1. Comprehension: To Understand Making Instructional Adaptations in Comprehension Instruction Presented by Pam Jones COPESD MiBLSi Conference 2008

4. Ellin Keene’s Definition of Comprehension “To understand: When we truly understand a concept we are able to remember it, revise it and reapply it later.” Going beyond retelling, answering questions and learning vocabulary is to understand or make sense. Read aloud Jamika pg.2, To Understand

5. Multiple Factors Influence Comprehension Text Comprehension Language Knowledge Metecognition Fluency Oral language Sentence structure Vocabulary Cultural Influences Life experiences Content knowledge Text structure Engagement Motivation Self-monitoring strategies Accuracy Automaticity Text level Prosody

6. Strategies Used by Strategic and Metecognitive Readers Handout 3 Strategic readers know how to use comprehension strategies when they need them, before, during and after reading. Metacognitive readers are conscious of their understanding of text and use fix-up strategies when having trouble understanding

7. How Do We Assess and Diagnose Struggling Reader’s Comprehension (Cooper Pg. 24) 1.What is the student’s reading levels? 2.What is the student’s listening level? 3.What types of comprehension difficulties does the student have? 4.Which key comprehension strategies is the student able to use?

8. Handout 5 a

9. Types of Questions for Narrative Text See Chart ( 5b) Remember Understand Apply Analyze Evaluate Create

10. Scaffolding Reading Comprehension for Struggling Readers (Handout 7d) Incorporate small-group discussions Model different ways to respond to questions. Use questions and prompts. Paraphrase and expand what students say. Request clarification Provide appropriate feedback Give sufficient time for response

13. Handout 10a

14. Use the Adaptations Framework Worksheet Make adaptations for Activity 10A Task: Previewing ICIA DIM/AT

15. Florida Center for Reading Research (FCRR) Activities Created to assist teachers in differentiating instruction Encompass the Five Components of Reading Organized in a developmental sequence based on the difficulty of skill from simple to complex. Include a design center management system Are a free resource available online: WWW.fcrr.org

16. Phonemic Awareness PhonicsFluencyVocabularyComprehension (See Note Below) Phoneme Matching - students practice matching initial, medial and final sounds in words. Letter-sound Correspondence- students practice matching phonemes and digraphs to letters, blending word parts and segmenting sounds in words. Letter-sound Correspondence- students use timed practice to recognize letters and sounds. Word Knowledge- Students practice identifying contractions, synonyms, antonyms, abbreviations, homophones and homographs. Narrative Text Structure- students practice identifying story elements (character, setting, event sequence, problems, solutions, plot and theme. Phoneme Isolation- Students practice isolating initial, medial and final sounds in words. High Frequency Words- students practice high frequency words to meet state benchmarks. Word Parts- students use timed practice to identify word parts. Morpheme Elements- students practice identifying the meaning of affixes. Expository Text Structure- students practice identifying details, main idea, and important information. Phoneme Blending- Students practice blending sounds in words. Syllable Patterns- Students practice blending, segmenting and identifying syllables in words. Words- students use timed practice to recognize real words. Word Meaning- Students practice identifying and producing the meaning of words. Text Analysis- students practice organizing text. Monitoring for Understanding- Student practice comprehension strategies to understand text. Phoneme Segmenting- students practice segmenting sounds in words. Variant Correspondences- Students practice variant correspondences in words: form or spelling that differs from the standard. Phrases- students use timed practice to practice phrases with prosody. Word Analysis- students practice identifying similarities and differences between meanings..

17. Constructing Meaning using Comprehension Strategies Visualizing Inferring Making Connections Asking Questions Synthesizing Repairing Comprehension Determining Important Ideas

18. Stack the Deck Activity for Good Reading Comprehension Think about yourself as a reader. Think about the strategies you use Read: In Response to Executive Order 9066 Read the directions and play the game with a partner.