Comprehension

Column 1

100

~high quality mini-lesson or read aloud with think-aloud strategies

~independent/partner practice with taught comprehension skills

~conferring with the teacher

~sharing learning 

Components of a Reader's Workshop

200

Comprehension during comprehensive literacy instruction is seen as?

An interactive process

300

Factors teachers/coaches in a classroom consider conducive to thinking and comprehending

Knowledge

Think Time

Praise

400

Not an essential strategy for comprehending

~Tuning in to prior knowledge 

~Asking and Answering questions

~Visualizing 

~Focusing on memorization

Focusing on memorization

Column 2

100

During this students are faced with a new language and are not speaking but are developing receptive language skills

Silent Period

200

The construction of meaning and the ultimate goal of exemplary, comprehensive reading instruction

Comprehension

300

The background of expectations, knowledge, attitudes, feelings, and predictions an individual may hold about a topic

Schema

400

Type of upper level workshop that includes a fishbowl and outer circle of students leading discussions and engaging active listening skills to make brief comments or ask questions 

Socratic Seminars

Column 3

100

Helps students enhance their comprehension by helping them answer a range of questions and understand each question's relationship to the text

Question-Answer Relationship 

200

Form of paired oral reading that reinforces the important comprehension strategies of summarizing and questioning

Dyad Reading 

300

Helps students make their past experiences an integral part of reading, can enhance comprehension for a wide range of learners

Experience-Text Relationships

400

Question generating activity that involves demonstrations of how the students can monitor their reading comprehension, observe their thinking process while reading, and determine when they are successfully comprehending

Reciprocal Teaching 

Column 4

100

Explicitly teaching and modeling reading strategies

applying "fix-it" strategies when meaning break downs

Using story grammar to comprehend a narrative text

Using visual story maps

Strategies for teaching reading comprehension to students with special needs

200

~Creating an environment of respect and rapport

~ reinforcing a culture of learning

~holding students accountable for staying on task during independent reading

Purposes of Sharing 

300

~Use formative assessments

~Notice students' reading strengths

~Notice students' reading behaviors

~Set goals for reading 

~Determine next steps for reading 

Purposes of one-on-one reading conferences

400

~Teach phonics skills in English

~Preview key vocabulary by using "picture walks"

~Use gestures and body language 

~Create a bilingual dictionary 

~Use high frequency vocabulary

Ways to improve comprehension for English Language Learners