Comprehension: Part I-Book Knowledge Part II - Reading Comprehension Strategies

Comprehension
Part I- Book Knowledge
Part II- Reading

Comprehension Strategies
This publication is based on the Kindergarten Teacher Reading Academy, ©2002 University of Texas
System and the Texas Education Agency, which has been reprinted and modified with their permission.
Book Knowledge
general knowledge
of print and book
concepts
Book
knowledge enhanced as
is . . . children participate
in teacher read-
alouds and other
literacy-related
activities
2
Kentucky Reading First Summer Institute 2004: Comprehension
Print Concepts
that print is read from
left to right
what a letter is
what a word is
Include
what a sentence is
knowing…
that there are spaces
between words
the function of capital
letters and punctuation
marks
that oral language can be
written and then read
3
Book Concepts
that a book is for reading
the function and location of

a book’s front, back, top,
and bottom
Include how to turn the pages
understanding properly
… where to begin reading
the functions of print and

pictures
title, author, and illustrator
4
Grouping for Instruction
Teach print and book concepts with

the whole class, in flexible small
groups, or one-on-one, depending
on children’s abilities and needs.
5
Book Knowledge Instruction
Model how to read and handle books
Discuss parts of books
Teach concepts of print
6
Scaffolding Instruction
Children enter school with differing

literacy-related experiences and
knowledge, usually because of their
differing experiences with books
and print at home.
By differentiating instruction, and

providing scaffolded support, you
can meet the diverse needs of your
students.
7
Progress Monitoring
Regularly monitor daily reading

activities
Use checklists to record and

document progress
8
Remember . . .
9
Comprehension
Part II
Reading Comprehension
Strategies
This publication is based on K-2 Teacher Reading Academies, ©2002 University of Texas System and the Texas
Education Agency, which has been reprinted and modified with their permission.
Survey of Knowledge
Expository texts Text
Genres Text structure
Comprehension Metacognition
Narrative texts Strategic readers
Strategies Explicit
questions
Think Aloud
Implicit
questions
11
Effective Reading Instruction
12
Comprehension
“Intentional thinking during
which meaning is
constructed through
interactions between text
and reader.”
-Harris & Hodges, 1995
“Enhanced when readers

actively relate ideas in print
to their own knowledge and
experiences and construct
mental representations in
memory.”
-National Reading Panel, 2000
13
Research-Based
Comprehension Instruction
Monitor their
comprehension
Summarize
Comprehension Recognize story
instruction can structure
include showing
students how to . . . Use graphic
organizers
Answer and
generate
questions
14
Effective Comprehension
Instruction
Includes:
Helping students understand narrative and
expository texts
Helping students to become strategic,
metacognitive readers so they will understand
what they read
Teaching comprehension strategies
Incorporating a variety of activities to improve
comprehension before, during, and after reading
Promoting wide reading
Scaffolding questions to promote higher order
thinking skills
15
Plans or procedures
that readers use and
Comprehension
strategies apply when they hear
are . . . text read aloud, when
they read text with a
teacher, or when they
read independently.
16
What Is Listening
Comprehension?
Refers to children’s
understanding of stories and
other texts that are read aloud to
them
Listening
Comprehension . . . Lays the foundation for children
to later be able to “understand
what they read, remember what
they read, and communicate
with others about what they
read”
—National Institute for Literacy, 2001, p. 48
17
Listening Comprehension . . .
. . . is enhanced as children listen to

stories that are read aloud, participate in
discussions of stories, and engage in
other literacy-related activities.
18
Listening Comprehension
Instruction
Make predictions
Answer questions
about the book’s
content
When you
Read and talk along
read aloud,
encourage Share their own
children to . . . interests related to
the book content
Ask questions of
you and their peers
Reenact or retell
the story
19
Progress Monitoring:
Listening Comprehension
Some informal ways of knowing if children

understand what is being read to them are:
— asking questions that will help children clarify
the text
— having discussions about the text
— observing children’s behavior and listening to
their responses
— having children retell or dramatize the story
Reading inventories usually measure children’s
listening comprehension
20
Read-Aloud Sessions
Teacher read-alouds help children “gain

the knowledge and language skill that will
enable good comprehension later on.
Reading aloud increases background
knowledge, builds vocabulary, and
familiarizes children with the language in
books.”
—Hall & Moats, 2000, p. 33
21
Benefits of Read-Aloud Sessions
22
Effective Read-Aloud Sessions:
Before Reading
Schedule time for read-aloud sessions
Use a variety of grouping formats

including one-on-one, small groups,
and whole class
Select different types of books
Activate and build background

knowledge
Teach new words and concepts
23
During Reading
Stop a few times for reactions,

comments, predictions, and
questions
Avoid long discussions
It’s the talk that surrounds (before and after) the

reading aloud of books that is so important for
enhancing children’s oral language, vocabulary
development, and listening comprehension.
24
After Reading
Engage children in discussions which

go beyond literal comprehension
Focus on rare and challenging words
Repeat-read favorite books
Provide opportunities for story retell
and dramatization
25
Planning a Read-Aloud Session
Select one of the children’s books you
brought to the Institute
Before reading:
List vocabulary words to teach
During reading:
Write one prediction question
and one follow-up question
After reading:
Develop several statements using
the cloze procedure to prompt
children to use new vocabulary
words
26
Text Talk
Present questions that elicit greater language

production and explicitly teach sophisticated
vocabulary found in books.
“Background Knowledge”
How can you help children learn to

focus on background knowledge that
specifically relates to story
information?
Why is this important?
27
Motivating Children to Read
Sharing books by
“reading” with peers
Promote a Retelling stories that
variety of have been read aloud
literacy
activities…. Drawing and writing
about books
Checking out books
to read at home
28
Teaching Comprehension Strategies
Model and discuss:

— What a given strategy is and why it’s
important
— How, when, and where to use a strategy
— Which strategies work best in certain
instances
— How to apply different strategies to
different types of texts and reading
situations
Provide extensive practice
29
Comprehension Framework
Before
During
After
Reading
30
Before Reading
Set a purpose for reading

Preview the text to:
—Activate and build students’
background knowledge
—Introduce vocabulary
—Help students make predictions
31
Before Reading:
Preview Text to Make Predictions
Directed Reading Thinking Activity (DRTA)

Before reading, set a purpose for
reading and make predictions about
the content of the text
Then, read, stop, check predictions,
and make more predictions
32
Before Reading:
Activate and Use Background Knowledge
Help students make connections

between the content of what they read
and their real-life experiences.
Brainstorming
Webbing
33
Understanding Different
Types of Texts
Narrative Texts Expository Texts
tell stories explain information or
tell about topics
follow a familiar story
structure provide a framework
for comprehension of
include short stories,
content-area
folktales, tall tales,
textbooks
myths, fables, legends,
autobiographies, include informational
biographies, fantasies, books, content-area
historical fiction, textbooks,
mysteries, science newspapers,
fiction, plays magazines, brochures,
catalogues
34
Reading Aloud
Different Types of Texts
Make connections to
Reading real-life experiences and
narrative build background
and knowledge
expository
texts aloud Increase their
to children vocabulary and
helps understand different
them: types of books
35
Teaching Narrative Story
Structure
The setting and a character

or characters with a problem
Story to solve or goal to achieve,
elements introduced at the beginning
generally of a story
include: A series of plot episodes in
the middle of a story
The resolution of the
problem or the attainment of
the goal, at the end of the
story
36
Narrative Story Maps
Asking questions within the

framework of a story map
helps students visually
organize and focus on the key
story elements in narrative
texts.
37
Teaching Expository Text
Structure
Organizational structure
of expository texts can
differ from one text to
another and sometimes
within a single passage.
38
Narrative and Expository Cards
Are used before, during, and after

reading narrative and expository
texts
Before During After
39
Graphic Organizers
Can guide students’ thinking and

help them remember important
elements and information in both
narrative and expository texts
Can be used before, during, and
after reading
40
During Reading
Stop for reactions, comments,

questions, and predictions
Avoid too many interruptions
41
During Reading (cont.)
The goal of comprehension - monitoring

instruction is to develop students’ awareness of
their own understanding of what they are
reading.
Students:
know if they are understanding what
they read
know what they can do to correct
comprehension difficulties
42
During Reading:
Self-Monitoring Comprehension Strategies
Think can help students

Alouds . . . learn how to
monitor or check
their own
understanding
43
Monitoring Understanding
By thinking aloud, you can model what good
readers do to help monitor their
understanding of what they are reading.
How you picture in our mind

what is happening in a story or
Model: book
How you reread certain parts
How you stop and summarize
what has happened
How you regularly make
predictions
44
After Reading
Help students:
determine important or main ideas
and summarize
draw conclusions and make
inferences
focus on story structure and
themes
45
After Reading: Determining
Main Ideas and Summarizing
Determining main
ideas involves Graphic organizers
recognizing the most can help students
important ideas of remember and
organize important
paragraphs or sections information
of a text
Summarizing links the
main ideas together
46
After Reading: Get the Gist
Explain what “get the gist” means
Have students read one paragraph or

section of a text at a time
Help students determine the main idea:
—Who or what is the paragraph about?
—Tell the most important thing about the

who or what
—Tell the main idea in 10 words or less
47
After Reading: Summarizing
Summaries are brief, concise

statements of the main ideas and most
important information
Summarizing requires readers to:
First, identify the main ideas of
individual paragraphs or sections of a
text
Then, link the main ideas together into
a summary of what was read
48
Reciprocal Teaching:
Multiple-Strategy Instruction
Reciprocal teaching:
Is defined as a dialogue between teachers
and students for the purpose of jointly
constructing the meaning of text.
Palinscar, 1986
The steps include:
Summarizing
Questioning
Clarifying
Predicting
49
Improving Comprehension
Asking questions to develop both

basic and higher order thinking
skills
Having meaningful discussions
Using graphic organizers
can help students develop and extend

meaning and make connections to personal
experiences before, during, and after reading
50
Scaffolding:
Using Different Types of Questions
Literal Questions
Encourage students to become aware
of the information in the text.
Open-ended Questions
Encourage students to extend their
thinking about the text and to elaborate
as they discuss the text.
51
Continuum of Questions and
Responses
Ask questions before, during, and after reading

Simple Complex
Explicit Implicit
Who? What? When? Where? How? Why? What if?
Responses: Responses:
Move away from what can be seen
Recall facts, events, and on the page
names Analyze and elaborate information
Focus on information in the Focus on thinking about what has
text been read and prior knowledge
Rephrase text that has just (making inferences)
been read Make connections
52
Answering/Asking
Different Types of Questions
SIMPLE Level One Text to Text:
involve responses that can be found word-for-word
in the text (literal)
Level Two Text to Text:
can be answered by looking in the text, but the
answers are more complex and require a response
of one sentence or more
COMPLEX
Level Three Text to Self or Text to World:
cannot be answered by looking in the text; they
require students to think about what they have
read, think about what they already know, and think
about how it all fits together
53
Scaffolding to Higher
Thinking Levels
Bloom’s Taxonomy
Evaluation
Synthesis
Level
2 Analysis
Application
Level Comprehension
1 Knowledge
54
Using Self-Monitoring
Choose one of the children’s books

you brought to the Institute
Fold your Thinking Aloud sign in
half
Take turns reading one page at a
time
Use the Reading for Understanding
strategy card
55
Kentucky Standards:
Program of Studies
Reading (1.2) Arts and Humanities (2.24, 2.25)
Meaning of text
Vocabulary
Experience with text
Monitoring
Retelling
Summarizing
Text structure
56
Kentucky Standards:
Core Content
Reading Skills Literature Information Persuasion Practical/
(assessed across subdomain 1 subdomain 2 subdomain 3 Workplace
all reading types) subdomain 4
Reading Skills enable Literary Reading includes Informational Reading includes Persuasive Reading includes whole texts Practical/Workplace Reading
students to comprehend all whole texts and excerpts from whole texts and excerpts from and excerpts from materials such as includes whole texts and excerpts
types of reading materials. materials such as short stories, materials such as journals, magazine and newspaper articles, from materials such as articles,
novels, essays, poetry, plays, magazines, newspaper articles, brochures, letters, proposals, speeches, letters, memos, brochures, electronic
The coding numbers and scripts. The reading letters, brochures, reference editorials, electronic texts, essays, opinion texts, warranties, recipes, forms,
assigned to each bullet materials represent various materials, essays, nonfiction columns, and advertisements. consumer texts, manuals, schedules,
reflect that reading skills historical and cultural books, and electronic texts. and directions.
are assessed through all perspectives.
four types of reading. To RD-E-2.0.6
complete the code, replace RD-E-1.0.6 Use text features (e.g., pictures,
the x with the appropriate Explain the meaning of a lists, tables, charts, graphs, tables
subdomain number (e.g., 1 passage taken from texts of contents, indexes, glossaries, RD-E-4.0.6
for literature, 2 for appropriate for elementary headings, captions) to Locate and apply information for
information). school students. understand a passage. authentic purposes.
RD-E-2.0.7 RD-E-4.0.7
RD-E-1.0.7 Identify the organizational pattern Follow the directions in a passage.
Demonstrate knowledge of the in a passage: sequence, cause
characteristics of fiction, and effect, and/or comparison and RD-E-4.0.8
RD-E-x.0.1 nonfiction, poetry, and plays. contrast. Explain why the correct sequence is
Use word recognition RD-E-3.0.6 important.
strategies (e.g., phonetic RD-E-1.0.8 RD-E-2.0.8 Identify an author’s opinion about a subject.
principles, context clues, Describe characters, plot, Identify main ideas and details RD-E-4.0.9
structural analysis) to setting, and problem/solution of that support them. RD-E-3.0.7 Interpret specialized vocabulary
determine pronunciations and a passage. Identify fact and/or opinion. (words and terms specific to
meanings of words in RD-E-2.0.9 understanding the content) found in
passages. Make predictions and draw RD-E-3.0.8 practical/workplace passages.
RD-E-1.0.9 conclusions based on what is Identify information that is supported by
RD-E-x.0.2 Explain a character’s actions read. fact. RD-E-4.0.10
Use knowledge of synonyms, based on a passage. Identify text features and
antonyms, homonyms, and RD-E-2.0.10 organizational aids (e.g., bold face
compound words for RD-E-1.0.10 Connect the content of a passage print, italics, illustrations) that provide
comprehension. Connect literature to students’ to students’ lives and/or real additional clarity.
lives and real world issues. world issues.
57
The Importance of Comprehension
“Even teachers in the primary grades can

begin to build the foundation for reading
comprehension. Reading is a complex
process that develops over time. . . .
emphasize text comprehension from the
beginning, rather than waiting until students
have mastered ‘the basics’ of reading. . . .
Beginning readers, as well as more
advanced readers, must understand that the
ultimate goal of reading is comprehension.”
58
Remember . . .
“Comprehension is the reason for

reading. . . . Research over 30 years
has shown that instruction in
comprehension can help students
understand what they read,
remember what they read, and
communicate with others about
what they read.”
59

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Comprehension

Part I- Book Knowledge

Part II- Reading

the function and location of

the functions of print and

title, author, and illustrator

Teach print and book concepts with

Model how to read and handle books

Discuss parts of books

Teach concepts of print

Children enter school with differing

By differentiating instruction, and

Regularly monitor daily reading

Use checklists to record and

Genres Text structure

Narrative texts Strategic readers

“Enhanced when readers

. . . is enhanced as children listen to

Some informal ways of knowing if children

Teacher read-alouds help children “gain

—Hall & Moats, 2000, p. 33

Use a variety of grouping formats

Select different types of books

Activate and build background

Teach new words and concepts

Stop a few times for reactions,

It’s the talk that surrounds (before and after) the

Engage children in discussions which

Present questions that elicit greater language

How can you help children learn to

Model and discuss:

Set a purpose for reading

Directed Reading Thinking Activity (DRTA)

Help students make connections

The setting and a character

Asking questions within the

Are used before, during, and after

Before During After

Can guide students’ thinking and

Stop for reactions, comments,

Avoid too many interruptions

The goal of comprehension - monitoring

Think can help students

How you picture in our mind

Explain what “get the gist” means

Have students read one paragraph or

Help students determine the main idea:

—Who or what is the paragraph about?

—Tell the most important thing about the

—Tell the main idea in 10 words or less

Summaries are brief, concise

Asking questions to develop both

can help students develop and extend

Ask questions before, during, and after reading

Choose one of the children’s books

“Even teachers in the primary grades can

“Comprehension is the reason for

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