COMPREHENSION
Reading First
Stonewall Resort
Fall ’07
-adapted from presentations by
Dr. Joe Torgenson and Dr. Anita
Archer
Before Reading passages
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 article.
Pronunciation
If students can read the words
in a passage accurately and
fluently, their reading
comprehension will be
enhanced.
Pronunciation
Carefully and systematically
teach and review decoding
skills that have been
introduced in the core
reading program.
Pronunciation
Teach before passage is read:
Program indication
Difficult text
Outside core program
Pre-teach to struggling readers small
group.
Focus on accuracy, then fluency.
Blend with vocabulary instruction
Pronunciation of difficult
words
Selection of words
1. Provided by core program
2. If not, preview passage to select
3. Divide words into 2 categories:
1. Tell Words – irregular words, words with
untaught elements and foreign words
2. Strategy Words – words that can be decoded
with minimal assistance
1. Tell words
This word is ______________.
What word? ______________
Spell and read the word.
__________________________
Examples:
there
along
upon
woman
2. Strategy words
Single syllable words
Precorrect the difficult part of the word
Look at the underlined letters.
What sound? ___________
Sound out the word. (Pause)
What word? ____________
rain
boat
seed
2. Strategy words
Multisyllabic words
Segment into decodable parts.
Guide students in reading each part.
What part?___________
What part? __________
What part?___________
What part?___________
Condensation
atmosphere
If any element is unknown, simply tell students the pronunciation of the element.
Meaning
If students understand the
meaning of critical vocabulary
in the passage, their
comprehension will be
enhanced.
Meaning
High-quality Classroom Language
Reading Aloud to Students
Explicit Vocabulary
Instruction
Word-learning Strategies
Wide Independent Reading
Meaning
Attributes of good vocabulary instruction
Multiple exposures
Definitional information and contextual
information
Sufficient amount of instructional time to
insure understanding of words
Active engagement in instruction
Meaning
Select limited number for robust,
explicit vocabulary instruction.
3 to 10 words per story for
expanded instruction would be
appropriate.
Briefly tell the meaning of all
other words that are needed for
comprehension.
Meaning
Words that are unknown.
Words that are critical to passage
understanding.
Words that students are likely to
encounter in the future and are
generally useful.
“Goldilocks Words”
Not too difficult
Not too easy
Just right
Meaning
Reading Level: 2nd
Passage: Lemonade for Sale
Series: Harcourt Trophies
announced
members
neighborhood
arrived
rebuild
lemonade
glum
squawked
clubhouse
Meaning
Teach words AFTER you have read a
story to your students and BEFORE
students read a selection.
Routine of Isabel Beck
Introduce word
Student-friendly explanation
Illustrate with examples
Ask deep processing questions
Examples & non-examples
Generate own examples
Story starter & then complete sentence
Review
“Word association” Activity
enemy, disgusting, invited, relieved
“Tell me the word that I am thinking about.
Someone that hates you might be called an _____.
If you didn’t like a food, you might say it is _______.
When a test is over, you often feel ________________.
When you are asked to a party, you are ________. “
Review
“Choose” activity
enemy, disgusting, invited, relieved
•
•
•
•
“If you felt relieved after a test, was the test probably easy or difficult?
If an enemy gave you the answers before a test, would you believe the
answers to be correct or incorrect?
If the food was disgusting, would you ask for more or spit it up?
If you were invited to a party, would you be asked to come or to stay
away?
Background knowledge
If students have the
background knowledge
required by a passage, their
comprehension will be
enhanced.
Background knowledge
Teach it!
Strategy # 1 – Introduce as stated in core
program. Actively engage students.
Strategy # 2 – “Front load” by teaching
additional background knowledge.
Strategy # 3 – Prior to reading, select a
read aloud that provides necessary
background knowledge.
Activate background knowledge
Strategy # 1 – Ask questions and
engage in discussion to activate
Strategy # 2 – KWL strategy
Strategy # 3 – Brainstorm
topics/questions that might be covered
Preview
If students preview a
passage, their
comprehension will be
enhanced.
Preview
Discover the content to be covered.
Learn what is emphasized.
Organized
Activate background knowledge
Interest level
Preview - narrative
Read title. Predict the content of story
Preview the illustrations/pictures.
Predict the content of the passage.
Preview –
Expository/Informational
Read title and predict content.
Read introduction and ask “What will
we learn in this passage?”
Read headings and subheadings.
Predict.
Read the summary.
Preview
Warm – Up – Science, Social Studies,
Health
BEGINNING
Title
Introduction
MIDDLE
Headings
Subheadings
END
Summary
Questions
Quick Notes from Dr. Archer and Dr.
Torgenson
Comprehension instruction must mirror
the core program to show and continue
student gains.
Sustain the level of intensity
There’s no way to teach perfect when
children are present.
To comprehend, students must be first
taught how to respond.
Decoding is necessary but not sufficient
for comprehension.
Multisyllabic words –Many students do
not read them; but the problem is that
English uses them.
Learn the rhythm of teaching.
Reading First is not about being
perfect, but teaching more students to
read every year.
Scaffold the probability that students
can successfully answer the question.
Scaffold before, NOT after reading the
passage to ensure student
understanding.
Questions
Books