scaffolding reading comprehension l.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Scaffolding Reading Comprehension PowerPoint Presentation
Download Presentation
Scaffolding Reading Comprehension

Loading in 2 Seconds...

play fullscreen
1 / 47

Scaffolding Reading Comprehension - PowerPoint PPT Presentation


  • 588 Views
  • Uploaded on

Scaffolding Reading Comprehension. Before, During, and After Reading Strategies & Routines for Success. Before During After .

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

Scaffolding Reading Comprehension


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
scaffolding reading comprehension

Scaffolding Reading Comprehension

Before, During, and After Reading Strategies & Routines for Success

Office of Special Programs

slide2

Before

During

After

Comprehension is the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. It consists of three elements:

  • The reader
  • The text
  • The activity or purpose for reading

(Rand Reading Study Group, 2002)

Office of Special Programs, Extended and early learning

slide3

What should happen before, during and after reading?

Office of Special Programs, Extended and Early Learning

scaffolding reading in the elementary grades
Scaffolding reading in the elementary grades

The Scaffolding Reading in the Elementary Grades modules provide the instructional routines and strategies teachers need to help students extract and construct meaning.

Office of Special Programs, extended and early learning

before reading
Before reading
  • Teach the pronunciation of difficult to read words
  • Teach the meaning of critical, unknown vocabulary words
  • Teach or activate any necessary background knowledge
  • Preview the story or the article

Module Contents

Office of Special Programs, extended and early learning

during reading
During reading
  • Utilize passage reading procedures that provide adequate reading practice
  • Ask appropriate questions during passage reading
  • Teach strategies that can be applied to passage reading
  • Use graphic organizers to enhance comprehension

Module Contents

Office of Special Programs, extended and early learning

after reading
After reading
  • Provide intentional fluency building practice
  • Engage students in a discussion
  • Have students answer written questions
  • Provide engaging vocabulary practice
  • Have students write summaries of what they have read

Module Contents

Office of Special Programs, extended and early learning

snapshots of the instructional practices and routines

Snapshots of the instructional practices and routines

Office of Special Programs, extended and early learning

before reading9
Before reading

Office of Special Programs, extended and early learning

before reading10
Before reading

If students can read the words in a passage accurately and fluently, their reading comprehension will be enhanced.

BIG IDEA

Office of Special Programs, extended and early learning

teach the pronunciation of difficult to read words
Teach the pronunciation of difficult to read words.

Procedures for telling the word(s).

This word is ____________________ .

What word _____________________?

Spell and read the word. _________________

focus inspector glimpse spectator

Office of Special Programs, Extended and Early Learning

a strategy modeled
A Strategy Modeled

Decoding Instruction, 1st Grade

Office of Special Programs, Extended and Early Learning

slide13

If students understand the meaning of critical vocabulary in the passage, their comprehension will be enhanced.

BIG IDEA

Office of Special Programs, extended and early learning

teach the meaning of critical unknown words
Teach the meaning of critical, unknown words
  • Tier One: Basic words
    • Chair, bed, happy, house
  • Tier Two: Words in general use, but not common
    • Concentrate, absurd, fortunate, relieved, dignity
  • Tier Three: Rare words limited to a specific domain
    • Tundra, igneous rocks, weathering

Office of Special Programs, extended and early learning

key concepts in teaching critical unknown words
Key concepts in teaching critical, unknown words
  • Select words that are unknown and critical to passage understanding.
  • Select words students are likely to encounter in the future
    • Tier 2 words
    • Academic vocabulary
  • Student-friendly explanations

Office of Special Programs, extended and early learning

example teaching critical unknown words
Example: teaching critical, unknown words

Select three words for robust explicit instruction.

Office of Special Programs, extended and early learning

student friendly explanations
Student-friendly explanations
  • Dictionary Definition
    • Relieved – (1) to free wholly from pain, stress, pressure. (2) to lessen or alleviate, as pain or pressure
  • Student Friendly Explanation
    • When something that is difficult is over or never happened at all, you feel relieved.

Office of Special Programs, extended and early learning

student friendly definitions
Student friendly definitions

Office of Special Programs, extended and early learning

activity creating student friendly explanations
Activity: creating student- friendly explanations
  • Gape - to open the mouth wide involuntarily, as the result of hunger, sleepiness, or absorbed attention
  • Glimpse – 1) momentary or slight appearance, 2) a vague idea; inkling.
  • Scrutinize - to examine in detail with careful or critical attention

Office of Special Programs, Extended and Early Learning

collins cobuild student dictionary
Collins Cobuild Student Dictionary

http://www.elearnaid.com/coconewstdis.html

a strategy
A Strategy

Vocabulary Instruction, 2nd Grade

Office of Special Programs, Extended and Early Learning

slide22

If students have the background knowledge required by a passage, their comprehension will be enhanced.

BIG IDEA

Office of Special Programs, extended and early learning

teach or activate necessary background knowledge
Teach or activate necessary background knowledge.

Strategy #3 Example

  • Prior to passage reading, select and read aloud a book that provides necessary background knowledge
  • Passage: Me and Uncle Romie
  • Background knowledge needed: Life in a big city

Office of Special Programs, Extended and Early Learning

activating background knowledge
Activating Background Knowledge

Office of Special Programs, Extended and Early Learning

background knowledge
background knowledge

B-K-W-L-Q

Front load, front load, front load!!

(Adapted from Ogale’s KWL by J. Allen)

Office of Special Programs, Extended and Early Learning

slide26

If students preview a passage, their comprehension is enhanced.

BIG IDEA

Office of Special Programs, extended and early learning

during reading27
During reading

Office of Special Programs, extended and early learning

slide28

Asking students questions during passage reading has proven effectiveness in improving the comprehension of students.

BIG IDEA

Office of Special Programs, extended and early learning

slide29
Questioning the author: An approach for enhancing student engagement with text(Beck, McKeown, Hamilton & Kucan, 1997)
  • Comprehension strategy to teach students to construct meaning during reading
  • Queries, or discussion questions, encourage students to engage with ideas in text to build meaning
  • Queries help teachers facilitate group discussion and student-to-student interaction

Office of Special Programs, extended and early learning

query examples
Query examples
  • What is the author trying to say?
  • Why do you think the author used the following phrase?
  • Does this make sense to you?

Office of Special Programs, extended and early learning

slide31

Instruction in specific cognitive strategies can improve reading comprehension for all students and, most particularly, can assist struggling readers.

(RAND Reading Study Group, 2002)

BIG IDEA

Office of Special Programs, extended and early learning

cognitive strategies
Cognitive strategies
  • Competent Readers Strategies
  • Text Structure Strategies
  • Fix-Up Strategies
    • Reread
    • Look back
    • Read ahead
    • Restate in your own words

Office of Special Programs, extended and early learning

slide33

The ability to identify and take advantage of text organization can contribute to students’ comprehension.

(Dickson, Simmons, & Kameenui, 1998)

BIG IDEA

Office of Special Programs, extended and early learning

text organization
Text organization
  • Story Grammar
    • Title, author, setting, main characters, conflict resolution, events, conclusion
  • Patterns of Expository Text
    • Each paragraph is a body of knowledge
    • Determine topic of paragraph
    • Determine critical supporting details

Office of Special Programs, extended and early learning

strategy example
Strategy Example
  • Paragraph Shrinking
    • Name the who or what.
    • Tell the most important thing about the who or what.
    • Say the main idea in 10 words or less.

Office of Special Programs, extended and early learning

slide36

The main effect of graphic organizers appears to be on the improvement of the reader’s memory for the content that has been read.

(Dickson, Simmons, & Kameenui, 1998)

BIG IDEA

Office of Special Programs, extended and early learning

graphic organizers
Graphic organizers
  • Narrative Text (Story Maps)
  • Expository Text (Flow charts, compare/contrast)

Office of Special Programs, extended and early learning

after reading38
After reading

Office of Special Programs, extended and early learning

slide39

Fluencyis related to reading comprehension.

(Cunningham & Stanovich, 1998; Fuchs, Fuchs, & Maxwell, 1988)

BIG IDEA

Office of Special Programs, extended and early learning

fluency
fluency
  • Repeated Reading
  • Cold-timing
  • Accuracy Practice
  • Fluency Building
  • Hot-timing

Office of Special Programs, extended and early learning

slide41

Engaging students in a discussion can increase their depth of text processing and subsequent comprehension.

BIG IDEA

Office of Special Programs, extended and early learning

discussion
discussion
  • Teach discussion behavior.

Office of Special Programs, extended and early learning

slide43

Writing about what you have read can improve your comprehension.

  • Expressing your ideas in writing helps the reader organize ideas.

BIG IDEA

Office of Special Programs, extended and early learning

slide44

Writing about what you have read can improve your comprehension.

  • Expressing your ideas in writing helps the reader organize ideas.

BIG IDEA

Office of Special Programs, extended and early learning

slide45

Students must

  • Read,
  • And read,
  • And read,
  • And read,
  • And read some more!

Office of Special Programs, extended and early learning

wvde lesson plan template
WVDE Lesson plan template

Reading Lesson Plan

Office of Special Programs, extended and early learning

contact information
Contact Information

Phyllis Veith, Assistant Director, Office of Special Programs

pveith@access.k12.wv.us

Linda Palenchar, Coordinator, Office of Special Programs

lpalench@access.k12.wv.us

Office of Special Programs, extended and early learning