The BIG FIVE Components of Reading Comprehension

The BIG FIVEComponents of Reading

Comprehension

The Big 5 Components of Reading

Comprehension

PhonicsVocabulary

Objectives You will learn:

– the strategies and skills good readers use to comprehend

– the importance of teaching comprehension strategies and skills in every subject area

– how to support students in reading informational texts through THIEVES and knowledge of text structure

VocabularyComprehension strategiesComprehension skillsTHIEVESGradual release of responsibilityText typeSchema

Common Core Anchor Standards for Reading

Read to gain literary and cultural knowledge and familiarity with text structures (literary texts)

Read to build knowledge and background to be better readers (informational texts)

Structure curriculum to develop rich content knowledge within and across grades

ReadingA skilled reader rapidly and accurately

decodes the words, attaches the meaning to words and sentences, connects text information to relevant background knowledge, maintains a mental representation of what he or she has already read, forms hypotheses about upcoming information and makes decisions based on his or her purpose for reading – all at the same time.

Carlisle and Rice 2002

ComprehensionOld WayStudents read.Teacher asks questions about what they read.New WayAfter preparation for a story, students read

with decreasing support from the teacher.As students read, the teacher models reading

strategies (thinks aloud as a reader) with gradual release of responsibility.

Big Changes K-5K 1 2 3-5

Phonemic Awareness

Phonics

Fluency

Vocabulary

Comprehension

Letter and sound combinationsMultisyllables

Listening Reading

ListeningReading

Before ReadingBuild Background Knowledge

Background knowledge (schema)– Experiences (real or vicariously)– Vocabulary

Informational Texts: KWL Literary Texts:

– Browsing (Clues, Wonderings, Problems)

– Predict O Gram

Before ReadingPredictions

Students need a purpose to read

– Literary texts: What might happen?

– Informational texts: What might I learn?

Before Reading: Building Schema for Informational

Texts: THIEVES T – Title H – Headings I – Introductory Material E – Every 1st sentence in each paragraph V – Visuals and Vocabulary E – End Questions S – Summary

Before Reading: Building Schema: Use of Text

TypesIdentifying Text Type

The Importance of Knowledge of Text Types to Building Background

(Schema)

What is the Text Type? What is the text type? How do you know? What is the vocabulary you expect to see?

Frozen Peach Shortcake SquaresIngredients1 (8 ounce) tub COOL WHIP Whipped Topping, thawed 1 pint vanilla ice cream, softened 1 pkg. (4 serving size) JELL-O Brand Peach Flavor Gelatin (unprepared) 4 cups pound cake cubes 1/4 cup raspberry preserves 12 small peach slices 12 raspberriesDirectionsStir whipped topping, ice cream and dry gelatin in large bowl until well blended. Stir in cake cubes. Spoon into 8-inch square pan. Freeze 3 hours or until firm. Drizzle with raspberry preserves. Cut into squares. Top each square with 1 peach slice and 1 raspberry. Store leftover dessert in freezer.


The Blind Men and the ElephantCharacters:Boy Blind man 4Blind man 1 Blind man 5Blind man 2 Blind man 6Blind man 3 GuideSetting: Somewhere in Asia where an elephant is passing by.

Boy: (enters stage running and yelling). An elephant! Everybody, come see it, it's coming, it's coming. Everybody come out, come and see the elephant… An elephant!(the blind men enter stage walking slowly with their cranes).Blind man 1: I don't know how an elephant looks like.Blind man 2: Me neither. Blind man 3: Me neither.


Dinosaurs Survived Mass Extinction by 700,000 Years, Fossil Find Suggests

University of Alberta researchers determined that a fossilized dinosaur bone found in New Mexico confounds the long established paradigm that the age of dinosaurs ended between 65.5 and 66 million years ago.

The U of A team, led by Larry Heaman from the Department of Earth and Atmospheric Sciences, determined the femur bone of a hadrosaur as being only 64.8 million years old. That means this particular plant eater was alive about 700,000 years after the mass extinction event many paleontologists believe wiped all non-avian dinosaurs off the face of earth, forever.


The Ant and the Grasshopper

In a field one summer's day a Grasshopper was hopping about, chirping and singing to its heart's content. An Ant passed by, bearing along with great toil an ear of corn he was taking to the nest. "Why not come and chat with me," said the Grasshopper, "instead of toiling and moiling in that way?" "I am helping to lay up food for the winter," said the Ant, "and recommend you to do the same." "Why bother about winter?" said the Grasshopper; we have got plenty of food at present." But the Ant went on its way and continued its toil. When the winter came the Grasshopper had no food and found itself dying of hunger, while it saw the ants distributing every day corn and grain from the stores they had collected in the summer. Then the Grasshopper knew:

It is best to prepare for the days of necessity.


McCain, Franklin (Franklin Eugene), 1941-

Franklin Eugene McCain is one of the original four who took part in the Woolworth sit-in on February 1, 1960 in Greensboro, North Carolina. "Franklin Eugene McCain was born in Union County, North Carolina, in 1942, and raised in Washington, D.C. He graduated from Eastern High School in 1959 and attended North Carolina A&T State University. McCain and three other A&T freshmen, now known as the 'Greensboro Four,' are credited with initiating the sit-in movement when they sat down at the F. W. Woolworth lunch counter in Greensboro on February 1, 1960 and requested service.”

Text TypesFiction Informational text

Mystery Biography, AutobiographyRealistic fiction Recipe Science fiction How-toFantasy Chart, Graph, Map, Table, Folk Tales DiagramHistorical fiction Directions, Procedures

Article, Pamphlet, Brochure Journal Letter

Poetry Drama

Details in Different Text Types Format level (macro level)

– How it looks – poem, recipe, for instance

Vocabulary level (micro level)– Hoop skirts = historical fiction– Interplanetary protection gear =

science fiction– Clue = mystery– Riding a bus to school = realistic fiction

Visualizing to Determine Text Type Give students words from a text type and

have them visualize the scene:– Ogre, unicorn, book, potion

– Summer, camping, missing tent, flashlight

Begin making lists of vocabulary specific to a text type on your Text Type posters.

What’s the Genre?

What Causes Students to Dislike Certain Text Types?

Their schema

What Kind of a Reader Are You?

Steps for Introduction of Text Type Studies in Classrooms

Give the survey, “What kind of reader are you?”

Put up text type posters in classrooms Discuss the text type of any selection in

reading, content areas, read alouds Add the title to the appropriate poster Add vocabulary of the text type to the poster After a while, ask children if they can identify

the text type Give children books or selections and see if

they can identify the text type Urge them to read a different text type than

they usually do

During Reading: What Do Good Comprehenders Do?Comprehension Strategies

What good readers do to understand the text Make connections Summarize Make predictions Visualize Ask questions Clarify Adjust reading speed

During Reading: Make Connections

Three levels of making connections:– Text to self– Text to world– Text to text

Making connections deepens our understanding of the text

Making connections expands our understanding of the text and our own knowledge

Readers ask themselves– What does this remind me of

In my life In something I’ve seen or heard In another selection that I’ve read

During Reading: Visualize Visualizing is creating a mental picture

about the text Visualizing involves

– Picturing what the author wrote– Going beyond the text and incorporating prior

knowledge and experience that deepen understanding

Readers visualize– The setting– The characters– The action

During Reading: Visualizing (continued)

Visualizing is used in fiction and nonfiction texts

Visualizing helps us understand complex processes in nonfiction

Authors help us visualize by using– Illustrations– Diagrams– Maps

Good readers ask themselves– What picture is in my mind?– Does the picture extend beyond the text?– Would making a drawing help me understand?

During Reading: Summarize Summarizing involves putting the

information into our own words. It involves determining importance If a reader cannot summarize, they reread

to find the gaps The difficulty of the text determines how

often a reader summarizes– In nonfiction: after each section– In fiction: after an episode has been read– Whenever we have put down a book and are

about to begin reading again

During Reading: Summarize Good readers ask:

– Does this make sense?– What is this about?– How can I put this in my own words?

GISTWho?What?How?When?Where?Why?

13 word summary

GIST

Who? The three little pigsWhat? Built houses How? Of straw, sticks, brickWhen? ??Where? ??Why? To live on their own

GISTWho? The big bad wolfWhat? Blew down the little pigs’ houses, but could

not blow down the house of bricksWhy? To eat themWhen? ??How? By huffing and puffing and blowing their

house downWhere? ??

The Big Bad Wolf tried to blow down the Three Little Pigs’ houses and eat them by huffing and puffing, but he could not blow down the brick house.

The Wolf could not blow down the brick house to eat the Pigs.

During Reading: Make Predictions

Predicting involves – Summarizing what has been read so far– Identifying clues and events in the text– Making connections to prior knowledge and

personal events to make inferences about what will happen next

Predictions are never wrong, just confirmed or disconfirmed

Readers ask:– What are the clues in the text?– What do I already know that will help me know

what will happen next?

During Reading: Ask questions Asking questions allow the reader to check the

understanding and follow the writer’s train of thought

We ask questions about what we might learn Asking questions clears up confusion or makes us

wonder why something is in the text the way it is Asking questions is like having a teacher inside

you to ask comprehension questions Good readers ask

– Why is this the way it is?– What new information am I learning?– What questions will be answered as I read?– What does not make sense?

During Reading: Clarify We clarify when we do not understand a

word or concept Good readers ask

– What does not make sense? (WAC a word) If it is a word, how can I figure it out?

– Word Structure The father said he would disinherit his son unless he did as he asked.

– Apposition He suffered from somnambulism, walking in his sleep.

– Context The man reached up to get the camera. He stretched his body.

– What is the main idea of what I just read?– Can I put what I just read into my own words?

During Reading: Adjust Reading Speed

We adjust our reading speed by– Speeding up when the text is easy– Slowing down when the text is hard

Good readers ask themselves– Am I understanding what I am reading?– Can I remember what I read?– Do I need to re-read more slowly?

During Reading: Procedures for Teaching Comprehension

Modeling and thinking aloud

– Especially effective on a first read or read aloud


During reading:– Model summarizing– Model clarifying– Model asking questions– Model predicting– Model making connections– Model visualizing– Model adjusting reading speed


Use gradual release of responsibility

– I do it

– We do it together

– You do it alone

Procedure for Gradual Release of Responsibility

I do it:– This is a good time to stop because ____. I am going to

____(comprehension strategy). Apply the strategy.

We do it together:– Teacher: This is a good time to stop because ____. We are

going to ____(comprehension strategy).– Students: Apply the strategy.

We do it together:– Teacher: This is a good time to stop because ____. – Students: I am going to ____(comprehension strategy).

Apply the strategy.

You do it:– This is a good time to stop because ____. I am going to

____(comprehension strategy). Apply the strategy.

Comprehension Skills What the author does to help us

understand what was written.

Used the second time a selection is read.

Comprehension Skills Author’s purpose Text Structures

– (Description) -Cause and effect– Sequence -(Problem and solution)– Compare and contrast

Author’s point of view Main idea and details Classify and categorize Fact and opinion Drawing conclusions/making inferences

Author’s purpose Every author writes for a reason Most common reasons:

– Entertain– Persuade– Inform

Knowing this gives the reader an idea of what to expect and maybe an idea of what the author is going to say

Entertain: reader relaxes and lets story carry him or her

Persuade: Be aware the author wants you to think in a certain way

Inform: Pay attention because you are going to learn something

Text StructuresDescription

The author explains a topic, idea, person, place, or thing by listing characteristics, features, and examples.

Focus is on one thing and its components

Text Structure Sequence

The author lists items or events in numerical or chronological order

Describes the order of events or how to do or make something (procedure or process)

Text StructureCompare and Contrast

Compare = similarities

Contrast = differences

The author explains how two or more ideas, objects, or processses are alike and/or how they are different

Text StructuresCause and Effect

The author lists one or more causes or events and the resulting consequences or effects

Effect = what happened? Cause = what made it happen? Purpose is to explain why or how

something happened, exists, or words– If/then pattern

Text StructureProblem and Solution

The author states a problem and lists one or more possible solutions to the problem

May also include the pros and cons for the solutions

Author’s point of view Who is telling the story? First person: one of the characters in the

story describes the action and tells what the other characters are like– I, me, my

Third person: someone outside the story who is aware of the characters’ thoughts, feelings, and actions tells the story – He/she, him/her, it

Being aware of this helps to know whether the reader is given the full picture or not

Main idea and details The reader should know what the author is

writing about The main idea is strengthened by details

that help the reader understand the main idea

Examples of details:– Compare and contrast– Provide examples– Provide facts– Give opinions– Give descriptions– Cause and effect– Give definitions

Classify and categorize The relationships of actions, events,

characters, and outcomes in a selection

The BFG

Characters Settings Events SolutionProblem

Fact and opinion

Essential to critical thinking What needs to be in place for it to be

provable? An opinion is not provable, but

should be based on fact. This helps determine the validity of

ideas

Drawing conclusions/making inferences

Writers do not directly state everything Reader must “read between the lines” Information from the text+Connection to what I knowInference or draw a conclusion The boy punched him+I know boys who punch others (bullies)He is a bully

After Reading: Checking Comprehension

Be sure your comprehension questions are challenging the students to think

Your Turn Look at your next science or social studies

lesson. Plan to use at least one comprehension

strategy and one skill in your lesson.– Plan which skill fits best with your lesson– Find at least 2 places to model it– Plan a way for children to apply the skill

themselves– Plan an assessment to determine if they

understand what the author did to help them comprehend

VocabularyComprehension strategiesComprehension skillsTHIEVESGradual release of responsibilityGenreSchema

Teaching the Big 5 To be most effective, the five critical

components need to be taught explicitly within classrooms that are strongly positive and engaging, use writing activities to support literacy, and provide students with many opportunities to read interesting text and complete authentic reading and writing assignments.

Florida Center for Reading Research

The BIG FIVE Components of Reading Comprehension

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