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EML 433 Lecture 8
Strategies for Comprehension
| Question | Answer |
|---|---|
| KWL | What I know, what I want to know, what I learned |
| How does the literacy teaching focus change for older children? (1+6) | Moves from decoding letters and sounds to word building, text structure, fluency & expression, cohesion, genre, comprehension. |
| What do pre-reading questions do? | Allow student and teacher to identify purpose of the reading, estimate time and type of reading needed and relate to authentic practices. |
| Different ............ are needed for different types of texts? | Strategies. |
| What type of teaching is needed for text-based comprehension? | Explicit. |
| Who benefits from explicit instruction? | All learners. |
| What two comprehension strategies are vital for instruction and learning? | Oral and written comprehension. |
| What oral literacy demands does a teacher need? (6) | Active listeners, Repeat instructions in different ways, Open ended q's, Give opportunities for listening and speaking, Wait time, Require talk. |
| Modelling different forms of questions creates ........ for students? | Prompts. |
| What does a teacher do when they think aloud? | Models how answers are constructed. |
| Why does a teacher need to be aware of the level of their questioning? | To identify the language and cognitive demands of the questions. |
| What are the 5 steps in Tompkins unit of work planning framework? (5) | Pre-reading; reading; responding; exploring; applying. |
| What does the reader-responce framework enable? | Strategies to be organised across a longer time period. |
| What should a unit of work be based upon? | A central text or theme. |
| What is a unit plan? | A number of linked lessons that give focused instruction on reading skills or strategies in a modelled/shared, guided lesson. |
| How long does a unit of work last? | Possibly a week. |
| What is the difference between Winch's 4 cues and Clay's 3 cues? | Winch initially separates visual/graphic and phonic cues however later they are referred to as strategies for 3 cues, in line with Clay's terms. |
| What is the difference between visual cues and visual literacy? | Clay's visual RR cues mean graphophonic cues however when talking about multimodal texts visual means pictures and illustrations. |
| Which approach to teaching literacy is most effective? | Research does not indicate that any one method is better however there must be a balanced approach to literacy. (Winch) |
| What are guided reading groups? | Flexible groups of children that change over time as their needs change. |
| How many students should be in a guided reading group? | 4-5. |
| What should be embedded into a rotating literacy groups? (4) | Instructional reading with the teacher, independent reading, small group reading with peers, reading activities group and individual. |
| What reading strategy should not be used in guided reading groups and why? | Reading around the circle, it does not promote active reading from all students and does not engage them in problem solving. |
| What are the 6 steps in the guided reading process? | 1) Select appropriate text 2) Prior knowledge 3) Read-prompting with cues 4) Review/retell 5) Follow up activities 6) Note assessment data. |
| Why should questions be posed before reading a guided text? | Prompt the use of reading skills. |
| What do basic skills or standardised tests such as NAPLAN or ELLA rely on to assess children's achievement? | Comprehension questions at different levels. |
| How many different levels of comprehension are there? | Three. |
| Why do comprehension skills need to be taught? | To teach children to participate in and use text at different levels. |
| What does comprehension demand on? | What you bring to the text (prior experience and knowledge). |
| What do the different levels of comprehension require? | Different cognitive processing. |
| What are the three levels of comprehension questions? | Literal, inferential and analytical (or applied). |
| What is a literal question? | Where the actual words on the page answer the question. |
| What is an inferential question? | Where the reader has to infer the meaning by making connections between elements of the text and prior knowledge. |
| Level two questions requires reading ........ the lines. | Between. |
| What is a level 3 question require? (2) | Requires the reader to apply the meaning or purpose of a text to a wider context and make judgements |
| What are the three names for a level 3 question? | Analytical, applied or evaluative. |
| Referring to the story of goldilocks- what sort of question is this..."How many bears are there?" | Literal. |
| Referring to the story of goldilocks- what sort of question is this..."Why is baby bear's bed 'just right'?" | Because baby bear and goldilocks are the same size. |
| Referring to the story of goldilocks- what sort of question is this..."Did the three bear have a right to scare goldilocks our of their house?" | Analytical. |
| How do you identify a literal question? | Can you underline the answer in the text. |
| How do you identify an inferential question? | Do students infer meaning by linking information from different parts of the text, other texts, the context and their prior knowledge? |
| How do you identify an applied or analytical question? | Do students have to interpret meaning by making judgements and evaluation? |
| Why are comprehension questions in tests (especially level 2 & 3) problematic? | They assume children have similar prior knowledge to draw on to come up with the same answers as the examiners. |
| What are some strategies to promote comprehension? (6) | Cut up text or pictures for sequencing, matching text and pictures, story maps, readers' theatre, dramatise the text, graphic organiser. |
| What are some types of graphic organisers. (8) | Time/series line, T chart, 3 T Chart, Venn diagram, Cross classification, Tri Venn, Spider Gram, Tree Diagram. |
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Katellord
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