Comprehension:Strategies, Skills, Text Features,

Text Structures, Teacher Prompting

Comprehension:Strategies, Skills, Text Features,

Text Structures, Teacher Prompting

Knowing and Understanding What to Teach When Fostering Reading Comprehension

Knowing and Understanding What to Teach When Fostering Reading Comprehension

Prepared by Patrice BucciTitle I

Roberts School2011

Prepared by Patrice BucciTitle I

Roberts School2011

Instructional Decision MakingInstructional 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.

Factors that Effect Reading Comprehension

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, 2010Samuels & Farstrup, 2011)Tompkins, 2010Samuels & Farstrup, 2011)

Reader factors and Text factorsReader factors and Text factors Prior Knowledge: Information that was or should have been

taught prior to lessonBackground 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• PoetrySubcategories:

Narratives:Folklore, fables, folktales, myths,

legends, literary tales, fantasy, science fiction, historical fiction, realistic fiction

Informational Books: Non-fiction, Alphabet books,

BiographiesPoetry:

Rhymed Verse, narrative poems, haiku, free verse, odes

Genre: Three Broad Categories:• Narratives – stories• Informational books• PoetrySubcategories:

Narratives:Folklore, fables, folktales, myths,

legends, literary tales, fantasy, science fiction, historical fiction, realistic fiction

Informational Books: Non-fiction, Alphabet books,

BiographiesPoetry:

Rhymed Verse, narrative poems, haiku, free verse, odes

Tompkins, 2010Tompkins, 2010

GenreGenreGenre Sub-category Description Mentor Text

ExampleNarrative Contemporary

fictionStories that portray today’s society Going Home, Eve Bunting

Historical fiction Realistic stories set in the past Sarah Plain and Tall, MacLachlan

Fables Tales told to point out a moral Town Mouse, Country Mouse

Folktales Stories with heroes with virtues Cinderella, Rumplestilskin

Myths Stories created by ancient peoples to explain phenomena

Raven

Legends Hero tales, Tall tales that recount courage Adventures of Robin Hood

Fantasy Imaginative stories that explore alternative realities Jeremy Thatcher, Dragon Hatcher

Science Fiction Stories that explore scientific possibilities The Giver

Informational Alphabet books Alphabet books with facts centered on a subject The Ocean Alphabet Book

Informational Books that present facts on topics Tornadoes

Biographies Factual books about a persons life Jane Goodall

Poetry Rhymed verse Most common, a poem that’s fun to read My Parents Think I am Sleeping, Prelutsky

Narrative Poems Poems that tell a story The Night Before Christmas

Haiku Japanese form that contains just 1 syllables arrange din three lines of 5,,7, and 5 syllables

Dogku, Clemens

Free Verse Unrhymed poetry Joyful Noise, Poems for Two Voices

Tompkins, 2010)Tompkins, 2010)

Genre: Text Structures and Text FeaturesGenre: Text Structures and Text Features

Genre: Narrative Informational Poetry

Structure Folklore,Fantasy,Realistic FictionScience FictionHistorical Fiction

Expository,Informational,Biography,Alphabet Books

Free verse, haiku, rhymed verse, narrative poems, odes

Features Plot, 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, 2010Tompkins, 2010

Narrative DevicesNarrative DevicesDialogue Written Conversation where characters speak to each

other

Flashback An interruption in the story that takes the reader back in the story

Foreshadowing Hinting at events to come later in the story to build readers expectations

Imagery Descriptive words and phrases used to create a picture I the readers minds

Suspense An uncertainty about the outcome of a conflict in a story

Symbolism A person, place or thing used to represent something else

Tone The overall feeling or mood in a story ranging from humorous to serious and sad

Tompkins, 2010)Tompkins, 2010)

Narrative Text StructuresNarrative Text StructuresElement Definition

Setting The physical location used to tell the story

Point of View The 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

Dialogue The language the character use to convey ideas and feelings

Rising Action The series of events that lead to the climax of the story

Climax The turning point in the action, signals falling action

Conflict Struggle between opposing forces ( person vs. person, person vs. self, person vs. nature, person vs. society, person vs. God)

Falling Action Events that follow climax and end in resolution

Resolution The point in the story where the conflict has been settled

Fisher, Frey, & Lapp, 2009)Fisher, Frey, & Lapp, 2009)

Expository Text StructuresExpository Text StructuresText Structure

Description Cue Words Graphic Organizer

Description The 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”

Common Text Features: Non-FictionCommon Text Features: Non-FictionElement Text FeatureElements That Organize Chapters

TitlesHeadingsSub HeadingsList of Figures

Elements for Locating Information Table of ContentsIndexesPage Numbers

Elements for Explanation and Elaboration DiagramsCharts and TablesGraphsGlossary

Elements that Illustrate PhotographsIllustrations

Elements that Notify Bolded WordsItalics and other changes in font

Comprehension Skills vs. Comprehension StrategiesComprehension Skills vs.

Comprehension StrategiesComprehension 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 2010Tompkins 2010

Key Features of the Reading Process

Key Features of the Reading Process

Pre-reading Reading Responding Exploring Applying

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, 2010Tompkins, 2010

How Comprehension Strategy Instruction Fits into the Reading Process

How Comprehension Strategy Instruction Fits into the Reading Process

Stage What Readers Do Strategies Readers Use

Pre-Reading Students set purpose, think about topic and genre

Activating prior knowledge, Predicting, Questioning, Setting Purpose

Reading Students read silently or orally, thinking as they read, monitoring their understanding

Monitoring, Using Fix up strategies, Make Connections, Visualize

Responding Students share their reactions, ask questions, clarify confusions

Making Connections, Determining Importance, Drawing Inferences,

Exploring Students reread parts of text, examine critically

Evaluating, Summarizing

Applying Students create projects that demonstrate understanding and reflection

Making Connections, Evaluating, Summarizing, Questioning

Tompkins, 2010Tompkins, 2010

Reading Strategy UseReading Strategy UseBefore Reading Prediction /Inferring “In this chapter, I think…

During Reading VisualizingMaking ConnectionsQuestioning

“In my mind I see…“This reminds me of…”“I wonder…”

After Reading Determining 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)

Start Comprehending, Students and Teachers Actively Reading Text, Reading Teacher, Sept, 2008)

Modeling Comprehension Strategies

Modeling Comprehension Strategies

Strategy What to Model

Establish Purpose Identify and understand why something is being read

Inferring Demonstrate “reading between the lines” to understand implied information

Summarizing and Synthesizing

Identifying the major points and ideas from text

Predicting Using available information to make a guess about what might happen

Questioning Maintaining and inquiry focus before, during and after reading

Visualizing Creating a mental image of the text in your mind

Monitoring Noticing when comprehension is lost and applying strategies to regain meaning

Determining Importance

Finding main ideas and separating them from details

Connecting Relating the text to personal experiences, other texts, or the world

Tompkins, 2010Tompkins, 2010

Guidelines for Strategy InstructionGuidelines 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, 2010Tompkins, 2010

Suggested Instructional Practices:Explicit Instruction, Authentic Application

Suggested Instructional Practices:Explicit Instruction, Authentic ApplicationExplicit Instruction Authentic 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)(Tompkins, 2010)

Suggested Instructional Frameworks

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, 2010Tompkins, 2010

To teach comprehension, teachers need to understand …

To teach comprehension, teachers need to understand …

Strategies Using Prior Knowledge, Asking Questions, Making connections, Inferring, Determining Importance, Visualizing, Summarizing, Using Fix Up Strategies

Skills Noticing similarities and differences, Comparing and contrasting, Matching cause and effect, Sequencing, Distinguishing fact and opinion

Text Genre Narratives, Informational Text, Poetry ( and sub categories)

Text Features,

Text Structures

Characters, Setting, Plot, Conflict, Resolution,

Sequence, Comparisons, Cause/Effect, DescriptionElements 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

Responding to Students During Guided Reading

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 TeacherFisher, Frey 2010 Reading Teacher

Role of the Teacher: Prompt, Cue, Support, and Scaffold

Role of the Teacher: Prompt, Cue, Support, and Scaffold

Teacher Action Description

Questioning to Check for Understanding

Question for Understanding using:Elicitation QuestionsElaboration QuestionsClarification QuestionsDivergent Questions ( most thought provoking)Heuristic Questions

Prompting for Cognitive and Metacognitive work

Prompt for background knowledge,Prompt for process or procedural knowledgePrompt for reflective knowledgePrompt 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 TeacherFisher, Frey 2010 Reading Teacher

ReferencesReferences• Tompkins, G., (2010). Literacy for the 21st 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 21st 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.