Comprehension And Responding For Literature

In chapter five, by Cris Tovani, “Why Am I Reading This” explains how educators need to establish a clear reading instructional plan. In order to accomplish understanding students need to concentrate on main ideas from the readings. Tovani explains that it is vital for teachers to model how students should hold their thinking or slow down their reading. Throughout the chapters she gives examples as question strategies, highlighting text, or summarizing key points. As this will benefit students in their reading assignment. Tovani also explains throughout the chapter that teachers should model thinking aloud. This strategy will benefit students on how to negotiate difficult text.

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

The read-aloud was a much different experience than what I was expecting and it did not go as smoothly as I anticipated. One issue of the read-aloud was that my student was very withdrawn during the entire read-aloud because he didn’t recognize me. So whenever I asked him questions about the book he only answered by shaking his head yes or no. Moreover, he had a flat affect and this caused difficulty whenever I was gauging whether or not he was enjoying the book. While I don’t think the student enjoyed the book as much as I thought he would, he did try to peek at the next page during an exciting part. I think that I would have had better outcomes if I changed the book and increased the amount of rapport between me and the student.

aims to provide a well-balanced approach of reading a text and responding to comprehension questions to give a retelling of events.

Within their table groups which had been set up deliberately by the teacher to get children with similar reading levels together, the children had to explore different features of the book. One group would work on questions they wanted to ask the characters, another would take in turns to read the book and highlight words they did not understand or had trouble reading. Tennant (2014: 165) tells us that the text used during guided reading should be challenging but the children should still be capable of decoding it. I observed this to be true during my school placement because the children were able to show a wide understanding of what was happening within the book however when they were asked questions about how the character was feeling or what they think would happen next, they took a bit more time to try and get an understanding of this. Tennant (2016) states that “the teacher’s task is to deepen the reader’s understanding of the text by initially ascertaining what sense the reader has made of the text just after having read it”. Tennant’s statement can be evaluated as useful for teaching a good level of guided reading because teachers have to broaden the children’s knowledge of the text. My own observations seemed to be a success because each group was paired with an adult and each adult was drawing out information from pupils by asking questions that got them thinking. Not only were they getting an idea of what children already knew about the text but they

The book itself contained many questions for students to respond to. In addition to these questions found in the book, I asked students questions to activate and assess their prior knowledge. Some of the questions that are found in the book include “are you ready?” “what do you think will happen?” and “can you remember that?” These questions make it easy for the teacher because the text already includes questions that engage the students. Unlike my prior experience with this book being read aloud, I believe that student engagement and interaction is vital during any read aloud with younger students. The students will interact with the text by taking turns and doing what the text prompts them to do. All the students were very eager to respond to the questions and interact with the text.

* Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660), (ACARA, 2012). Learning to read is essentially learning to decode and understand the words/language written in the story and to construct meanings from those words (literacy) (Nicole & Roberts, 1993). The more language the children (and adults) hear and read the more developed their vocabulary will become (Snow, Burns & Griffin, 1998, Nicole & Roberts, 1993, Anderson et al, 1985). Reading fluency is enhanced with an enlarged

“The more you read, the more things you know. The more that you learn, the more places you’ll go” –Dr. Seuss. Dr.Seuss could not be any more right. It is often said that once you find the right book, you could go anywhere. Literacy is one of the most important things that a child could ever learn. In order to succeed in society today, one must be able to read, write, speak and even listen. There has been great debate over the different approaches when it comes to teaching children how to read. This essay will go more in depth on both approaches, how the writer learned how to read, how the writer will teach their students how to read.

Read-aloud’s can help teachers introduce many helpful skills and strategies that students can develop to help them become more effective readers and writers. As an effective teacher, I want to develop my questioning skills so my students and I are able to get the most out of a read-aloud lesson. With my help, I want my students to make connections between lessons, books and the real-world. It is very important for students to develop critical thinking, listening skills and an appreciation for reading at the same time. Most importantly, I want my students to gain an understanding of how reading should sound like.

Reading is an effective form of communication. Kristin on my left and Connor on my right, my cousins sit next to me as a pull out their favorite book. I can see the excitement on their faces as I begin to read the book If You Give a Pig a Party, “she is going to ask you for some balloons.” Reading to children helps them develop their own reading skills and it helps me to teach reading

Having the teacher read the text aloud first provides an opportunity for the teacher to model fluent reading for the student. Reading aloud also provides an opportunity to demonstrate strategies for decoding words and meanings. Discussing the book and asking open-ended questions promotes critical thinking. The student can apply what is being read from the book into what she already knows in real life. She will make the connection and gain a better understanding of the

For the second interactive read aloud, teachers should read the book for a second time

Our group chose to research reading comprehension development and how to teach our young readers how to gain knowledge from text. We have observed our students relying on their background knowledge rather than acquiring meaning from the text. We would like to learn more about the resources that are available to help our students develop comprehension strategies.

80). Comprehension is about having the ability to interpret, analyse and respond to texts and due to technology advancement literacy, literature and language has widened our need to comprehend more than ever before, so much so that it has opened up a need to rethink about the learning needs required in the 21st century for reading, viewing, responding to and producing multimodal and digital texts (Walsh, 2010).

Reading comprehension at a knowledge level is a complex task. Reading comprehension instruction that attempts to move students beyond the knowledge level to a place of true understanding is daunting at best and not something that can be left to guess work. A review of current literature in