Comprehension . What IS reading anyway?. Peter led Bridget into the waiting room. He realized that she was extremely nervous, so he gently suggested that she sit down. Bridget ignored him and began to pace frantically. The other patients watched her warily, and several also began pacing.
1.9 The student will read and demonstrate comprehension of a variety of fiction and nonfiction.
First Grade: Volume 2, Page 9
“Comprehension is the reason for reading. If readers can read the words but do not understand what they are reading, they are not really reading.”
Bonnie B. Armbruster, B.B., Lehr, F., & Osborn, J. (Eds.). (2001). Put Reading First:The Research Building Blocks for Teaching Children to Read.
Activities you might try:
“Most teachers are good enough at the age-old method of checking students’ comprehension by asking questions at the end of a story. But it is not good enough for children if teachers only test reading comprehension rather than teach it.”
Srickland, D. & Snow, K. (2002). Preparing our teachers: Opportunities for better reading instruction. Washington, DC: Joseph Henry Press. [emphasis added to original, p. 56]
In Your Head
Author & You
T-T (text to other texts)
?, C (don’t understand or confusion)
(word) (unknown word)
It reminds me of:
Materials: colored strips - grey strips
Students write what they know about topic on grey strips
Students preview the text itself & write down predictions about the topic on colored strips.
Strips are woven together to demonstrate how inferences are drawn from texts.
Teaching Students About Inferences
Materials: less familiar kitchen utensils, e.g., apple corer
Ask students to decide what the object is used for. Provide an apple as a clue. Discuss how inferences are based on prior knowledge plus specific information from author.Inferences= What We Know + Text Information
Importance of understanding text structure:
Small Group Activity:
1. Choose a comprehension strategy to use with the assigned text.
2. Complete the handout.
1. Provide direct, explicit instruction for using a strategy:
2. Give ample opportunities for guided practice:
students practice the strategy in groups of 3
3. Promote independent application of the strategy
4. Assess students’ use of the strategy
Pressley, M. (2000). What should comprehension instruction be the instruction of? In M.L. Kamil,
P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of Reading Research: Volume III (pp.
545-561). Mahwah, NJ: Erlbaum.