Reflection On Teaching Comprehension

This has deepened my understanding of the big 5 concepts of literacy (phonemic awareness, phonics, vocabulary, fluency, and comprehension) through understanding what criteria can be used to determinate what is effective developmental for a reader and what needs improvement. The Informal Reading Inventory is one example of this because it allows me to assess word recognition, oral and silent reading, comprehension, and literacy capacity. All of which is valuable information which I can then use as a reading teacher to determine further instructional moves. While I have yet to have a place to fully put these assessment techniques into my full practice as a first year teacher. Learning about how to properly assess these components has better equipped me to think about my students' literacy abilities and further strategize my instructional planning to meet the diversity of their literacy

The educator will assess the words mastered through the students writing and reading them aloud. As the students focus on writing and saying the words this can help them remember and retain the words. A list of words will be provided to the students to read correctly in one minute. As the students read the words the educator will record how many words were read in a minute. The Fluency assessment will be completed throughout the year to help guide instruction and increase reading fluency.

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 essential literacy strategy goes along with the standards and learning objectives by using context clues to help the student figure out unknown or unfamiliar words. Students will build reading comprehension skills by using context clues for figuring out unknown or unfamiliar words while they are reading. Then the students will perform the strategies individually. The related skills address the use of prior knowledge of synonyms and antonyms during the hook and transition portion of the lesson. The reading and writing connections go along with the learning objectives, because the students will read their assigned book and picking out words they do not understand. The students will have to write the sentence with the unknown word in it, and use context clues to figure out the definition of the unknown word. The central focus for this unit of study is for the students to use context clues to better their comprehension of what they have read in their assigned books. The students will be able to use context clues within sentences to determine the meaning of unknown or unfamiliar words. These lessons deal with comprehending text by using context clues to help figure out unknown words. The lessons build off each other by adding more detail to learning about context clues. As the lessons progress the students will be more independent when using context clues. The first lesson is learning about what context clues are. The second lesson will focus on using context clues to figure

1. This document teaches students how to read the word by introducing lots of vocabulary and

This type of intervention will be used because having students simply look up definitions in a dictionary for unknown words doesn’t typically result in a transfer of word knowledge to reading comprehension tasks. First, the clinician will select a list of words from a curricular topic and other words that are new but don’t fit with the topic, and present the words to Chloe in oral and written form. Chloe will be encouraged to engage in “exclusive brainstorming” in which she discusses the words and decides which words go with their topic for the day and which don’t. A chart can be used for Chloe to mark, “can define,” “have seen/heard,” or “beats me!” about each individual word. The clinician will then provide a description, explanation, or example of the new terms to relate the word to curricular topics. Chloe will then be asked to restate the description, explanation, or example of each term in her own words, by connecting it to her experiences or knowledge. Chloe will be instructed to create a picture, pictograph, or symbolic representation of the term as well as, including the word, definition, and picture. She will keep each term in a vocabulary notebook for future reference and be encouraged to use the new words in verbal story-telling and writing (Blachowicz, 1986) (Marzano,

This final part of the K-W-L activity gives students a chance to ask questions about concepts or words that they didn’t grasp through the activities. If students have unanswered questions or new questions, the class will have a discussion. This allows students to self-monitor their work to ensure its completion (Ogle, 1989). Students should ensure all their questions from “what I Want to know” have been satisfactorily answered, and that they have filled out as many new or interesting facts as they can in the “what I Learnt” column. Recaps and summaries of lessons are useful as students reiterates what they have just learnt, reinforcing the acquired knowledge. It also allows the teacher to check that all students understand the text. EAL/D and low literacy students are also encouraged to copy the formulated answers from their margin questions directly into the Learned column. Answers from the margin questions activity may overlap with questions students created for the Know column. By completing this activity, students will have an easily accessible worksheet containing all of the information learnt from this class. Both activities (Appendix C and D) give the students an opportunity to express their prior and learnt knowledge in various modes of communication. The range of literacy activities provided to the

As she improves on reading fluency, she is likely to improve in reading comprehension but additional practice is necessary to help build on comprehension skills. After each fluency exercise, she will be asked several comprehension questions about the passage. Ashley will also be asked to use the words missed in a

Student survey responses corresponded with the most expressed concerns of teachers. Of the 45 students surveyed (proficient and deficient learners in reading comprehension), all expressed that the vocabulary within a text is difficult and makes it hard to comprehend a reading. Furthermore, 73% of students said that language (the language used in the text and the format of a text) in historical or English readings were confusing. Finally, 86% of students said that most of what they read in class was boring and they found very little interest in the reading.

In addition to the vocabulary in their readings, students have been expected to learn twenty-five new vocabulary words per week. The focus is not on rote memorization of definitions; students must know synonyms, antonyms, and especially how to use vocabulary words in the context of the entire sentence. They study how to choose the right word for their purpose (diction) and analyze the subtleties of language.

Reading comprehension: students will complete various comprehension questions in class and will bring individual questions to class.

SPED students need a variety of methods to master the content (Sanzo, Clayton, & Sherman, 2011). Olgesby’s strategy for teaching vocabulary is to differentiate instruction. After a pre-test is given, she uses the textbook on-line support tools for English language learners (ELL) to assist with pronunciation of the words. It also

Students having hard times in comprehending the thought of the text and what the author implies. It seems to be reading by words but not reading between the lines. It is important to know how comprehension plays an integral part in a manner of thinking and conceptualizing facts and ideas from the

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.

The situation for other experimental group was as the same a first group but with this difference that they learned discourse markers by using input elaboration technique which is one major type of modification that the complexity of the text and words remains but the input became more comprehensible for students. Therefore, for target items the appropriate synonyms, definitions or any other explanation was provided. As it was mentioned earlier after teaching reading comprehension students had to write down the appropriate discourse marker which was suitable for the context again student’s errors was corrected by the researcher. So, both experimental groups received feedbacks. Each sessions students reading comprehension texts was conducted and scored and handed over to them. This type of