Reading comprehension Flashcards
etymology
study of the origin of words + the way the meaning of words changed through history
Greek words came 1st
Latin words came 2nd
word consciousness
students are curious about language, like to play with words, and enjoy learning about the origins of words
word rich classroom fosters word consciousness through:
- dictionaries
- thesaurus
- word games
- word wall
- puzzles
- literature
- poetry books
- word play
- joke books
what do good readers do? before
- activate prior knowledge
- predict or make inferences
- question ex: I wonder why
what do good readers do? during
schema engagement
- make connections
- visualize
- make inferences
- question
- revise and adjust predictions
what do good readers do? after
retell/ summarize synthesis revisit predictions question evaluate text
Self monitoring + Metacognition (during reading)
self monitoring is metacognition
Being aware of ones thinking during reading including thinking about a texts meaning (when vocab is unfamiliar or when text doesn’t make sense, or if the text is challenging)
4 reading comprehension strategies
- self monitoring
- schema
- simple story map
- inferences
self monitoring
identify when they don’t understand
schema
make personal connections
simple story map
who, what, when, where, and why
expository text - main idea & supporting details
narrative text - names, terms, events
inferences
reader can understand more about the story when they look for clues in what the characters say or do
expository - author questions
narrative - why did they do that?
reading comp analysis strength
If person recalls
- specific names and terms (comprehension)
- identifies motive/meaning of characters (inferential)
- makes personal connections (schema engagement)
reading comp analysis weakness
recall
- misses key names, terms, events of facts+details (weak literal comp)
- doesn’t understand meaning of similes or idiomatic expressions in the passage (weak literal comp)
- misses underlying meaning and motive of both characters (weak inferences)
Narrative text structure
stories structure - beg middle end plot/event characters setting
Expository text structure
science listing cause and effect compare/contrast dates
Social Studies
problems/solutions
compare/contrast
time ordering
Skimming
finding out what its about by heading and pictures
scan
finding out important info
- key words
- numbers
annotating
when a reader makes notes + flag or highlight important details while they are reading (key ideas + details)
Types of learners
visual
auditory
reading/writing
kinaesthetic
Visual learner
learns best by seeing
auditory learner
learns best by hearing
reading/writing learner
learns best through reading and writing
kinaesthetic
learns best through speaking
types of graphic organizers
- Venn diagram
- kwl chart
- cause and effect chart
- flow chart (a process + sequence of events)
- Pie chart - numerical portions - fractions, percent, decimals
Literal comprehension
(details directly from the text)
- sequence of events
- characters
- setting
- key details
example: names, terms, events
more complex task - recall a series of facts or sequencing of incidents in a reading selection
inferential comprehension
(why + how - questions)
students who ponder/ wonder/ predict are inferring.
does the reader use words from the passage to
- infer what is happening
- read between the lines
- look beneath the surface
ex: wonder why something happened
or what or how something might happen
student can understand more about the story through pictures: what characters say and do. example: Why did the character say this? why did they do this?
engagement of schema
(background knowledge) does the reader make connections - text to self - text to text - text to world
does the reader show understanding of the vocab in passage (shows schema)
self-monitoring
look to see if student shows evidence of metacognition (what they don’t understand)
formative assessment
when: before or during
purpose:
guide the teacher in planning and improve instruction
help students improve learning
summative assessment
end of instruction
lets teachers and students know the level of accomplishment attained
nonsense word assessment
tests phonics
ex: have students read the list of words yiz zum vep zuz ef jut pum
IRI assessment
(same as fluency)
measures speed and accuracy
Independ level of fluency
Independent level (1 error in 20 words)
95-100%
students should practice independently
instructional level of fluency
zone of proximal development (1 error in 10 words)
90-94%
where small group instruction or individual instruction is appropriate
Frustration level of fluency
problem text with more than 1 error in 10 words
- level where students reading development may be undermined
Leveled text
A series of text constructed using controlled vocab +syntactic structures
——->
within a particular level - the texts share many of the same vocab + follow basic syntactic structures both of which gradually increase in difficulty in levels
—–>
matching students with the appropriate level is key to providing beginning readers with effective practice opportunities
Close Assessment
requires students to complete sentences with word that are syntactically appropriate for their placement in the sentence and semantically appropriately for the sentences meaning
example:
- The ____ sits on the ____
chair and man – where do they go? - two ____ are on the ____
beach buggies and sand
syntactical - grammar
semantics - has to make sense
Universal screening
assessments used to identify students who may be placed at risk
focused on specific skills that are predictive of future outcomes
response intervention tier levels 1 (bottom of pyramid)
Tier 1: Universal interventions
- available to all students
- can consist of whole group or individual strategies or supports
response intervention tier levels 2
individual intervention
- subset of students receive interventions targeting specific needs
response intervention tier levels 3
intensive intervention
- non-responders to tier 1 and 2
- referred back for further assessment
cognates
a word that is related to another word in origin
examples: english - spanish hockey - hockey dentist - dentista chocolate - chocolate dictionary - diccionario elephant - elefante character - caracter
norm-referred v. criterion references assessment
Norm - compares student to student
criterion - objectives and frameworks
grade equivalent scores
- a decimal # that indicates the grade level and months
ex: 3.2 - third grade - 2 months - GE indicates what the average student in the indicated level would achieve if given the same test
Good readers are _______ and ______.
purposeful and active
Good readers have a purpose for reading
they read to experience the pleasure of great literature
good readers think actively as they read
they engage in a complicated process they use.... 1. their experiences 2. knowledge of the world 3. vocab and language structure 4. reading strategies
6 strategies to improve comprehension
- monitoring
- using graphic organizers
- answering question
- generating questions
- recognizing story structures
- summarizing
Monitoring strategy
- identify what the difficulty is “I don’t get what the author means by that”
- restate the difficult sentence in their own words “oh, so the author means that…”
- look back through the text “ The author talked about McBride in ch.2 but I don’t remember him. Maybe if I reread the chapter, I can figure out why…”
- look forward in the text for information that may help them with their difficulty “The text says “The ground water may form a stream to create wetland - hmm I don’t understand that. Oh, the next section is called “Wells”, ill read this section to see if it tells how it happens”.
metacognition before, during, after
before - reader will state their purpose for reading and preview the text
during - monitor their understanding, adjusting their speed to fit the difficulty of the text and fixing any comprehension problems they have
after - they check their understanding of what they read
Graphic organizers and semantics strategy
graphic organizers use diagrams and other pictorial devices
semantic organizers - are graphic organizers that look like spider webs
mostly used in information text in content areas such as science and social studies but graphic organizers can be used with narrative text, stories, and story maps
Graphic organize help students….
focus on text structure
provides students with tools they can use to examine and visually represent relationships in texts
write organized summaries
Answering Questions (Comp strategy)
question answering instruction encourages students to learn to answer questions better and learn more as they read
Generating Questions (Comprehension strategy)
teaching students to ask their own questions improves their active processing of text and their comprehension.
it also helps students understand what they are reading
Recognizing Story Structure (Comp. strategy)
story structure refers to the way the content and events of a story are organized into a plot
students learn….
the categories of content (setting, initiating events, internal reactions, goals attempts and outcomes)
Summarizing (Comprehension strategy)
Summarizing requires students to determine what is important in what they are reading to condense info. + they put it in their own words
Summarizing helps: identify main ideas
connect the main characters or central ideas
eliminate redundant information
Effective comprehension strategy instruction is…
explicit or direct
Steps of explicit instruction
- direct explanation
- modeling
- guided practice
- application
direct explanation in explicit instruction
teacher explains why the strategy helps and when to apply it
modeling in explicit instruction
teacher models how to use strategy while reading the text
guided practice in explicit instruction
teacher guides and assists students as they learn
application in explicit instruction
teacher helps students practice the strategy until they can apply it independently
