Comprehension of Literary and Informational Text Part 1

You look over a student's standardized reading test scores. Your goal is to determine areas in which the student will need additional instruction.

Student Test Scores

Vocabulary _{Knowledge: 70th percentile}

_{Decoding: 80th percentile}

_{Comprehension" 45th percentile}

_{Fluency" 70th percentile}

_{Based on the information above, what activity will best address the student's individual needs?}

• Students will build on thier knowledge of a topic

  I-charts help students add to what they already know about a topic by looking at many sources of information (books, internet articles, online newspaper articles,)

• Explain the process in detail and model it by thinking aloud while reading the passage

  The key here is that you are introducing the topic. When you introduce a topic you want to teach it explicity to make sure your students understand what you expect from them

• Reaching a conclusion based on clues (inferences) an author gives and prior knowledge to contract meaning of what is literally stated

• The student is most weak in comprehension. Using a plot a chart to track the events in a story or using guided questions will help the tudent in comprehension

You read the The Three Little Pigs to your class. You pass out a grraphic organizer and ask students to fill out a chart that says "The Story Says" in the first box, "I say" in the second box, and "And So I Believe" in the third box.

What thinking process is used?

• Determining what is important in a story and recoding it in the student's own words

• Reaching a conclusion based on clues an author gives and prior knowledge to contract meaning of what is literally sated

How would you best introduce the skill of visualizing to first-grade students?

• Have students read a book independently and draw a picture to match it

• Assign partners to draw a picture of a passage read aloud by a teacher

• Have students summarize a passage with a story map

• Explain the process in detail and model it by thinking aloud while reading the passage

The level at which a reader reads at less than a 90% accuracy (i.e. no more than one error per 10 words read)

• Full alphabetic (think C+a+l=Cat)

• Independent Reading Level

• Frustrational Reading Level

• Sequence

Level at which children read with 90-95% fluency

• Transitional Reader

• Instructional Reading Level

• Concepts of Print

• Independent Reading Level

The level at which a reader can read text with 95% accuracy ( i.e. no more than one error per 20 words read) Independent reading level is relatively easy text for the reader. They can read this text without the help of a teacher.

• Frustrational Reading Level

• Enumeration

• Independent Reading Level

• Frustrational Reading Level

At the CORRECT READING LEVEL (when they can fluently read with less errors, they will comprehend (understand) the story better and enjoy it more!)

• What is the purpose of using story grammar?

• Reading comprehension increases when students read

• Level at which children read with 90-95% fluency

• This strategy helps students determine whether the answer to a question can be found directly in the text (explicit) or whether it is implied (implicit)

As a second grade teacher, you review data from midyear literacy screening and compare it to the beginning of the year. You notice that the grade-level readers show little growth while many of the emergent readers are ready to be placed with the grade-level readers.

What can you do to help grade level readers?

• Play audio books that students are interested in that are above students' reading level; discuss character debelopment, plot, and theme

• Create guided reading groups and assign texts at the independent reading level

• Tell students to practice silent reading at their instructional level and write about setting, conflict,, and resolution

• Use guided reading groups to assign student texts at their frustration level; practice context clues

a chart that helps students research, organize, and integrate information from multiple text sources

• Sequence

• Enumeration

• X Bar Chart

• I-chart

What is the main reason for using an I-chart?

• Students will evaluate the reliablility of informational/expository text

• Students will build on their prior knowledge of a topic

• Students will understand content vocabulary

• Students will undertand expository text features