Comprehension in Young Readers

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Comprehension in Young Readers
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Concepts about books

• Making Big Books for Children activity

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Comprehension

• The __________ _________ fresh ideas for action
  and __________ new __________ that will help the
  ________ _________ and the ____________ meet the
  challenge of ________ adult and _________
  ______________ worldwide.

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Comprehension

• The conference provided fresh ideas for action
  and generated new partnerships that will help the
  literacy community and the association meet the
  challenge of promoting adult and adolescent
  literacy worldwide.

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Comprehension

• What effects comprehension?

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Comprehension

• Major goal of reading instruction. An active
  process
• Good comprehenders read materials from the
  beginning to end, and also jump around looking
  for information that might help with
  clarification.
• Good comprehenders slow down their reading when
  they come to information that Is relevant to what
  they want to remember.
• Good comprehenders anticipate the content of the
  text based on prior knowledge about the topic.
• Good comprehenders reflect on ideas in the text
  by creating summaries about what they have read.
• Good comprehenders refer to the text about
  important information to clarify issues.

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Comprehension

• As teachers we must access background knowledge
  our children have.
• We must match stories to the interest of the
  children.
• Look at the content
• What is required to understand the text
• How interesting is the topic
• What vocabulary is introduced
• How long is the section

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Comprehension

• Strategies
• Connecting background knowledge
• Predicting what will happen and revising
  predictions
• Making mental pictures
• Self-monitoring and self-correction
• Rereading, using pictures, and asking for help
• Determining important ideas
• Drawing conclusions and making inferences
• Deciding what you think
• Comparing and contrasting with what you already
  know
• Summarizing what has been read

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Comprehension

• What worksheet teaches these things?
• Reading and Comprehending requires doing.

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Comprehension

• WE MUST DECIDE WHICH STRATEGIES TO USE IN ORDER
  TO HELP STUDENTS BECOME STRATEGIC READERS!!!!

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Connections

• We must help them make connections.
• Text to text
• Text to self
• Text to world

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Opportunities

• We must give the time to
• Talk
• Select books
• Cooperate and collaborate
• Take responsibility

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Strategies that promote comprehension

• Pretend reading
• DLTA- Direct Listening and Thinking Activity
• DRTA- Direct Reading and Thinking Activity
• Modeling-
• Henkes, K. (2000). Wemberly Worried. New York
  Scholastic.

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Youre turn

• Choose a book. Come up with a DLTA activity you
  will present to you groups.

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Other Strategies

• KWL with informational texts.
• Anticipation Guides
• QAR- Question answer relationships
• Literal questions/right there
• Inferential questions/between the lines
• Critical questions/the author and you
• Evaluative Questions/on your own

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Readers Theatre

• Develop and act out a readers theatre.

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Strategies

• Repeated Readings
• Story retellings
• Webbing and mapping

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Strategies

• Ophrah Winfrey strategy
• Character development
• You try-
• Choose a story such as the 3 little pigs
• One person be Oprah and the others be characters.
• What questions could you ask?
• How does this help with comprehension?

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Think-Alouds

• A lot of young children are not ready to think in
  their head
• Think Aloud

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Informational Text

• Graphic organizers

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Sum it Up

• Write a song to a familiar tune that would sum up
  the importance of comprehension.