students
*It is important to make connections to the text to build meaning.
*It is also essential to discuss the reasons why students feel disconnected to create a better understanding of the meaning of the text.
* Disconnections creates an opportunity for students to know the author's perspectives, and purposes, and to encourage them to tackle books that they don't find interesting. Note: ("The Reading Turn-Around", 2010) Strategies to encourage dis/connections:
Not Like My Life - students identify their disconnection to a text or an illustration
Sticky words - writing a word, or a phrase on a sticky note that students find confusing or is unknown
Quick Sketch - using a T-chart for students to illustrate both their connections and disconnections to the text
Dis/Connection Webs - elaborating more on their connections and disconnections using a web chart
Challenge-That-Text! Tables - students find disconnections to be stronger text analysts