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
In today’s world of education, there are many theories and best practices put into effect each and every day. While there are many instructional strategies used today, some prove to be more effective than others. This lesson is designed to use the instructional strategy of modeling. In hopes of providing explicit examples of how to comprehend texts, the teacher seeks to improve the students’ reading fluency as well as their ability to comprehend grade level texts.
The Common Core State Standards place importance on the ability for students to understand and analyze key ideas in text. Students who have reading fluency are able to read text at a steady rate, summarize supporting details, and analyze different points of view. To assess a student’s fluency rate, teachers can measure WCPM, the words read correctly per minute in 2-3 grade-level passages. To assess reading comprehension, teachers can ask students to read and summarize short passages, then rate the student’s summary of the events and characters on a 7-point scale.
We want to create knowledge depth in students. To do this we need to have students engaging in close readings of complex texts. Moreover, our lessons need to teach students how to approach text analysis, as opposed to using question and answer drills or practice tests as test preparation.
Students' comprehension of the text will be the dependent variable in this study. Comprehension will be measured using the student responses to the story questions. The questions and answers are coming from Benchmark Literacy. In this study, the students will not be given the opportunity to look back in the text to respond to any questions.
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.
In doing my research on how to improve a student’s comprehension, and fluency skills. I noticed that my searches at times were less accurate than other articles that I looked up on the computer based system. I noticed when I was searching, for scholarly articles there was more accurate data about my study. In the google search, it gave me at times limited information about my findings. However, computer systems benefited me to get enough information on my study. In the article, Differentiated Instruction for Reading. This article was about how a teacher uses different strategies to improve her students reading fluency. This is such an important aspect for teachers to understand that each student learns differently.
What do students need in order to be successful with reading and comprehending content area texts? In other words, what factors can promote (or limit) students’ comprehension of content area texts?
The fourth grade group of literacy learners I worked with was intermediate readers and writers and yet their individual skill sets varied in some degree. This became evident during the rereads of a close reading lesson. The lesson consisted of two different passages pertaining to the topic of hurricanes. However, the lesson was revised by day two to include the second passage. This decision was based on one of the factors of text complexity involving text structure. Students were able to compare and contrast the passages, determine the point of views, and synthesize information involving a hurricane survivor. Choosing a complex text became the most difficult part of the lesson being my first lesson on the topic. I followed the International Reading Association (IRA) and National Council for Teachers of English (NCTE) (2014d) guide for choosing complex text, which stated text, is complex if it is higher than the students’ independent reading level and if the text
I wouldn’t say that I am a good writer, and I really don’t like to read books either. Through my years in school I became literate in these two categories. I was and still am not interested in writing, or reading books in my spare time. The only writing I have ever done is for school. Writing just does not interest me, and the only reading I do out of class is reading about sports in magazines, or reading the news, or looking at web pages. I have only read a couple of books on my own, 95% of all the books I have read have been for school. The reason for not writing out of class is probably attributed to the fact that I am a very impatient person, and I have a short attention span. I have no interest in writing and reading so when
That being said, comprehension is not just understanding the singular words that are being read, but being able to put them together, along with activating previous knowledge, make sense and develop meaning to the text. Essentially, when a reader is immersed and engaged in text, they are actively developing meaning to the text while formulating questions that may later be answered by the text itself.
In today's education, students are expected to read and understand complex texts, read higher level informational texts, expand their academic vocabulary and communicate their reading and learning abilities through writing, to meet the Common Core Standards (Buehl, 2014). By using this annotation web tools, students can build and develop essential literacy skills that will help them build sophisticated vocabulary, comprehend complex text, and understand important
Throughout my childhood I loved to read and write so when my teachers would mention writing assignments I would get excited because I had the mentality of always writing something new and interesting. During elementary school I was a smart straight A student and my teachers loved me because they were amazed of my reading and writing skills. And the reason to always being on top of my reading and writing skills was because of my parents they had always influenced me to push myself and exceed. They wanted me to pursue the goals I had because they saw my passion for reading books and for school.
Reading and writing are both important; you can’t have one without the other. They are skills that are increased constantly due to little things that most times are not noticed. Whether it is from a book to a poem, there will always be a way that it helps out your school performance. Reading and writing in general only helps absorb information, and enhance leisure or school related writing tasks. It has also made life itself so much easier because reading and writing are so beneficial for school and for life. How much you read and write today, will somehow affect your future job, family, position, or even your salary.