Language Comprehension Skills

Background knowledge is. . .

• • - basic sentence structure
    - combining, deleting, inserting or switching parts of sentences

• • - addressing misconceptions
    - activating prior knowledge
    - pre-reading

• • - cohesion
    - structural patterns
    - imaginative, persuasive, informative

• • - ability to reflect on understanding of text
    - ability to automatically use strategies to support meaning making

Tags

CCSS.RF.1.3D

CCSS.RF.2.3B

CCSS.RF.2.4A

CCSS.RF.3.3C

CCSS.RF.3.4B

Vocabulary is . . .

• • - reader goes beyond what is explicitly stated to deeply understand the text
    - result of students' knowledge of words and syntax, world, text structure

• • - ability to reflect on understanding of text
    - understanding the author's intent

• • - supports reader to organise facts

  • - structural patterns

• • - word meaning
    - retrieval of words
    - words that unlock meaning in texts

Tags

CCSS.RF.2.4C

CCSS.RF.3.4C

CCSS.RF.5.3A

CCSS.RI.6.10

CCSS.RL.6.10

Grammar and Syntax

• • - activating prior knowledge
    - addressing misconceptions
    - discussions, concept maps, anticipation guides

• • - ability to reflect on understanding of text
    - understanding content and author's intent

• • - basic sentence structure
    - content-specific
    - combing, deleting, inserting or switching parts of sentences

• • - imaginative, persuasive, informative
    - structural patterns
    - cohesion (text level)

Tags

CCSS.RF.2.3E

CCSS.RF.3.3C

CCSS.RF.3.3D

CCSS.RF.4.3A

CCSS.RF.5.3A

Text structure . . .

• • - imaginative, persuasive, informative
    - structural patterns
    - supports reader to organise facts and ideas

• • - critical skill for effective and sophisticated reading comprehension
    - results of students' knowledge of words and syntax, world, text structure

• • - ability to reflect on understanding of text
    - ability to automatically use strategies to support making meaning

• • - activating prior knowledge
    - pre-reading
    - addressing misconceptions

Tags

CCSS.RI.1.5

CCSS.RI.2.5

CCSS.RI.3.5

CCSS.RI.4.5

CCSS.RI.6.5

Inferential . . .

• • - ability to reflect on understanding of text
    - requires explicit instruction
    - understanding content and author's intent

• - critical skill for effective and sophisticated reading comprehension
  - reader goes beyond what is explicitly stated to deeply understand the text

• • - word meaning
    - retrieval of words
    - using words appropriately

• • - activating prior knowledge
    - pre-reading
    - addressing misconceptions

Tags

CCSS.RF.1.3E

CCSS.RF.2.3C

CCSS.RF.4.4A

CCSS.RF.4.4B

CCSS.RF.5.4C

Comprehension monitoring . . .

• • - activating prior knowledge
    - addressing misconceptions
    - discussions, concept maps, anticipation guides

• • - basic sentence structure
    - combining, deleting, inserting or switching parts of sentences

• • - imaginative, persuasive, informative
    - cohesion
    - supports reader to organise facts and ideas

• • - ability to reflect on understanding of text
    - ability to automatically use strategies to support meaning making
    - requires explicit instruction

Tags

CCSS.RF.1.3B

CCSS.RF.2.3C

CCSS.RF.2.4B

CCSS.RF.3.3D

CCSS.RF.4.4A

Organise the skills into lower level language skills & higher level language skills

Groups:

(a) Lower level language skills

,

(b) Higher level language skills

• Inferencing

• Grammar and syntax

• Vocabulary knowledge

• Text structure knowledge

• Comprehension monitoring

• Background knowledge

Tags

CCSS.RF.1.3B

CCSS.RF.1.3F

CCSS.RF.1.4A

CCSS.RF.2.3F

CCSS.RL.6.10