Comprehension: Reading Within, Between, Among, and Beyond the Lines Suzanne Carreker Mary Lou Slania

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 interpreting 1.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) Open/Download Depth of Oral Language Chart

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) Open/Download Naming Screening and Benchmarks

Ranking  Increases world knowledge  Helps students understand figurative language  Helps students make precise word choices  Helps students understand word connotations

Retelling 1.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 Travel We 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 Beginning 1 Developing 2 Mastery 3 Exemplary 4 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 ets/oral-language-and-listening- comprehension-lesson-using-literature

STRATEGIC THINKING

The Lesson Plan 1.Hook 2.Purpose 3.Activate Background Knowledge 4.Vocabulary Webs 5.Read Passage 6.Oral Summary 7.Written Summary 8.Answering and Generating Questions 9.Extending Beyond

Connect CorrectCollect

versatile adjective able to turn or to be used in many ways A spoon is a versatile utensil.

inhaleverb L.in – in, into hal(e) – breathe To breathe in in hal Inhale the fresh air.

trunknoun trunk

Word Profiles bark 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.Hook 2.Purpose 3.Activate Background Knowledge 4.Vocabulary Webs 5.Read Passage 6.Oral Summary 7.Written Summary 8.Answering and Generating Questions 9.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 Inferences Have 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 2.Register 3.Confirm registration 4.Go to adeScreenings/ adeScreenings/ 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.