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Reading Comprehension - Coggle Diagram
Reading Comprehension
Roles and Responsibilities of Teachers
in Reading Comprehension
model the strategies that proficient readers use through think alouds
assist students with activating prior knowledge and build on background information
revisit previously taught comprehension strategies
teach specific comprehension strategies efficiently and systematically
uses the text as a segway to introduce new words and figurative language and explore the meaning
prompt students to use comprehension strategies before, during, and after reading
discuss how comprehension strategies can be used prior to reading the text
use graphic organizers to highlight new or key information
observe, analyze, and monitor student use of comprehension strategies and their success
Key strategies
for differentiated instruction
Flexible grouping: different tasks to different students
Activities of different levels of complexity
Learning for All: Guiding Questions
Open questions appropriate for student's ZPD
Use assessment strategies that reflect student strengths, learning style preferences, interests, and readiness
Use a variety of instructional and management strategies that engage everyone
Provide students the opportunity to choose activities
Monitor student response to strategies and instruction
Provide accommodations and modifications of IEP if necessary
Reading Comprehension Strategies
effectively used by proficient readers.
Activating prior knowledge before, during and after reading
Determining the most important ideas
Asking questions of themselves, the author and the texts
Visualizing and creating other sensory images
Inferring
Synthesizing
using ‘fix-up’ strategies to repair comprehension.
Instructional Approaches
for explicit instruction of reading comprehension
Scaffolding
Coaching
Reflecting
Guiding
Modelling
Thinking Aloud
The process of making sense of a text
prior knowledge and experience
comparing and contrasting what they already know
discover author's intended message
reader's thinking and problem solving skills
Differentiated Instruction
: addressing specific skills and difficulties
Student Learning, Well-Being, Mental Health, & Resiliency
encourages learning
appropriately challenging for students
must be able to making meaning of new ideas and skill
Adapt Instruction to suit student strengths, interests, learning styles, and readiness to learn
Content: What students are going to learn and when
Process: types of tasks and activities
Product: Ways in which students demonstrate their learning
Context/Environment in which students demonstrate learning
Assessment:
Authentic and ongoing assessment allows teacher to adjust strategies and resources according to results