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Audrey Natividad:

Because I work with students between the ages of 3 and 5, my strategies for reading comprehension circulate around Letter Identification and the Letter/Sound Connections. My students are not reading at full sentences or paragraphs yet but are getting acclimated to identifying words that we commonly use and spell in the classroom. For example, I use alot of songs to help with my reading and letter identification goals. I use it as a transition song, as a song to calm the class down, and to also get their attention. I have dance moves that accompany the spelling and the song as well. After we learn one color, we move on to another color.

As I prepare them to start learning Letter Sounds, I also have a son

(to be continued...)

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Michele - My go to strategies for reading comprehension would be to activate background knowledge (making connections with personal experiences), questioning (keeps students engaged, check for understanding), making predictions and drawing inferences.

Core reading instruction is suited for all students (grade level) where as intervention is tailored to address the needs of the individual.

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Activate/prior knowledge before reading, I would discuss the main idea and ask students questions about any related connections they have. Questioning throughout the reading and visualization. Visualization has always helped me when as a young student when reading and modeling my thinking. From my understanding, core reading instruction is taught as a whole group instruction whereas intervention is more of a tier 2 small group instruction.

Crystal Esposito

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Samantha Santiago

For reading comprehension with little ones 5-6 year olds. I like to do a read aloud/passage and ask questions before (activating prior knowledge), during (make reading more engaged and meaningful) and after (applying what they learned).

I think a core reading program is suited for all grade levels but an intervention instruction is tailored to a students difficulties or deficits.

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Anjanette Naganuma: (high school)

When we're reading in class, we often start with our learning targets and previewing the task. We look at Title, headings, bolded vocab, etc. We look at the post-reading questions. Students are asked to use metacognitive markers as we're reading to identify key ideas in the text and unfamiliar vocabulary. We read through once with an audiotext and my think-alouds, and then reread silently and discuss text in small groups before sharing out what student answers and takeaways. Students add text evidence and vocab to their notebooks and/or graphic organizers.

For interventions - students who still struggle beyond this are often referred for reading intervention classes where they get more targeted instruction and one-on-one strategy practice.

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My go-to strategies for reading comprehension include pre-teaching the content to my students and prompting them with questions to consider while they review the material in their general education classes. Additionally, I revisit the content after it has been presented to the whole group, asking more detailed questions to assess understanding. This approach allows students to ask clarifying questions and potentially construct summary statements with the help of sentence stems.

Core reading instruction may differ from intervention based on the specific targeted objectives during a lesson. In core reading instruction, the focus could be on the overall learning target, including anticipated ideas or questions that arise while going through the lesson activities. In contrast, intervention targets specific skills that students may lack, requiring support to achieve the lesson objectives. These skills could involve tasks such as paraphrasing, summarizing, asking questions, or story mapping to name a few. ~Sharon Riedy

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Kendra-My go to reading strategies for reading comprehension is asking questions while reading a story or doing a think aloud as well. How does the character feel? How do you know? It will have students to think about what is happening in the story that is being read.

I also would do map sequencing with the class as well on the board. Fill in the map Beginning, middle, and end. It will get the student's to think while we as a whole class fill in the boxes. We also could do a bubble map for informational reading on a certain topic as well.

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Marylin Abshire:

The most often used strategy utilized within our 4th grade classroom is previewing, questioning and making connections. When we have time we encourage the students to summarize within their own words but this seems to be very difficult for a lot of students.

Core Reading Instruction usually looks like a whole group explicit instructional time with our students. On the other hand, when providing interventions it is a much more targeted session that focuses on specific skills to develop with students either a small group or one-on-one depending on the individuals needs. This gives interventions a more personalized and focus on specific reading difficulties.

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My go to strategy for teaching reading comprehension would be to model my thinking as I read a passage. This would include how I use the title and headings to give an idea about what the passage is going to talk about. To look at bold words as they symbolize an important or unknown word in the reading. I would also try to activate prior knowledge in them by having posing questions that relate to the reading but also how they can relate to their own experiences.

Core reading differs from interventions in that interventions are additional supports given to students who are not meeting grade level standards and expectations. Interventions target specific deficits that the student may be having with modifications. Core is one instruction for all. Brent Takemoto

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One of my go to strategies for reading comprehension is predicting. I think this strategy is important because in the reading rope background knowledge and vocabulary are key strands to support comprehension. For narrative texts, my go to strategy is to go over elements of a text.

Core reading instruction differs from intervention because core reading instruction is based upon the standards. Intervention is based on the skill deficits that an individual student has.

Dani Muramoto

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Jhay Yanuaria:

I love seeing their previous knowledge about the text we're about to read. My favorite way to do is via a K-W-L chart, where students can write down what they already know and prepare questions or wonderings that they might have during the reading. This helps them get excited about the reading and helps us discuss what we know as a class before diving in to new literature. It also helps them with the buy-in since they create their own relevance. As we read, I also use Bloom's Taxomomy Questions to enhance their reading levels, opening up further opportunities for them to create their own curiosities about the reading, and accessing higher depth of knowledge.

Core Instruction - The whole class gets the instruction to help meet the standards. In the case that students are severely struggling, then interventions are offered to select students in order to target specific deficits so that they can be that much closer to demonstrating their understanding in terms of the chosen standard.

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Tom

Activating prior knowledge and predicting is my first go-to. I always start with what they have already learned. I enjoy the predicting strategy as they read because it tends to keep students engaged in the reading. I also use visualization and questioning.

Intervention reading instruction differs because it is a modification for learners with special needs. Core reading instruction is where everyone in the same grade level gets the same instruction.

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Amy:

Previewing the text would be very helpful. Having students look at the title, pictures (if applies to grade level), and make predictions or develop questions about the text. *Higher grade level students could be tasked with scanning text for unknown words, reading captions, etc.Then the read aloud would ensue. After read aloud would look closely at the text with students, model rereading/thinking aloud, completing a graphic organizer, using retell cards (can model or whole class participation), and review predictions/questions about text. If it is a higher grade level, may task students to reread and work on annotations of text.

Core reading is the instruction where all students are receiving the same style of instruction with the same learning target. Intervention is reading instruction that is fine tuned to support individual student success with skill specific learning targets.

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I actually do not have experience doing any reading comprehension checks. My roles as an EA have been limited that of the roles and responsibilities I have. The assessments were done by the teacher. I would just support. I think reading instruction differs from intervention in that all students receive instruction. I think that Intervention is more plans according to the student and is set up to support certain students?

Alisha Bonifacio

Alisha Bonifacio

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Sarah Martin- I like to preview the book with them. I will ask questions about what they already know about the topic or story. Then as we read the story I will stop and ask them what they think will happen next. At the end of the story, we summarize what we just read by putting the story in order.

Core reading instruction is where everyone gets the same instruction while intervention is designed to be on a student's level.

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Noah:

Previewing/predicting and making connections would be two of my go to strategies for reading comprehension. Before reading, I'd encourage students to look at headings, subheadings, pictures, and any bold or italicized words. Discuss what they think the text will be about and what they already know about the topic. Also Discussing how the text relates to the students' own experiences, other texts they may have read, and the world around them helps deepen understanding and make the reading more relevant.

Both core instruction and intervention are essential components of a comprehensive literacy program. Core reading instruction is the foundation provided to all students, emphasizing a broad development of reading skills aligned with grade level standards. Reading Intervention is supplementary, designed to provide additional support to students who are not meeting grade level expectations. It focuses on specific skill deficits with frequent progress monitoring to guide instruction.