# Presentation: 479164

## Monitoring ComprehensionArchived Information

- Teaching Comprehension Strategies to Students

## Session Outcomes

**Explore what research says about the teaching and learning of reading comprehension.**
**Understand commonly used comprehension monitoring strategies.**
**Teachers will differentiate among strategies that are appropriate before, during, and after reading.**

## Successful Readers

**Phonemic Awareness**

**Phonics**

**Fluency**

**Comprehension**

**Successful Readers**

**Vocabulary**

## National Reading Panel Report

**Comprehension Monitoring:**** **
**Where students learn how to be aware of their understanding of the materials.**
**Cooperative Learning:**
**Where students learn reading strategies together.**
**Use of graphic and semantic organizers:**
**Where readers make graphic representations of the material to assist comprehension.**

- (National Reading Panel Summary  2000, 15)

## National Reading Panel Report

- (National Reading Panel Summary  2000, 15)

**Question answering:**
**Where readers answer questions posed by the teacher and receive immediate feedback.**
**Question generation:**
**Where readers ask themselves about various aspects of the text.**
**Story structure:**
**Where students are taught to use the structure of the story as a means of helping them recall story content.**

## Reading Comprehension Defined

**	****“****Intentional thinking during which meaning is constructed through interactions between text and reader.”**
**(Harris and Hodges 1995, 207)**

## Good Readers Are...

**Purposeful**
**Active**
**Strategic**
**Flexible**

- (Put Reading First 2001, 48-57)

## Text Comprehension Instruction

**Monitoring comprehension**
**Using graphic and semantic organizers**
**Answering questions**
**Generating questions**
**Recognizing story structure**

- (Put Reading First 2001, 48-57)

## Reading Comprehension Strategies

**Predict**
**Monitor/clarify**
**Question**
**Summarize**
**Visualize**
**Making use of prior knowledge**
**Making inferences**

- (Put Reading First 2001, 48-57)

## Strategies For Reading Text

** ****Preview the text/predicting**
** ****Build background knowledge**
** ****Set purposes**

**Check understanding**
**Monitor comprehension**
**Integrate new concepts**

**Summarize**
**Evaluate the ideas**
**Make applications**

- Flood & Lapp, 1992

**Before Reading**

**During Reading**

**After Reading**

## Comprehension Monitoring

**It’s important to teach students to monitor and repair comprehension:**
**  ****Track their thinking**
**  ****Notice when they lose focus**
**  ****Stop and go back**
**  ****Reread to enhance understanding**
**  ****Identify what’s confusing**
**  ****Consciously select the best strategy**

## Teaching Students to Monitor Comprehension

**Direct instruction:**
- Teaching
- Modeling
- Guided practice
- Application
**Cooperative learning**
**Multiple-strategy instruction**

- (Put Reading First 2001, 48-57)

## Predicting

**Previewing the text**
**Accessing prior knowledge**
**Text structures**
**I think..., I’ll bet..., I predict..., I imagine..., I wonder...**

## DRTA

**The DRTA Cycle**

- (Russell Stauffer 1975)

- Predicting

- Reading

- Proving

- Rationalizing

## Directed Reading-Thinking Activity

**Children receive a copy of the text**
**Teacher leads students through making predictions**
**Students read a segment of the text**
**Teacher guides students in examination of the evidence**
**Students revise and generate new predictions**
**Students continue reading**

- (Russell Stauffer 1975)

## Your Turn

**Select a partner and prepare for the lesson:**
**Assign one piece of text to each person.**
**Read through your assigned text and determine where you will pause to make predictions.**
**Practice**
**Person one will be the teacher.**
**Person two will be the student.**
**Person one guides the student through the DRTA process with the text provided.**
**Switch roles and repeat with the other text.**

## Question

**Student generated**
**Literal: Who, what, where**
**Inferential: why, how, what if**

## Question-Answer Relationship

**Teach the four types of questions:**
- Right there
- Think and search
- Author and you
- On your own
**Model how to analyze and answer questions**
**Students practice**

- (Taffy Raphael, 1982)

## QARs

- (Taffy Raphael, 1982)

- In The Text

- In My Head

**Right There**
**Think and Search**

**Author and You**
**On Your Own**

## Right There

**The answer is right in the text and usually easy to find.**

**The words used to make up the question and the answer are usually the same.**

**Question:**
**What year did the Civil War end?**

**Answer:**
**The Civil War ended in 1865.**

## Think and Search

**The answer is in the text, but you need to put different parts together to answer it.**

**Words for the question and words for the answer are not usually the same**.

**Question:**
**What are the primary organs of the digestive system?**

**Answer:**
**The esophagus, stomach and intestines make up the digestive system.**** **

## Author and You

**The answer is not in the text, but the text will be used to find an answer.**

**Think of what you already know and link it to what you know from the text.  See how they fit together.**

**Question:**
**Using the graph, explain why you think there was a sharp dip in sales during 1991?**

**Answer:**
**I think 1991 sales were down because there was less income made by households that year.**

## On My Own

**The answer is not in the text so prior knowledge and experiences must be used.**

**The question can be answered without having read the text.**

**Question:**
**Why is it a good idea to conserve water?**

**Answer:**
**I think water should be conserved because...**

## QARs

**When lighting a match, it is important to follow these steps carefully.  First, tear one match out of the matchbook.  Second, close the matchbook cover.  Third, strike the match against the rough strip on the outside of the matchbook.  Finally, after it has been used, blow it out carefully, and be sure it is cool before you throw it away.**

## Question Answer Relationship

**1.  ****What are the first two steps to correctly light and use a match? **
**Why should you be sure the match is cool before you throw it away?**
** ****What should you do after a match has been used and is still burning?  **
**Why should you close the cover before striking the match?**
**What do you strike the match against to light it?**
**How important is it to follow the second and fourth step of lighting the match?**

## Slide 26

## Slide 27

## Monitor/Clarify

**Identify words they are unfamiliar with.**
**Identify sentences or phrases that need clarification.**
**Identify passages that are not clear.**
**I don’t understand the part where...**
**This ____ is not clear.**
**I can’t figure out...**
**This is a tricky word because....**

## Monitor Clarify

**Clarifying a word**
**I blend the sounds together.**
**I look for word parts I know.**
**I think of another word that looks like this word.**
**I look for clues.**

## Monitor/Clarify

**Clarifying an idea**
**I reread the part I didn’t understand.**
**I think about what I know.**
**I talk to a friend.**
**I read on and look for clues.**

## Summarize

**Narrative**
**Character**
**Setting**
**Problem**
**Event**
**Resolution**

**Expository**
**Important points**
**Logical order**
**Conclusion**

## Summarize

**The story takes place...**
**First, next, then, finally...**
**The main point was...**
**A problem occurs when...**
**This part was about..**
**The most important ideas in this text are...**
**Overall, this was about...**

## Good Summaries include:

**Key people/items**
**Key places**
**Key words and synonyms**
**Key ideas and concepts**

## Summary Organizer

**Main Characters or Items**

**Key Settings**

**Key Events**

**Key Vocabulary**

**Character 1:**

**Character 2:**

## Summarizing map

**Summarizing map**

- Title

- of the

- text

- Second

- Idea

- First

- Idea

- Third

- Idea

- Fourth

- Idea

- Detail

- Detail

- Detail

- Detail

- Detail

- Detail

- Detail

- Detail

- Detail

- Detail

- Detail

- Detail

## Multi-Strategy Instruction

**Teaching students to move fluidly through the various strategies**
**Students understand when to select a specific strategy**
**Students understand how genre impacts the strategy they select**

## Prediction Street

- Monitor Street

- Clarify Drive

- Visualize Avenue

- Question Street

- Summarize Street

## Stop:

**   ****Make predictions.**
**   ****Set a purpose for reading.**

**Slow Down:**
**Monitor comprehension.**
**Apply strategies.**

**Go:**
**Continue reading  for more information.**

## Slide 39

## Slide 40

## Assessing Reading Comprehension

**Retell or summary**
**Strategy assessment**
**Teacher observation**
**Cloze passages**

## Conscious Selection of Stregies

**Explicit teaching of strategies**
**Teacher modeling and think aloud**
**Students practice in cooperative groups**
**Independent practice**

**Teach**

**Model**

**Practice**

**Apply**

## Comprehension Monitoring Strategies

- Identify **where** the difficulty is.
- Identify **what** is difficult.
**Restate** the passage in their own words
**Look back** through the text.
**Look forward** in the text.

## Cooperative Learning

**Partners or groups**
**Students practice strategies**
**Students discuss use of strategies**

## Your Turn

**With a partner:**
**Each person reads aloud one of the passages provided.**
**As you read, insert a “think aloud” as to what strategies you are using to comprehend the text.**
**Discuss how this instruction would have a positive impact on student learning.**

## Closing

**Imagine a student that you are working with that is struggling with reading comprehension.**
**Select two or three instructional strategies that you learned today that you feel would be helpful in improving their comprehension.**
**Share with a partner what strategies you  have selected to assist this student.**