Comprehension+ Section+OF+ Sensational+SIX+ Journal PDF

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Question answered about an assignment the professor give about the topic: Comprehension...

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Ana V. Torres RED 3313 November 28th, 2018 QUESTIONS FOR COMPREHENSION SECTION OF SENSATIONAL SIX JOURNAL 1. Define reading comprehension Reading comprehension is the ability to read text, process it, and understand its meaning. 2. How are oral langage development, phonological awareness, phonics, fluency, vocabulary, and comprehension interrelated? Comprehension interrelated with oral language development, phonological awareness, phonics, fluency and vocabulary because in order to be able to accurately understand written material, students need to be able to decode what they read, make connections between what they read and what they already know and think deeply about what they have read. Also, one big part of comprehension is knowing the meanings of enough words; in other words, have an enriched vocabulary. 3. Make a chart that lists and explains the 4 elements of narrative texts. Elements

Plot

of

Narrative texts

Very simple stories can usually be explained using the Beginning Middle - End story structure. Where the story happens or the background information the reader needs to understand the story.

Settings

Characters

Using a character map/web can help students understand how to use what is written and background knowledge to construct a "picture" of each character. Creating character maps fairly early in a story may help students make informed predictions, which in turn, engages them in the story as they read to confirm or refute their predictions.

Theme

Can be expressed as a lesson or an observation that is generalized beyond the specifics of the story plot. For example, fairy tales usually have the theme that everything works out fine - "happily ever after."

4. Find and describe 1 teaching strategy in your book that you could use in the classroom to teach a reading comprehension lesson for narrative text (fiction)? A lesson model to teach a reading comprehension for narrative text is recognizing story srtucture. This teaching strategy will make the students to have the ability to ask and answer questions about story structure elements. Ability to fill in a story map. Ability to identify the theme of a story and the ability to apply a story’s theme to real life. First, teachers have to give direct explenation of the story map. Explain that using story map when reading stories will help them to focus on story elements and to understand and remember the story better. Also, explain each of the story element ( setting, characters, plot, problem, sequence of eventd, outcome, and theme). For example, for setting teacher could say: “This box is where you prin the story setting. The setting of a story is where or when the story takes place.” Do the same for each element of the narrative text. Second, introduce the story that the students are going to read. Third, after reading provide them story structure questions chart. Teel them that they are going to learn how to use it to guide them in filling out the correspoding boxes on the story map. For the chart the questios could be “what is the problem the character faces? What does the character want to do?” Those are examples to identify the problem of the story. Fourth, the story maps will be filled in, except for the theme. Have students work individually or in pairs to develop an oral retelling of the story, using their completed

story maps. Fifth, provide the students the following theme identification question: (1) Was the outcome of the sotry good or bad? Explain why. (2) What lesson does the main character leanr? (3) what lesson did you learn from the story? Last, after students identify the theme, have them transfer and apply the generalized theme to other stories and to real-life experiences. Explain to students that thinking about how the theme applies to other situation can help them better understand and remember the theme.

5. Make a chart that lists and explains the 5 different text structures for informational text.

Text Structures

Description

for informational text

To tell about something. Signal Words: for instance, for example, it looks like, it has…

To show events or procedures in time order Sequence Signal Words: first, next, last, before, after…

To show how two or more things are alike and different Compare&Contrast Signal Words: both, also, similar, different, however…

To show what happened and why Cause& Effect Signal Words: because, reason, due to…

To tell about a problem and show a solution Problem Solution

Signal Words: problem, solution, solve, dilemma…

6. Find and describe 1 teaching strategy in your book that you could use in the classroom to teach a reading comprehesnion lesson for informational text (nonfiction)? CRS (Collaborative Strategic Reading) is a teaching strategy that combines two instructional approaches: comprehension strategies and cooperative learning. In this lesson model, sample text is used to represent a selection at the student’s independent reading level. The same model can be adapted and applied to enhance comprehension for informational text in any commercial reading or content-area program as long as the text is an appropriate level. Tell students that collaborative means “working together” and that strategic reading is a. “plan or strategy for understanding and remembering what they read.” Also, explain that CRS has four main strategies to help them understand what they read: Preview, Click and Clunk, Get the Gist, and Wrap Up. Point out that preview is used before reading, Wrap Up is used after reading, and Click and Clunk and Get the Gist are used many times during reading. Next, give them a copy of the text you are going to explain and do it all together before they can work on their own. First, tell them that preview has three steps: scanning the text, brainstorming what you already know about the topic, and predicting what you will learn. Emphasizes to the students that informational text often has graphics features such as titles, headings, maps, illustrations, captions, boldface text, italic text, and sidebars. Second, remind students that when they are reading should actively monitor

their comprehension by noticing what they do not understand, and they do. Then using appropriate fix-up strategies to resolve problems or confusion. Third, let the students know that excellent reader can identify the most critical ideas in what they are reading. They can shrink the information in a paragraph into a main-idea statement that tells the most important concept. Fourth, the last step after reading is that they will wrap up. Tell them that wrap up has two parts: asking and answering questions and reviewing what they have learned. After doing all the steps with them give them a new story and ask them to do all the steps by themselves. 7. What are the Florida Standards for reading comprehension (CPALMS)? LAFS.K12. R.4.10: Read and comprehend complex literary and informational texts independently and proficiently. LAFS.K.RL.4.10: Actively engage in group reading activities with purpose and understanding. LAFS.K.RL.1.3: With prompting and support, identify characters, settings, and major events in a story. LAFS.K.RI.1.3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text....