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Reading Comprehension 2014

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by

Janelle Gibson

on 23 July 2014

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Transcript of Reading Comprehension 2014



Reading Comprehension
SO WHAT?
"Reading without meaning is a string of meaningless noise"
(Holdaway, 1979)
Why do I need to know this stuff?
meaning making
References:

Keene, E. O., & Zimmermann, S. (2007). Mosaic of thought: the power of comprehension strategy instruction (2nd ed.). Portsmouth, NH: Heinemann.

Cooper D, J. & Kiger N. D. (2009).
Literacy : Helping students construct meaning(7th edition). Boston, MA: Houghton Mifflin Company.

Miller, D. (2013). Reading with meaning teaching comprehension in the primary grades(2nd edition). Portland, Me.: Stenhouse Publishers.

Miller, D. (2008). Teaching with intention defining beliefs, aligning practice, taking action, K-5. Portland, ME: Stenhouse Publishers.



7 Principal Comprehension
Strategies

Surface Level
the visible aspects of text: letters, words, grammatical structure.
Deep Level
the meaning, concepts, connections between words and phrases, background knowledge and my purpose for reading.
Monitoring for Meaning
knowing when you know
knowing when you don't know
To "fix" your thinking and be metacognitive.
rereading
Self-questioning
changing predictions or making new ones.
evaluating what is read
using strategies to identify unknown words.
What do good
readers do?

Using and creating
schema
making connections between the new and the known
building and activationg background knowledge
Asking questions

Generating questions
before during and after
reading that lead to a
deeper understanding of
the text.
Determining Importance
Decide what matters most,
what is worth remembering.
Inferring
Combining background knowledge with information from the text to predict, conclude, make judgements about text.
Using sensory and emotional images
Creating mental images to deepen and stretch meaning.
Synthesizing
Creating meaning by
combining understanding
with knowledge from
other text/sources.
"The point isn't about finding the perfect lesson or progression of lessons to follow exactly. The point is to know who you are and what your about based on your beliefs, your students and the environment you are creating. Once we define our beliefs, align our practices, and know our children and curriculum well, we can create purposeful lessons at any time that make sense and meet our children's needs precisely".
(Debbie Miller, 2008)
Model each strategy whenever you are reading text to or with children, such as during a read aloud, guided reading, and content specific text.
Non-fiction
Examples with
graphic organizer
Fiction Examples with graphic organizers


Keep anchor charts of your thinking as well as students' thinking.
Tips for using Strategies in your classroom
Thank you to
those who shared
their classroom with me.
Full transcript