Escolar Documentos
Profissional Documentos
Cultura Documentos
1-2
Textbook
Monitoring Comprehension
Comprehension monitoring strategies students can use (from
Put Reading First)
Identify where the difficulty occurs.
I dont understand the second paragraph on page 76.
help with
Focus on text structure
Visual representation of
relationships
Writing summaries of text
Examples
Thinking Maps
Introducing
QuestionAnswerRelationshi
ps
student comprehension
Example
KWL Chart
KWL Chart
K
What do you know?
in a text
Instruction in summarizing helps students
Identify main ideas
Connect the main or central ideas
Eliminate redundant and unnecessary info
Remember what they read
LITERATURE
Plot
The sequence of events involving characters
in conflict situations
Three parts of the story
Beginning (introduction)
Middle (development)
End (Resolution)
EXAMPLE: The Tale of Peter Rabbit*
Graphic Organizers
to Use:
Story Map
Flow Map
Character
The people or personified animals in a story
Characters are developed in four ways: through
Appearance
Actions
Dialogue
Monologue
EXAMPLE: The Tale of Peter Rabbit
Setting
The location (including weather) and time (time period,
Backdrop settings or
Integral settings.
Dimensions
Location
Weather
Time period
Time both time of day and passage of time
Graphic Organizers
to Use:
Setting Map
Bubble Map to
give elements or
descriptive words
Point of View
The view point from which a story is told
Four points of view
First person through eyes of one character; told using I
EXAMPLE: Shiloh
Theme
The underlying meaning of a story
Embodies general truths about human nature
May be stated explicitly or implicitly
Explicit state openly and clearly
Implicit suggested rather than stated explicitly
EXAMPLES: Sylvester and the Magic Pebble
Charlottes Web
Activity :
Sketch-to-stretch
Story Elements:
Activities to Pull Them All Together
Story Maps
Story Pyramids
Story Genres
3 Broad Categories
Folklore
Fables, fairy tales, myths, legends
EXAMPLE: Cinderella
Fantasies
Make-believe stories, set in imaginary worlds or in
future worlds where characters do impossible things
EXAMPLE: Bunnicula: A Rabbit-Tale of Mystery
Realism
Believable stories
May be contemporary (Hatchet) or historical (Sarah,
Plain and Tall)
Narrative Devices
Comparison
Similes uses like or as
Metaphors stated directly
Tuck Everlasting
Hyperbole exaggeration
The True Story of the Little Pigs, Shrek
Imagery descriptive language to create pictures in readers minds
Skellig
Personification attributing human characteristics to animals or
objects
Teacher directed
Small groups of students who read at the same level or use
similar reading strategies or skills
Scaffolding reading
Stories used should be at students instructional level.
Step-by-Step
Choose a book.
Introduce the book.
Read the book.
Respond to the book.
Teach concepts.
Do independent reading.
Responding to Stories
ELA standards.
Notebook Assignment
Choose one of the books provided in class and, working
INFORMATIONAL TEXT
Nonfiction Books
Provide factual information about a variety of
topics
Use special text-structure patterns
Incorporate reader-friendly features such as
headings, glossaries, and indexes
Design
The design is appealing.
Style
The style reveals the authors curiosity and enthusiasm
EXAMPLE: Flight
collection of photos
See handout.
Look at pp. 500-517 (Reutzel, Ch. 12).
Sequence
All Stations! Distress! April 15, 1912: The Day the Titanic Sank
REMEMBER
Identifying patterns of organization is NOT the
Nonfiction Features
Unique text features that make the text easier to read
and understand.
Table of Contents
Headings and subheadings
Photographs and drawings
Figures, maps, and tables
Margin notes
Highlighted vocabulary words
Glossaries
Review sections
Indexes
http://mediaplayer.pearsoncmg.com/_
blue-top_640x360_ccv2/ab/streaming/myeducationlab/contentareareading/Conten
t_Area_Text_Structure_and_Comprehension_iPad.mp4
From
http://www.literacyleader.com/
sites/litlead.essdack.org/file
s/Text%20Features%20Poster_Awa
g.pdf
Handout
For example:
I DO - MODEL how to use the index to find the page number of
Sources
http://www.readingrockets.org
Eunice Kennedy Shriver National Institute of Child Health and Human Development,
NIH, DHHS. (2001). Put Reading First: The Research Building Blocks for Teaching
Children to Read (N/A). Washington, DC: U.S. Government Printing Office.
Reutzel, D. R., & Cooter, R. B. Jr. (2015). Teaching children to read: The teacher
makes the difference (7th ed.). Boston: Pearson Education, Inc.
Tompkins, G. E. (2013). Language arts: Patterns of practice (8th ed.). Boston: Pearson.
Vacca, R. T., Vacca, J. L., & Mraz, M. A. (2011). Content area reading (10th ed.).
Boston, MA: Allyn and Bacon.
Vacca, J. L., Vacca, R. T., Gove, M. K., Burkey, L. C., Lenhart, L. A., & McKeon, C. A.
(2011). Reading and learning to read (8th ed.). Boston: Pearson Education, Inc.
Zarrillo, J. J. (2011). Ready for Revised RICA (3rd ed.). Boston: Pearson Education,
Inc.