1. Comprehension: Strategies, Skills, Text Features, Text Structures, Teacher Prompting Knowing and Understanding What to Teach When Fostering Reading Comprehension Prepared by Patrice Bucci Title I Roberts School 2011 Prepared by Patrice Bucci Title I Roberts School 2011

2. Instructional Decision Making Effective comprehension instruction hinges on teacher knowledge and how they use that knowledge to scaffold student learning. Knowledge of how reader factors, text factors, text structures, and teacher questioning impacts instruction is critical. Effective comprehension instruction hinges on teacher knowledge and how they use that knowledge to scaffold student learning. Knowledge of how reader factors, text factors, text structures, and teacher questioning impacts instruction is critical.

3. Factors that Effect Reading Comprehension Reader Factors: Background Knowledge Prior Knowledge Hierarchical Knowledge Vocabulary Fluency Comprehension Strategies Comprehension Skills Motivation Reader Factors: Background Knowledge Prior Knowledge Hierarchical Knowledge Vocabulary Fluency Comprehension Strategies Comprehension Skills Motivation Text Factors: Genre Text Structures Text Features Text Factors: Genre Text Structures Text Features Tompkins, 2010 Samuels & Farstrup, 2011) Tompkins, 2010 Samuels & Farstrup, 2011)

4. Reader factors and Text factors Prior Knowledge: Information that was or should have been taught prior to lesson Background Knowledge: Information a person has because of lived experience. Varies considerably from student to student. Hierarchical Knowledge: Knowledge acquired and arranged in the brains organizational structure and rearranged as new knowledge is added. Vocabulary: Vocabulary knowledge impacts reading achievement. Vocabulary knowledge improves with opportunity for wide reading, instruction in word solving strategies, and word study instruction that attends to Tier 1, 2, and 3 words through concept sorts, feature analysis, and analogy. Fluency: Automatic word recognition with prosody thereby allowing the reader the cognitive resources needed to process meaning Comprehension Strategies: Deliberate actions to readers use to facilitate understanding (Using prior knowledge, questioning, making connections, inferring, monitoring, summarizing, visualizing) Comprehension Skills: Literal, automatic procedures ( recognizing details, compare and contrast, sequencing, etc) Motivation: Students have higher levels of engagement and self efficacy when they have choice, informative feedback, and literacy experiences that have real world application. Prior Knowledge: Information that was or should have been taught prior to lesson Background Knowledge: Information a person has because of lived experience. Varies considerably from student to student. Hierarchical Knowledge: Knowledge acquired and arranged in the brains organizational structure and rearranged as new knowledge is added. Vocabulary: Vocabulary knowledge impacts reading achievement. Vocabulary knowledge improves with opportunity for wide reading, instruction in word solving strategies, and word study instruction that attends to Tier 1, 2, and 3 words through concept sorts, feature analysis, and analogy. Fluency: Automatic word recognition with prosody thereby allowing the reader the cognitive resources needed to process meaning Comprehension Strategies: Deliberate actions to readers use to facilitate understanding (Using prior knowledge, questioning, making connections, inferring, monitoring, summarizing, visualizing) Comprehension Skills: Literal, automatic procedures ( recognizing details, compare and contrast, sequencing, etc) Motivation: Students have higher levels of engagement and self efficacy when they have choice, informative feedback, and literacy experiences that have real world application. Genre: Three Broad Categories: Narratives – stories Informational books Poetry Subcategories: Narratives: Folklore, fables, folktales, myths, legends, literary tales, fantasy, science fiction, historical fiction, realistic fiction Informational Books: Non-fiction, Alphabet books, Biographies Poetry: Rhymed Verse, narrative poems, haiku, free verse, odes Genre: Three Broad Categories: Narratives – stories Informational books Poetry Subcategories: Narratives: Folklore, fables, folktales, myths, legends, literary tales, fantasy, science fiction, historical fiction, realistic fiction Informational Books: Non-fiction, Alphabet books, Biographies Poetry: Rhymed Verse, narrative poems, haiku, free verse, odes Tompkins, 2010

5. Genre Sub-category DescriptionMentor Text Example NarrativeContemporary fiction Stories that portray today’s societyGoing Home, Eve Bunting Historical fictionRealistic stories set in the pastSarah Plain and Tall, MacLachlan FablesTales told to point out a moralTown Mouse, Country Mouse FolktalesStories with heroes with virtuesCinderella, Rumplestilskin MythsStories created by ancient peoples to explain phenomena Raven LegendsHero tales, Tall tales that recount courageAdventures of Robin Hood FantasyImaginative stories that explore alternative realitiesJeremy Thatcher, Dragon Hatcher Science FictionStories that explore scientific possibilitiesThe Giver InformationalAlphabet booksAlphabet books with facts centered on a subjectThe Ocean Alphabet Book InformationalBooks that present facts on topicsTornadoes BiographiesFactual books about a persons lifeJane Goodall PoetryRhymed verseMost common, a poem that’s fun to readMy Parents Think I am Sleeping, Prelutsky Narrative PoemsPoems that tell a storyThe Night Before Christmas HaikuJapanese form that contains just 1 syllables arrange din three lines of 5,,7, and 5 syllables Dogku, Clemens Free VerseUnrhymed poetryJoyful Noise, Poems for Two Voices Tompkins, 2010)

6. Genre: Text Structures and Text Features Genre:NarrativeInformationalPoetry StructureFolklore, Fantasy, Realistic Fiction Science Fiction Historical Fiction Expository, Informational, Biography, Alphabet Books Free verse, haiku, rhymed verse, narrative poems, odes FeaturesPlot, setting, Characters, problem, solution point of view, theme, narrative devices (dialogue, flashback, foreshadowing, imagery, symbolism) Description, Sequence, Comparison, Cause Effect, Problem/Solution, Non-fiction features (headings, subheadings, photos, maps, glossary, index, etc) Assonance, Consonance, Imagery, Metaphor, Onomatopoeia, Rhyme, rhythm, Simile Tompkins, 2010

7. Narrative Devices DialogueWritten Conversation where characters speak to each other FlashbackAn interruption in the story that takes the reader back in the story ForeshadowingHinting at events to come later in the story to build readers expectations ImageryDescriptive words and phrases used to create a picture I the readers minds SuspenseAn uncertainty about the outcome of a conflict in a story SymbolismA person, place or thing used to represent something else ToneThe overall feeling or mood in a story ranging from humorous to serious and sad Tompkins, 2010)

8. Narrative Text Structures ElementDefinition SettingThe physical location used to tell the story Point of ViewThe perspective from which the story is told (first person, third person, omniscient) Plot The sequence of events Character: Antagonist A character who is in opposition to the protagonist or hero Character: Protagonist The leading character, typically evolves through the story DialogueThe language the character use to convey ideas and feelings Rising Action The series of events that lead to the climax of the story ClimaxThe turning point in the action, signals falling action ConflictStruggle between opposing forces ( person vs. person, person vs. self, person vs. nature, person vs. society, person vs. God) Falling ActionEvents that follow climax and end in resolution ResolutionThe point in the story where the conflict has been settled Fisher, Frey, & Lapp, 2009)

9. Expository Text Structures Text Structure DescriptionCue WordsGraphic Organizer DescriptionThe author describes a topic by listing characteristics “For example”, “Characteristics are” Sequence The author lists items of events in chronological order “First, second, next, then, finally” Comparison The author explains how two or more things are alike or different “the difference, in contrast, on the other hand, the same as” Cause and Effect The author lists one or more causes and the resulting effect “If…then, reasons why, as a result, therefore, and because” Problem and Solution The author states a problem and lists one or more solutions “the problem is, the puzzle is, solved by”

10. Common Text Features: Non-Fiction ElementText Feature Elements That OrganizeChapters Titles Headings Sub Headings List of Figures Elements for Locating InformationTable of Contents Indexes Page Numbers Elements for Explanation and ElaborationDiagrams Charts and Tables Graphs Glossary Elements that IllustratePhotographs Illustrations Elements that NotifyBolded Words Italics and other changes in font

11. Comprehension Skills vs. Comprehension Strategies Comprehension Skills: Involves literal thinking Noticing similarities and differences Comparing and contrasting Matching cause and effect Sequencing Distinguishing fact and opinion Comprehension Skills: Involves literal thinking Noticing similarities and differences Comparing and contrasting Matching cause and effect Sequencing Distinguishing fact and opinion Comprehension Strategies: Higher level thinking Activating Schema/Prior Knowledge Making Predictions Questioning Making Connections Determining Importance Inferring Visualizing, Making Mental Images Summarizing Using Fix up strategies ( monitoring/repairing) Comprehension Strategies: Higher level thinking Activating Schema/Prior Knowledge Making Predictions Questioning Making Connections Determining Importance Inferring Visualizing, Making Mental Images Summarizing Using Fix up strategies ( monitoring/repairing) Tompkins 2010

12. Key Features of the Reading Process Pre-readingReadingRespondingExploringApplying Activate or build prior knowledge Set Purpose Preview Text Make Predictions Introduce Key Vocabulary Read independently or with buddy Apply skills and strategies Examine text structures and text features Chunk out text Take notes Write in reading logs Participate in literature discussions and text talk Re-read text Re-examine new vocabulary Examine authors craft Identify memorable pieces of text Construct projects Read related books Evaluate the reading experience Tompkins, 2010

13. How Comprehension Strategy Instruction Fits into the Reading Process StageWhat Readers DoStrategies Readers Use Pre-ReadingStudents set purpose, think about topic and genre Activating prior knowledge, Predicting, Questioning, Setting Purpose ReadingStudents read silently or orally, thinking as they read, monitoring their understanding Monitoring, Using Fix up strategies, Make Connections, Visualize RespondingStudents share their reactions, ask questions, clarify confusions Making Connections, Determining Importance, Drawing Inferences, ExploringStudents reread parts of text, examine critically Evaluating, Summarizing ApplyingStudents create projects that demonstrate understanding and reflection Making Connections, Evaluating, Summarizing, Questioning Tompkins, 2010

14. Reading Strategy Use Before ReadingPrediction /Inferring “In this chapter, I think… During ReadingVisualizing Making Connections Questioning “In my mind I see… “This reminds me of…” “I wonder…” After ReadingDetermining Big Idea Summarizing Checking Predictions Making Judgments “ I think the most important thing is…” “ In ten words or less…Somebody, Wanted, But, So, Then, Finally….” “My original prediction….” “My favorite part was…. Because….” Start Comprehending, Students and Teachers Actively Reading Text, Reading Teacher, Sept, 2008)

15. Modeling Comprehension Strategies StrategyWhat to Model Establish PurposeIdentify and understand why something is being read InferringDemonstrate “reading between the lines” to understand implied information Summarizing and Synthesizing Identifying the major points and ideas from text PredictingUsing available information to make a guess about what might happen QuestioningMaintaining and inquiry focus before, during and after reading VisualizingCreating a mental image of the text in your mind MonitoringNoticing when comprehension is lost and applying strategies to regain meaning Determining Importance Finding main ideas and separating them from details ConnectingRelating the text to personal experiences, other texts, or the world Tompkins, 2010

16. Guidelines for Strategy Instruction Teach strategies using minilessons, explanations, demonstrations, and think aloud Model Strategy use using mentor text Provide guided and independent practice opportunities Teach groups of strategies in routine so students learn to orchestrate use of multiple strategies Ask students to reflect on their use of strategies Create Anchor Charts to track thinking, and strategy routines so that students can refer to them when reading and writing Differentiate between strategies an skills so that students understand that strategies are problem solving tactics and skills are automatic behaviors Teach strategies using minilessons, explanations, demonstrations, and think aloud Model Strategy use using mentor text Provide guided and independent practice opportunities Teach groups of strategies in routine so students learn to orchestrate use of multiple strategies Ask students to reflect on their use of strategies Create Anchor Charts to track thinking, and strategy routines so that students can refer to them when reading and writing Differentiate between strategies an skills so that students understand that strategies are problem solving tactics and skills are automatic behaviors Tompkins, 2010

17. Suggested Instructional Practices: Explicit Instruction, Authentic Application Explicit InstructionAuthentic Application Activities Guided Reading Shared Reading Interactive Writing Making Words Minilessons Think Alouds Word Ladders Questioning the Author Reciprocal Teaching Book Talks Double Entry Journals Grand Conversations Hot Seat Sustained Silent Reading Writing Groups Learning Logs Anticipation Guides, RAFT, Quick Writes (Tompkins, 2010)

18. Suggested Instructional Frameworks “There is no one instructional program that best represents the balanced approach to literacy; instead, teachers organize for instruction by creating their own program that fits their students needs and their schools standards and curricular guidelines.” – Tompkins, 2010 Four Instructional Frameworks: Basal Reading programs Literature Focus Units Literature Circles Reading and Writing Workshop “There is no one instructional program that best represents the balanced approach to literacy; instead, teachers organize for instruction by creating their own program that fits their students needs and their schools standards and curricular guidelines.” – Tompkins, 2010 Four Instructional Frameworks: Basal Reading programs Literature Focus Units Literature Circles Reading and Writing Workshop Tompkins, 2010

19. To teach comprehension, teachers need to understand … StrategiesUsing Prior Knowledge, Asking Questions, Making connections, Inferring, Determining Importance, Visualizing, Summarizing, Using Fix Up Strategies SkillsNoticing similarities and differences, Comparing and contrasting, Matching cause and effect, Sequencing, Distinguishing fact and opinion Text GenreNarratives, Informational Text, Poetry ( and sub categories) Text Features, Text Structures Characters, Setting, Plot, Conflict, Resolution, Sequence, Comparisons, Cause/Effect, Description Elements that Organize, Explain, Elaborate, Illustrate, Notify Role of Questioning and Teacher Prompting Instructional decisions made by teachers that check for understanding and scaffold understanding (Questioning, prompting, cueing, modeling) Fisher, Frey 2010 The Reading Teacher

20. Responding to Students During Guided Reading Instructional decisions by teachers that scaffold student understanding include: – Questioning to check for understanding – Prompting for cognitive and metacognitive work – Cueing to focus readers attention – Direct explanation or modeling when student struggles Instructional decisions by teachers that scaffold student understanding include: – Questioning to check for understanding – Prompting for cognitive and metacognitive work – Cueing to focus readers attention – Direct explanation or modeling when student struggles Fisher, Frey 2010 Reading Teacher

21. Role of the Teacher: Prompt, Cue, Support, and Scaffold Teacher ActionDescription Questioning to Check for Understanding Question for Understanding using: Elicitation Questions Elaboration Questions Clarification Questions Divergent Questions ( most thought provoking) Heuristic Questions Prompting for Cognitive and Metacognitive work Prompt for background knowledge, Prompt for process or procedural knowledge Prompt for reflective knowledge Prompt using models, templates and frames Cueing Reader Attention Divert readers attention to what he/she is or is not noticing using visual, verbal, gestural, physical or environmental cues Provide Direct Explanations and Modeling When questioning, prompting and cueing does not resolve issues, teachers need to resume control of the thinking and demonstrate strategy use through direct explanation and modeling Fisher, Frey 2010 Reading Teacher

22. References Tompkins, G., (2010). Literacy for the 21 st Century, Boston, MA, Pearson Samuels, S.J., & Farstrup, A.E. (2011). What Research Has to Say About Reading Instruction (4th ed.). Newark, DE: International Reading Association Fisher, D.,Frey, N., and Lapp, D., (2009). In A Reading State of Mind. International Reading Association, Newark DE Frey, N., & Fisher, D. (2010). Identifying Instructional Moves during Guided Learning. Reading Teacher, 64(2), 84-95. Retrieved from EBSCOhost. Scharlach, T. (2008). START Comprehending: Students and Teachers Actively Reading Text. Reading Teacher, 62(1), 20-31. Retrieved from EBSCOhost. Tompkins, G., (2010). Literacy for the 21 st Century, Boston, MA, Pearson Samuels, S.J., & Farstrup, A.E. (2011). What Research Has to Say About Reading Instruction (4th ed.). Newark, DE: International Reading Association Fisher, D.,Frey, N., and Lapp, D., (2009). In A Reading State of Mind. International Reading Association, Newark DE Frey, N., & Fisher, D. (2010). Identifying Instructional Moves during Guided Learning. Reading Teacher, 64(2), 84-95. Retrieved from EBSCOhost. Scharlach, T. (2008). START Comprehending: Students and Teachers Actively Reading Text. Reading Teacher, 62(1), 20-31. Retrieved from EBSCOhost.