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Maine Reading First Course

Maine Reading First Course. Session #16 Comprehension Instruction. Key Learning Goals Session 16 Comprehension Instruction.

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Maine Reading First Course

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  1. Maine Reading First Course Session #16 Comprehension Instruction Maine Department of Education 2006

  2. Key Learning GoalsSession 16Comprehension Instruction • To enable class participants to transform their theoretical understandings into classroom practices that support student development of comprehension, including the use of the following instructional strategies: • comprehension monitoring techniques (i.e. activating prior knowledge, rereading, reading on, making connections, visualizing, predicting, etc.) • using graphic organizers • using questioning techniques • teaching story structures, literary devices, and the characteristics of text genres • summarizing • using written responses to text Maine Department of Education 2006

  3. What Does Scientifically Based Reading Research Tell Us About Effective Text Comprehension Instruction?(NRP, 2000) • Six strategies have a firm scientific basis: • Monitoring comprehension (metacognition) • Recognizing story structure • Asking questions prior to and during reading • Answering questions during and after reading • Using graphic organizers • Summarizing • Two additional strategies also have support in research: • Use of prior knowledge • Use of mental imagery (visualization) Maine Department of Education 2006

  4. Changing Emphasis of Five Essential Elements Maine Department of Education 2006

  5. Curriculum Maps for ComprehensionKindergarten Maine Department of Education 2006

  6. Curriculum Maps for ComprehensionGrade 1 Maine Department of Education 2006

  7. Curriculum Maps for ComprehensionGrade 2 Maine Department of Education 2006

  8. Curriculum Maps for ComprehensionGrade 3 Maine Department of Education 2006

  9. How Can Comprehension Strategies Be Explicitly Taught?(Armbruster, Lehr, & Osborn, 2001) Explanation—The teacher explains why the strategy helps comprehension and when to apply it. Modeling—The teacher models or demonstrates how to apply the strategy, usually “thinking aloud” while reading the text. Guided Practice—The teacher guides and assists students as they learn how and when to apply the strategy. Application—The teacher helps students practice the strategy until they can apply it independently. Maine Department of Education 2006

  10. When is Comprehension Instruction Most Effective?(Harvey & Goudvis, 2000) • Teachers provide extensive guided practice opportunities over time across a variety of texts. • Teachers make connections between strategies so that students learn to use them flexibly and in combination. • Teachers gradually release responsibility for use of strategies to students. Maine Department of Education 2006

  11. Considerations for Instruction for Students with Learning Disabilities or Limited English Proficiency • Activate prior knowledge • Preview new vocabulary and concepts • Scaffold learning, especially through use of graphic organizers • Summarize frequently • Plan structured oral language activities • Frequently monitor comprehension Maine Department of Education 2006

  12. Comprehension Strategy Instructional Activities • Monitoring • Text Types • Activating Prior Knowledge • Questioning Strategies • Visualization • Graphic Organizers • Summarizing • Cooperative Learning • Reading Aloud (Listening Comprehension) Maine Department of Education 2006

  13. 3—2—1 • 3—things worth remembering • 2—things to learn more about • 1—burning question Maine Department of Education 2006

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