Comprehensin and Instructional strategies

1. READ 6707: Reading and Literacy Growth, Grades
4–6
May 24, 2015
By: Tarina Smith

2. Graphic organizers
and semantic
organizers.
Graphic organizers illustrate
concepts and relationships
between ideas in a text.
Graphic organizers are known
by different names, such as
maps, webs, graphs, charts,
frames, or clusters.

3. Examples or Graphic Organizers
Venn Diagram- Used to compare or contrast
information from two sources
Story Map- used to be organized into fiction
and nonfiction text structures. For example,
defining characters, setting, events, problem,
resolution in a fiction story; however in a
nonfiction story, main idea and details would be
identified.
Cause and Effect- Used to illustrate the cause
and effects told within a text. For example, staying
in the sun too long may lead to a painful sunburn.

4. Examples or Graphic Organizers
Venn Diagram
Story Map
Cause and Effect

5. QAR- The Question-Answer Relationship Strategy
(QAR) encourages students to learn how to
answer questions better. Students are asked
to indicate whether the information they
used to answer questions about the text
was textually explicit information
(information that was directly stated in the
text), textually implicit information
(information that was implied in the text),
or information entirely from the student's
own background knowledge.

6. QAR- The Question-Answer Relationship Strategy
 Right There"
Questions found right in the text .
Example: Who is Frog's friend? Answer: Toad
 "Think and Search"
The answers are normally found in more than one place,
calling for students to "think" and "search" through the
passage to find the answer.
 "Author and You"
Student's must understand to relate the text to their prior
knowledge before answering the question.
"On Your Own"
Questions are answered based on a students schema and
experiences.

7. Direct explanation
The teacher explains to students why the
strategy helps comprehension and when to apply
the strategy.
Modeling
The teacher models, or demonstrates, how to
apply the strategy, usually by "thinking aloud"
while reading the text that the students are
using.
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.
Explicit Instruction

8. • Making Connection –
students make personal
connections with the text
by using their schema /
background knowledge .
• There are 3 main types of
connections when we
read text.
When using this instructional strategy it is
important to activate the students prior
knowldege before during and after
reading the text.

9. Graphic organizers , and QRA’s are some of
the most effective researched based
comprehension strategies that can help
support the transitional, intermediate, and
advance literacy learners.
 The graphic organizers support the learners
by giving by them a visual illustration of the
relationship between the text and concepts .
 The QAR , question answer relationship
engages students in how to response
questions using critical thinking skills

10. Instructional strategies are most effective research
base instructional strategies that support transitional,
intermediate, and advance literacy learners . Explicit
instruction is an instructional strategy used with CCSS.
Direct explanation
 The teacher explains to students why the strategy
helps comprehension and when to apply the strategy.
 Modeling
 Guided practice
 Application
The second instructional strategy used is making
connections, the student's make personal connections
with the text by using their schema9 background
knowledge ) there are 3 main types of connections when
we read text. According to the author through research, it
is found that reading comprehension improves most wen
teacher provide clear explicit comprehension instruction

12. The second instructional strategy used is
making connections, According to the author
through research, it is found that reading
comprehension improves most when teachers
provide clear explicit comprehension
instruction Reutzel, D. R., & Cooter, R. B., Jr.
(2016).

13. Reading comprehension is composed of two
equally important components. This is the
components that struggling readers tend to
have difficulty with. SEDL. (2013).

14. SEDL. (2013). SEDL. (2013).
 5 Elements that
support Language
Comprehension
1) Background
knowledge
2) Linguistic knowledge
3) Phonology
4) Semantics
5) Syntax
Language
Comprehension- the
ability to understand
spoken language

15. SEDL. (2013). SEDL. (2013).
 Cipher
 Lexical
 Phoneme Awareness
 Knowledge of
Alphabetic principal
 Letter knowledge
 Concept of Print
Decoding - ability to
translate text into
speech, is only part of
the process of reading
comprehension.

16.  This lesson indeed gives the students an
allotted time to read on a daily basis.
 It provides time for them to read text of
their choice.
 The instructional plan gives the students
variety of ways to practice reading.
 This reading lesson gave the teacher a
structured time to touch base with each
student over a period of time, assess
progress, and target instruction.
A Daily DEAR Program: Drop Everything, and Read! International
Reading Association (IRA) and National Council of Teachers of
English. (2014a).

17. The instructional strategy used in the lesson was
Schema – the teacher use story structure knowledge
to guide text comprehension during the teacher
conference session with the students.
The comprehension strategy used in the lesson was
QAR this was used when the students using the pal
book talk session.
International Reading Association (IRA) and National Council of Teachers of English.
(2014a).ReadWriteThink.

18. Laureate Education (Producer).
(2014g).
Laureate Education (Producer).
(2014g).
 Students compose
their own
comprehensive
thinking
 knowing how to
answer questions
about a text
 Monitoring their
reading
 Fix up strategies
 Teacher models
 the teacher chooses
strategies that are
closely aligned with the
text students are
reading
 Environment that a
teacher creates.
 collaborative or
cooperative groups
created by the teacher.
Comprehension Instructional

19.  Adler, C.(.d.) Seven Strategies to Teach Students Text
Comprehension retrieved from
http://www.readingrockets.org/article/seven-strategies-teach-
students-text-comprehension

 International Reading Association (IRA) and National Council of
Teachers of English. (2014a).ReadWriteThink. Retrieved
from http://www.readwritethink.org/search/?grade=13&resourc
e_type=6&learning_objective=8
 Laureate Education (Producer). (2014g). Conversations with Ray
Reutzel: Supporting comprehension[Audio file]. Baltimore, MD:
Author.
 Reutzel, D. R., & Cooter, R. B., Jr. (2016). Strategies for reading
assessment and instruction in an era of common core standards:
Helping every child succeed (5th ed.). Boston, MA: Pearson.
 SEDL. (2013). Cognitive elements of reading. Retrieved
fromhttp://www.sedl.org/reading/framework/elements.html