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Comprehension: Reading Within, Between, Among, and Beyond the Lines
Suzanne [email protected]
Mary Lou [email protected]
Characteristics of High-Performing Schools High Standards and Expectations for All
Students Curriculum, Instruction, and Assessment
aligned with standards Frequent monitoring of Learning and
Teaching Focused Professional Development Supportive Learning Environment
Simple View of Reading (SVR)
Reading comprehension is the product of decoding and language comprehension:
D x L = RC
0 x L = 0
D x 0 = 0
(Gough & Tunmer, 1986; Hoover & Gough, 1990)
Subgroups of Poor Readers
Poor decoding skills but adequate language comprehension
Poor language comprehension but adequate decoding skills
Poor language comprehension and poor decoding skills
(Aaron et al., 1999, 2004; Catts et al. 2003, 2006)
Comprehension Instruction
Understanding and interpreting1. Oral language
2. World knowledge
3. Strategic thinking
4. Inference making
ORAL LANGUAGE AND WORLD KNOWLEDGE
Depth of Oral Language
1. Multiple meanings
2. Usage
3. Precision
4. Function
Depth of Oral Language
This chart can be used to demonstrate the idea of words with similar meanings but different intensities. Students can sort these words for “problem” into three piles: big problems, little problems, medium problems.Open/Download Depth of Oral Language Chart (PDF)
http://www.youtube.com/watch?v=RiP-ijdxqEc
World Knowledge
INCREASING AND DEEPENING ORAL LANGUAGE AND WORLD KNOWLEDGE
Naming
1. Choose a topic. 2. Students rapidly name things related to the
chosen topic.3. Students rapidly name things related to the
topic by categories.4. Students rank words.5. Students generate multiple meanings.6. Name things related to the topic and students
generate the category.
Naming Benchmarks
A quick two-minute screening can be administered individually to students (grades 2-6) to measure their oral language. Includes naming categories and benchmarks.Open/Download Naming Screening and Benchmarks (PDF)
Ranking
Increases world knowledge Helps students understand figurative
language Helps students make precise word choices Helps students understand word
connotations
Retelling1. Read a passage.
2. Display simple pictures that mark the actions, events, or key points.
3. After students listen to the passage, students generate interesting words they heard.
4. Students take turns retelling the passage, using the pictures as prompts.
A New Way of TravelWe see cars everywhere we go. Can you imagine a world without any
cars. Cars have been around for only about a hundred years. [Write 100.]Before cars were invented, people traveled by horse or by a carriage or
wagon pulled by horse. Travel was very slow. [Draw wagon.]At one time cars were a rare sight on the city streets. Cars were
expensive. Most people could not afford them. [Draw $$$$$$$$.]It took a long time to make a car. There were so many parts to put
together. It took a few people many, many hours to put a car together, so there were not many cars available. [Draw four clocks.]
A man named Henry Ford came up with an idea to make cars low cost and faster to make. His idea was known as an assembly line. [Draw a line.]
To assemble a car, many workers stood in a line. Each worker was responsible for putting on only one part of a car. As a car moved down the line of workers, each worker put on their one part. [Write 1.]
With more workers and each worker responsible for putting on only one part repeatedly, more cars were made in a shorter period of time. [Draw one clock.]
All of the cars were similar, with the same parts and colors, and less expensive. [Draw $$.]
RETELLING RUBRIC
Name__________________________________________ Date________________________________
Objective Beginning1
Developing2
Mastery3
Exemplary4
Score
Uses complete sentences in retelling
the passage
Uses incomplete sentences
Uses complete and incomplete sentences –
not all sentences are cogent
Uses complete sentences with simple
structure
Uses complete sentences with varied
structures_____
Captures the salient idea of each event
Does not recall all salient ideas or inaccurately or
incompletely expresses two or more ideas
Expresses one salient idea incompletely or
inaccurately
Accurately captures the salient idea of each event but is overly
verbose
Accurately and succinctly captures the
salient idea of each event _____
Sequences events cohesively
Does not include all events or does not state
all events in correct order
States events in order but without any
transitions
Sequences events using traditional
transition words (e.g., first, then, next, finally)
Sequences events using adverbs (e.g., then, next, therefore,
that’s why) and conjunctions (e.g., so,
if, because) _____
Incorporates vocabulary from the
passage
Does not incorporate any vocabulary words
from the passage
Incorporates vocabulary words exactly as used
in the passage
Uses appropriate synonyms for
vocabulary words from the passage
Uses vocabulary words from the passage in
novel ways
_____
Retells the passage with prosody
Does not complete the retelling of the passage
and may say “I can’t remember or I forget”
Restates and self-corrects while retelling the passage and may
overuse “um”
Retells the passage haltingly but persistently
Retells the passage with ease, confidence,
and expression
_____
View a Lesson
http://library.readingteachersnetwork.org/lessonets/oral-language-and-listening-comprehension-lesson-using-literature
STRATEGIC THINKING
The Lesson Plan1. Hook2. Purpose3. Activate Background Knowledge4. Vocabulary Webs5. Read Passage6. Oral Summary7. Written Summary8. Answering and Generating Questions9. Extending Beyond
http://www.readingrockets.org/article/21160
Connect Correct Collect
versatile adjective
able to turn or to be used in many ways
A spoon is a versatile utensil.
inhale verb
L. in – in, intohal(e) – breathe
To breathe in
in
in
in
hal
hal
hal
Inhale the fresh air.
trunk noun
trunk
Word Profilesbark
How many letters? _________How many phonemes? ________How many graphemes?_______Rime pattern: _______________________Meaning:___________________________Multiple Meaning:____________________Derivatives:_________________________
Word Profiles
bark
Synonyms:___________________________
Antonyms:___________________________
Functions:___________________________
Usage:_____________________________
Figurative Language:__________________
Origin:______________________________
Narrative Text
Who?
What?
When?
Where?
Why?
The Lesson Plan
1. Hook2. Purpose3. Activate Background Knowledge4. Vocabulary Webs5. Read Passage6. Oral Summary7. Written Summary8. Answering and Generating Questions9. Extending Beyond
Who?
What?
When?
Where?
Why?
Story Summary
This story is about _____________.
It takes place _______ and _________.
_______ (happens) because _________.
Who?
When? Where?
What? Why?
Requirements for Inference Making Oral Language World Knowledge Maintenance of Text Consistency Understanding Text Elements Integrating Information Working Memory
Stories for Making InferencesHave students guess the missing sentence and
practice using clues for making inferences.
Stories for Making Inferences - pdf
Stories-for-Making-Inferences-powerpoint
Administer the Second-Grade Listening and Reading Comprehension Screening to learn more detailed information about why your are struggling
1. Go to www.readingteachersnetwork.org2. Register3. Confirm registration4. Go to
http://www.readingteachersnetwork.org/2GradeScreenings/
Second-Grade Listening and Reading Comprehension Screening
Reading Comprehension Screenings
Screenings to be used in conjunction with other assessments in isolating specific difficulties with reading comprehension.
Reading Comprehension Screening PDF 3rd Grade
Reading Comprehension Screening PDF 4th Grade
Reading Comprehension Screening PDF 5th Grade
Thank you for your participation !Please contact us with any questions or
concerns. We’d love to hear from you.
