Teaching Comprehension Strategies Explicitly

Teaching Comprehension Strategies Explicitly
Teaching Comprehension Strategies Explicitly

Levels of Comprehension: Comprehension is affected by several factors that are related to the reader, level of content/skills and memory. First, level of motivation of reader plays a role in the comprehension process. Next, ones cognitive and metacognitive abilities also play a role in making sense of the content. What is retained in the long term memory is dependent on the interaction between the knowledge levels – taxanomy of learning and the mental processes mentioned above.

Using Blooms taxonomy, comprehension can be looked at from four levels. Literal, inferential, evaluative and appreciative. Literal of course is the basic level of recalling information. Inferential entails reading between the lines and making connections to previous personal experiences, what is happening on a local and international level. Evaluative level requires the reader to go beyond the reading and to make judgments about authenticity, perspectives presented and gaps and how the information is related to or influenced by the present, past and future. With that level of comprehension comes the ability to appreciate and be responsive to different points of view.

While knowing the facts and recalling information is important, the objectives of any lesson that involves reading and listening to learn cannot be limited to the knowledge level. Students must be able to interpret the information, and come away with some sense of how new content can be transferred or is applicable in real life situations and/or used to create something new and different.
Wilhelm sums it up in ‘the arc of inquiry’ (p. 113): The trajectory takes students from factual comprehension, to applicative literacy. This kind of teaching makes what we do matter- to ourselves, our students, and our world – in a way that rarely occurs in schools.
Powerful!

Writing Log Prompt:

In order to engage students in the reading, the author suggests the use of prompts used before, during and after reading to get students engaged with text (s) to enhance comprehension during a lesson.

Look at the prompts on pages 85 – 86 and discuss how you have or intend to use these in the future and the benefits of using prompts before, during and after reading.

(Note: Don’t attempt to talk about all of these ideas on pages 85-86. Select one or two for each section – before, during and after reading – that suits what you teach.)

Learning Log

Instructions Outline and grading scheme:

Introduction:
1. Introduce three major concepts related to the topic (s) under discussion based on the readings and presentations for the particular week.
2. Introductory paragraph: Interesting lead-in sentence, introduces three major ideas, thesis statement, smooth transitions/fluent writing

Development paragraphs
1. Three paragraphs, each explaining one concept or idea cited in the intro with supporting details including examples and one appropriate quote per paragraph from the readings
2. In this three paragraphs demonstrate your understanding of the content using details, examples and relevant quotes from the readings as supporting details for each major idea or concept. (Note: discuss one major concept per paragraph).

Conclusion:
1. Present a brief summary of your ideas. Be sure to recap the thesis statement differently. Add one interesting or important point.
2. Concluding paragraph: Summarize the main points, highlighting the significance and relevance of the concepts/ideas to classroom practice as you recap the thesis statement in different words. Cite a point of interest, implications for teaching, application and/or limitations, if any.

Reading Materials
READING MATERIALS AS FOLLOWED:
1. Chapter 5, 6, and 7 – BOOK – Wilhelm, J. D. (2007). Engaging readers and writers with inquiry: Theory and practice. Scholastic.
2. Pdf. – Creating the framework for Reading
3. Pdf. – An Exploration of Schema Theory in Intensive Reading
4. Pdf. – A Report to Carnegie Corporation of New York – Reading Next – A Vision for action and research in middle and high school literacy.
5. Pdf. – Research Supporting – The Key Three Routine: Comprehension Strategy Instruction
6. Pdf. – The Middle School High Five: Strategies Can Triumph
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