Grades K-3 Module #6. Common Core State Standards for English Language Arts. p. 152. Goals for Module 6. Teachers will: Deepen their understanding of the Language Comprehension domain of the Simple View of Reading.
Common Core State Standards for English Language Arts
Deepen their understanding of the Language Comprehension domain of the Simple View of Reading.
Deepen their appreciation for how to teach close reading of informational text.
The Simple View of Reading
Print concepts / letter name knowledge
Phonological & Phonemic Awareness
(Used with permission of Hollis Scarborough, 2002)
Language comprehension is the underpinning for reading comprehension.
Think of this strand as the repository of learned concepts, facts, and experiences a person brings to reading.
Experiment with Knowledge
Experiment with Knowledge (cont)
Velvet Revolution Notes
The Velvet Revolution (or Gentle Revolution) was a non-violent revolution in Czechoslovakia that took place from November 17 to December 29, 1989. On November 17, riot police suppressed a peaceful student demonstration in Prague. That event sparked a series of popular demonstrations that lasted a month. A two-hour general strike involving all citizens of Czechoslovakia was held on November 27. The Communist Party of Czechoslovakia announced on November 28 that it would relinquish power and dismantle the single-party state. The country subsequently converted to a parliamentary republic.
Knowledgeis acquired both verbally and nonverbally.
Words (vocabulary) enable thought and communication.
Verbal reasoning includes logic, insight, abstraction, classification, and association.
Knowledge (Vocabulary) + Verbal Reasoning = Ability to Infer
When we understand how words go together to convey meaning—syntax—we are better equipped to comprehend.
Informational and narrative texts are two examples of genre, each employing a different text structure.
Directions: Turn and Talk to a partner as you answer the following points and questions.
Compare the major features of narrative and informational text.
Consider how the structures of narratives and informational text are the same and different. How can knowledge of these two different text structures assist with reading comprehension?
Decoding and spelling
Word recognition develops along a continuum.
We should teach with explicit and systematic tenacity to take our students to consolidated levels of word recognition. With lots of practice, our students will become increasingly automatic.
Close reading means methodical reading to reveal layers of meaning that lead to deeper comprehension. Close reading requires us to go below the surface.
The Standards will guide us.
“Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining its meaning thoroughly and methodically, encouraging students to read and reread deliberately…. It also enables students to reflect on the meanings of individual words and sentences; the order in which sentences unfold; and the development of ideas over the course of the text, which ultimately leads students to arrive at an understanding of the text as a whole.”
—Partnership for Assessment of Readiness for College and Careers
How do we teach reading comprehension?
Explicit instruction of skills and strategies.
Use of worthwhile, appropriately challenging texts.
Guided oral reading practice with skillful questioning.
Incentives for independent reading.
Through lotsofpurposeful, directeddialoguewhile reading to students.
Lots of prompting and support when our students read!