defining comprehension strategies and instructional strategies

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Valerie RobinsonEDUC- 6707R-1 Reading and Literacy GrowthSeptember 20,2015Dr. Anju JollyDefining Comprehension Strategies and Instructional StrategiesThat are effective for grades 4-6 literacy learners

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Comprehension is a complex process.often viewed as the essence of reading. Reading comprehension is intentional thinking during which meaning is constructed through interactions between text and reader. The content of meaning is influenced by the text and by the readers prior knowledge and experience that are brought to bear on it (Reutzel & Cooter, 2011)Comprehension

Motivation

Designing effective and engaging instruction means considering the motivational needs of students. The MPR-R is a tool that supports teachers in creating motivating classroom contexts for literacy (Mallloy, Marinak, Gambrell & Mazzoni, 2013)

Monitoring ComprehensionAsking QuestionsMetacognitionGraphic and semantic organizersRecognizing story structureSummarizingAnswering QuestionsComprehension is the heart and soul of reading Seven Comprehension Strategies

Comprehension Strategies(Used by the Learner)Metacognition This can be defined as thinking about thing. Good readers apply this skill by having control over their reading. They clarify purpose for reading and preview text. These are monitoring strategies:Identify where the difficulty occurs.Identify what the difficulty is.Restate the difficult sentence or passage.Look back through text.Look forward in the text.

Answering QuestionsThis strategy is very effect because it encourages students to learn how to ask better questions. Four types of questions:Right ThereThink and SearchAuthor and YouOn Your OwnDrawing from Background Knowledge

Instructional Strategies (Used by the Teacher)Think-Pair-ShareThis gives the students a chance to share ideas and feelings with one another, typically by asking students to voluntarily share ideas one at a time with a group (Reutzel & Cooter, 2016). This strategy provides a across the curriculum method ( Slavin, 1995).Readers Collaborate to Comprehend

Picture Walk When introducing a new informational book to young readers teachers often use this strategy to peek the interest of the students. The teacher will use the illustration to survey the books subject matter. (Stahl, 2008) has demonstrated that picture walks are in fact useful in promoting young students reading comprehension.Background Knowledge

These comprehension and instructional strategies that were mentioned can be very effective for transitional, intermediate, and advanced learners because it helps them become more engaged and it supports the Common Core State Standards for comprehension. At each level the students will be able to read above grade level and recognize that they should self-correct (Common Core State Initiative, 2012). The benefits will be rewarding for all involved (teachers and students).

Effective Support for all Levels of Reading

Cognitive and Affective AspectsReading comprehension is composed of two equally important components. These components consist of decoding and reading comprehension. Most struggling readers have difficulty with either language comprehension or decoding. While it varies from student to student, teachers need to recognize the value of each element of reading (SEDL, 2013). It is true one can not do without the other in order for a student to be very successful.

Exploring Friendship with Bridge to TerabithiaTake a peek into a Reading Lesson

In this lesson, which is most appropriate for use in fourth through sixth grade classroom, students make predictions about the book and its main characters, complete characters studies as part of an in-depth look at Jess and Leslies friendship, and relate the characters experiences to their own as they define friendship and identify ways to make and keep friends. Comprehension StrategiesComprehendInterpretEvaluateAppreciate TextsAnalysis Of A Comprehension Lesson

In this lesson the teacher will introduce a new technology that is called Character Trading Cards while using this interactive tool the students will create a trading card for either Jess or Leslie, capturing information that highlights each characters search for friendship and role as a friend to the other. Instructional StrategiesGraphic OrganizerScaffolding Students and Teachers Actively Reading TextThink-Pair-Share

Part: 2 Analysis Of A Comprehension Lesson

Differences between Comprehension Strategies and Instructional StrategiesComprehension StrategiesFor StudentsUse to understand the textMonitoring tools that regulate, checking, and repairingThinking about thinkingStory mapCause /EffectEliminate unnecessary informationInstructionalStrategiesFor teachersCreate the conditions and contexts that support reading comprehensionTeach the individual cognitive comprehension strategiesCooperative LearningProviding FeedbackIdentifying Similarities and Differences

Reutzel, D. R., & Cooter, R. B., Jr. (2016). Strategies for reading assessment and instruction in an era of common core standards: Helping every child succeed (5th ed.). Boston, MA: Pearson. Afflerbach, P., Cho, B.-Y., Kim, J.-Y., Crassas, M. E., & Doyle, B. (2013). Reading: What else matters besides strategies and skills? The Reading Teacher, 66(6), 440448. International Reading Association (IRA) and National Council of Teachers of English. (2014a). ReadWriteThink. Retrieved fromCommon Core State Standards Initiative. (2012b). English language arts standards: Reading: Foundational skills: KindergartenSEDL. (2013). Cognitive elements of reading. Retrieved from http://www.sedl.org/reading/framework/elements.html

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