Guiding Comprehension: Teaching for Meaning 3 C.pdf · Determining importance...

Guiding Comprehension: Teaching for Meaning 3

The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013

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Comprehension Strategies

inferring

connecting

skimming

creating images

comparing

determining importance

summarising

self questioningpredicting

synthesising

scanning


3 Levels of Comprehension

Creating imagesSkimming/scanning

Consulting a referenceSelf questioning

SynthesisingDetermining importance

Paraphrasing/summarisingSelf questioning

ConnectingComparing

InferringPredicting

LITERAL

INFERENTIAL

EVALUATIVE


http://www.youtube.com/watch?v=vJG698U2vo

http://www.youtube.com/watch?v=vJG698U2Mvo


What do good readers do?


Synthesising symbol


Synthesising

• Synthesizing is the most complex of the comprehension strategies

• Teaches reader to stop every so often and think about what they have read

• Each additional piece of information enhances readers understanding and allows better construction of meaning

• Synthesising is the “glue” that holds all strategies together


Gradual Release of Responsibility Role of the Teacher

Deg

ree

of

con

tro

l

Role of the Student

ModellingThe teacher demonstrates and explains the reading strategy being introduced. This is achieved by thinking aloud the mental processes used when using the strategy

The students participate by actively attending to the demonstrations.

SharingThe teacher continues to demonstrate the use of the strategy with a range of texts inviting students to contribute ideas and information.

Students contribute ideas and begin to practise the use of the strategy in whole-class situations.

GuidingThe teacher provides scaffolds for students to use the strategy. Teacher provides feedback.

Students work with help from the teacher and peers to practise the use of the strategy using a variety of texts.

ApplyingThe teacher offers support and encouragement as necessary.

The students work independently to apply the strategy in context across the curriculum.


Strategies in Action

Whole class approach

(Modelling & Shared)

Book Discussion Group

(Guided & Applying)


Predicting

• I think this story is about……

• I predict that ……

Creating Images

• When I read this I can see I can smell, hear, taste, touch………

Determining Importance

• The main points are………

Inferring

• I think that ……… he is thinking this because ……


• Synthesising is like piecing together all the pieces of a Jigsaw. On their own each piece will only give you a little insight. You need all the pieces/strategies together to fully understand the story

• We need to stop and think – to give our brains time to sort all the information we have gathered by using our strategies.

• Synthesis is the glue that holds all the strategies together

Bringing it all together!



Variables of Comprehension

© PDST, 2010

14

Prior Knowledge

Word Identification

Skills

Reading Fluency

Vocabulary Development

Motivation

Decoding Skills Personal

Engagement

Comprehension Strategies



Gill’s Questions• What do my students know

about this topic?• What specific terms or

concepts do they needs to understand before they can understand this passage?

• How can I get my students interested in this topic?

• What purpose can I provide for the reading?

• What activities will help my students engage in this text?

• How can I help my students understand the vocabulary and concepts in the text?

• Do parts of this text allow for purposeful repeated readings?

• Are there words that lend themselves to being decoded?

• Is there potential for teaching word identification strategies in this text?

• What strategies do my students need to learn?

• What strategies can I demonstrate with this particular text?

© PDST, 201015

Sample Lesson Plan Involving Several Variables!


School Self-Evaluation

What Why

How Who


SCOT Analysis: Comprehension

1.Variety of reading

2.Some staff - CPD in Comprehension

3.Standardised test results

1.Multiple copies of Books unavailable in school

2.Parental engagement

3.They preformed least well in the comprehension section of the standardised test.

1.Harness expertise on staff.

2.Develop a core group of parents.

1.Whole school commitment to this?

2.Finances?

3.Shared understanding of what comprehension actually is?

STRENGTHS

THREATS

CONCERNS

OPPORTUNITIES


Planning-whole school approach

• 2 strategies per term? 2 year cyclical plan

• What resources are needed?

• Display strategies in classes

• Use GRR model across whole school

• Discuss use of texts and integration opportunities and

put them into planning (increased time circular

056/2011)


Shared Reading

BedTime Story Night

CAPER

Reading Partners

Peer Tutoring

Building Bridges of Understanding

Story Sacks

Reader’s Theatre

Guided Reading

Kid’s Talk

Literacy Lift Off

One Book, One Community

Whole School Reading Initiatives

https://sites.google.com/a/pdst.

ie/pdst/

https://sites.google.com/a/pdst.ie/pdst/


Everything you need!


Míle Buíochas!

• Questions

• Participant booklet (by email)

• Evaluation forms

• www.pdst.ie

• Advisor details here

http://www.pdst.ie/

Guiding Comprehension: Teaching for Meaning 3 C.pdf · Determining importance...

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