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Reading Comprehension

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A pre-reading activity to help students anticipate what is next in a text ... i.e. Holidays and celebrations. Tips. Try strategies such as Think, Pair, Share ... – PowerPoint PPT presentation

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Title: Reading Comprehension


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Reading Comprehension
  • the ability to make meaning out of text.
  • Students must
  • Be able to make personal connections with the
    text
  • Understand meaning of vocabulary used
  • Understand text structure
  • Understand purpose for reading

3
Reading Comprehension Skills
  • Decoding
  • Ability to use letter-sound relationships to
    decipher words
  • Fluency
  • Automaticity, appropriate reading rate
  • Vocabulary knowledge
  • Breadth, and depth, of vocabulary knowledge is
    important, i.e., not just the number of words
    students know, but the depth of their
    understanding
  • Background knowledge
  • A conceptual framework, or context, into which
    students can fit new ideas
  • Knowledge of comprehension strategies

4
Teaching Comprehension to ELLs
  • Solution
  • Explicit teaching of vocabulary
  • Preview unfamiliar concepts/ideas before reading.
    Create connections to familiar concepts
  • Teach comprehension strategies through modeling
  • Issue
  • Limited vocabulary
  • Different background knowledge
  • Lack of effective strategies for comprehension

5
Modeling Reading
  • Model effective reading strategies, such as
  • re-reading.
  • This part didnt make sense.
  • I think Ill re-read to see if I get it the
    second time.

6
Teaching Vocabulary
  • Focus lesson on key words
  • Teach vocabulary intentionally
  • Explicit definitions
  • Use cognates when possible
  • Use student-friendly definitions
  • Writing activities
  • Classroom discussions
  • Use context to teach words with multiple meanings

7
Vocabulary Strategy Index Cards
  • Include
  • Cognates
  • Synonyms/Antonyms
  • Picture
  • Other concepts that help them relate to the word
  • Help students own words
  • Interacting with the vocabulary helps students
    understand that words arent just something they
    need to study
  • By creating their own meaningful definitions,
    students are empowered to analyze new English
    vocabulary, and draw on their own knowledge as a
    resource

8
Preparing for Reading
  • Establish goals for reading
  • Anticipation guides
  • Focus questions
  • Making predictions
  • Gist statements
  • These are golden nugget statements concise
    ideas about what might happen based on provided
    information from the text (such as key
    vocabulary).
  • Focus on vocabulary concepts
  • Preview key words other vocabulary
  • Explore/activate background knowledge
  • Provide bridges between new concepts and what
    children already know

9
Video
  • Becoming Bilingual Two Languages at Once
  • Webster Elementary, Long Beach, CA

10
Role of Native Language
The effects of primary language instruction are
modest, but they are real and reliable.
Claude Goldenberg
  • Strong literacy skills in native language
    transfer to second language
  • The level of reading skills in native language is
    an important predictor of successful second
    language reading acquisition

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Transferable Literacy Skills
  • Understanding symbolic relationships
  • Print awareness
  • Phonological awareness
  • Decoding skills
  • Comprehension strategies
  • Concepts
  • Cause and effect
  • Sequencing

12
Comprehension Strategies for ELLs
Strategies to use while reading
  • Questioning
  • Ask and answer questions about readings
  • Summarizing
  • Using graphic organizers
  • Monitoring comprehension as students read
  • Using text characteristics to aid comprehension
  • headings, bold type, etc.
  • Note taking

13
Cognates
  • A word that is closely related to
  • another word in another language.
  • Remember
  • If students are using cognates it is important to
    make the process obvious highlight the strategy.
  • Help students realize that using cognates is a
    tool for comprehension.

14
Using Cognate Word Walls
  • Word walls are created by the teacher,
  • and the class, as a way to display
  • vocabulary that they are using.
  • A classroom might have large posters with
    different letters of the alphabet at the top. 
  • The posters have cognates written on them in
    alphabetical order. 
  • Students can add cognates as they discover them
    and refer to the lists when they are reading to
    see if they can get the meaning that way.

15
Making Predictions
  • Younger children
  • Based on pictures
  • Older children
  • Graphs
  • Illustrations

16
Language Functions
  • Narrative text
  • Vocabulary for description
  • Adjectives
  • Comparative language
  • Re-telling
  • Vocabulary for order sequencing
  • First, next, afterwards

17
Helping ELLs Achieve Academic Proficiency
  • Finding important information in text
  • Labeling
  • Working with information in alternative ways
  • Help make concepts concrete
  • Using play dough to create a cell in biology
    class enables students to use academic vocabulary
    during the process.

18
Social vs. Academic Proficiency
  • Social proficiency
  • Language used in day-to-day interactions
  • Variety of cues facilitate comprehension
  • Environment, gestures, facial expressions, etc.
  • Academic proficiency
  • Language used in textbooks
  • More abstract
  • Higher order skills

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Strategies for Effective Reading
  • Relate vocabulary to cognates
  • Use cues from illustrations
  • Re-read
  • Excellent strategy for building fluency and
    reading rate.
  • Read aloud
  • Practice comprehension skills through listening
    to oral reading.
  • Keep reading logs

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Language Strategies for MasteringAcademic English
  • Using description
  • Characteristics
  • Locations
  • Dimensions
  • Asking and answering questions
  • What
  • When
  • Where
  • Who
  • Why
  • Signal words
  • Sequence
  • After, before, finally, now, then, while, etc.
  • Restatement or synonym
  • Also, for example, just as, too, etc.
  • Contrast and compare
  • Like, similar to, etc.
  • But, unlike, yet, etc.

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Facilitating Comprehension
  • Teacher should preview text for
  • Words highlighted in text book
  • Words that ELLs might have difficulty with
  • Definitions provided within text
  • Important to point out to ELLs how to find these.
  • Give ELLs vocabulary needed for asking for help,
    or further explanation of text
  • I dont understand. Can you explain it another
    way?

22
Video
  • Becoming Bilingual Beyond Survival English
  • Heritage Elementary School, Woodburn, OR

23
Strategy Frontloading
  • The process of inputting as much
  • information as possible about a reading
  • before the students read on their own
  • in order to increase comprehension. 
  • Examples
  • Highlighting new vocabulary words
  • Making direct connections to students background
    knowledge
  • Previewing the pictures to make predictions (no
    reading)
  • Previewing the text to make predictions

24
Tea Party
  • A pre-reading activity to help students
    anticipate what is next in a text
  • Teachers write down phrases directly from text
    onto index cards, repeating them at least twice
    (you want multiple cards of same phrases).
  • Students each get a card and walk around reading
    as many of their classmates cards as they can in
    5 minutes (or so).
  • Students group to discuss the information theyve
    read, and, as a group, write a statement about
    what they think the story will be about, based on
    the information from the cards.

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Tools for Helping ELLsGrasp the Full Picture
  • Graphic Organizers
  • A way to visually organize or represent concepts
  • Examples
  • timelines
  • semantic maps
  • story maps
  • Venn diagrams
  • cause-effect charts

26
More Tools Thinking Maps
  • Help break down reading and concepts into
    manageable parts so students interact more
    effectively with the text.
  • Set up structure in bubbles or double bubbles
    or other configuration that makes it easy for ELL
    students to see the relationship between
    vocabulary and concepts.
  • Allows teachers to do a comprehension check in a
    meaningful way and encourage students to support
    each other in their learning.

27
Additional Tool Sentence Starters
  • Help students with limited English language
    skills get started on a response.
  • Teacher models appropriate academic language
    structure by starting a sentence that students
    will finish.
  • I think the elephant ran away because ___________
  • When I read about _____________ it reminded me
    of _____________ because ______________
  • According to _____________ , _________________

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Scaffolding Information
  • The process of breaking down a concept into
    smaller, manageable parts that can then be
    introduced with support from the teacher. 
  • Example of scaffolding for responding to a story
  • For very beginning students the teacher may want
    them to say what they think while the teacher
    writes it down.  Then the students copy the
    dictation.
  • Higher level students may be given starter
    statements by the teacher and asked to complete
    them in their own words, After Goldilocks went
    to sleep?.
  • And finally, students who are very proficient are
    expected to respond in writing on their own.

29
The How-to of Explicit Instruction
  • Determine the specific strategy to be taught.
  • Make sure your text facilitates the practice of
    that strategy.
  • Use a direct statement to tell your students
    exactly what strategy they will be learning.
  • Model the strategy for students out-loud (a
    think-aloud).
  • Give students multiple ways to practice the
    strategy.
  • Deconstruct why this strategy is useful.
    Identify contexts for using this strategy.
  • Repeat these steps when you change genres but use
    the same strategy.
  • Allow students to become independent users of the
    strategy.

30
Continually Monitor Comprehension
  • Strategy Think, Pair, Share
  • Why do you think ?
  • Pair-up and share what you think with your
    partner, talk about differences
  • Share with the rest of the group
  • Dont ask yes or no questions
  • Make sure students have to elaborate on their
    answer
  • Cross-check

31
Video
  • Reading for Meaning Practicing Good Strategies
  • Frank Love Elementary School, Bothell, WA

32
Engaging Students in Reading
  • Help students understand that we read for
    information
  • Ask students questions
  • Find answers while reading
  • Have students ask questions
  • Make predictions
  • Compare predictions to what actually happens in
    the story

33
Interacting with Text
  • Struggling readers are often unaware that reading
    is an active process and they are engaging with
    the author about the text continually.
  • This interaction happens through predicting,
    recognizing causality, questioning, clarifying,
    and responding to what is read.
  • Help students interact with text
  • Write notes or reactions to text
  • Analyze words
  • Teach word families

34
Strategy SWBS
  • Somebody
  • Character in the story
  • Wants
  • Whats the issue?
  • But
  • What is the problem?
  • So
  • Resolution

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Story Grammar
  • Structure of a text
  • Characters
  • Settings
  • Problem/Issue
  • Solution/Outcome
  • Explicit instruction in story grammar is useful
    for ELLs.

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Cultural Differences Affecting Comprehension
  • Story grammar
  • Varies by culture
  • In Western cultures story grammar is linear
    cause effect
  • In Spanish, the subject is often inferred from
    the verb, rather than stated explicitly
  • Background knowledge
  • i.e. Family reunion
  • Mixed ages
  • i.e. Holidays and celebrations

37
Tips
  • Try strategies such as Think, Pair, Share
  • Get your students to use second language
  • Check comprehension constantly
  • Try to link academic information to ELLs personal
    lives
  • Teach comprehension in all content areas.

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