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This weeks reading was about the fundamental of reading comprehension. It is important that when students are reading a text they understand what they have just read or they will be reading for no reason. In the chapters there are several strategies that can help a student be able to comprehend what they have read. Some ways that teachers can help students with their reading comprehension is to ask them questions before and after they read a text. It's important to ask the students before so they can build on their background knowledge. some other key strategies are asking questions, predicting, summarizing, and visualizing what the test is about. To get students to comprehend the text you are encouraging them to engage in what they have just read. to sit and think about the text after they have read it. Without reading comprehension students are. Just reading text and gaining nothing from it. Because they are not connecting the text to anything and they are not thinking much about the text after they have read the text.

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Looking through Chapter 8, the book goes into detail about reading comprehension and different strategies that students can use. Its one thing to be able to read a text but its another to be able to understand what you are reading and apply it to questions or ideas in ones mind. Making sure that students have the exposure to different reading factors prior to reading to make sure that they can understand what they are reading, such as vocab, fluency and background knowledge through experiences or books/stories. There are many different strategies that students can use and teachers can help students decide which is best for them such as connecting, evaluating, or summarizing to name a few.
In chapter 9, the text goes into detail about the text a student may see and the factors within the text. There are many different kinds of text, audiobooks, paper books, fantasy, poems, short stories, etc. Having children understand that there are parts to a story that mean a lot such as the characters, the plot, the setting, point of view and having students be able to find these parts themselves. I have tried to help students accomplish this while substituting and it can be difficult for some students.

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Chapter 8 gives a lot of great information about teaching comprehension. Teachers should provide comprehension strategies instead of having students do lots of reading with little understanding.  I learned about the reader’s four levels of comprehension which are literal, inferential, critical, and evaluative. The comprehension strategies table and my teaching to-do checklist comprehension: reader factors will be very useful to use in the future. Chapter 9 provides information about teaching comprehension based on text factors. The three most important text factors are genres, text structures, and text features. The text factors of poetry were helpful to review. After teaching students about text factors, they should apply and internalize what they have learned while they are reading and writing. The reading and writing activities section was helpful for seeing examples of comprehension activities for stories, nonfiction, and poetry.

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In this weeks chapters, we focused on reading comprehension. In chapter 8, the relationship between the reader and their comprehension was explored. Comprehension is described as a process that involves the reader and the text, and it is the teachers responsibility to make sure that the student has the proper tools and knowledge to be able to comprehend what they are reading. Comprehension strategies like predicting, connecting, visualizing, and activating background knowledge are examples of how teachers can aid a students comprehension. Chapter 9 focuses on the relationship between the text itself and the student. Teachers must remind students of the unique text factors of each type of reading. Stories are going to have different elements than informational text and poems, for example. I found the reading critical in my understanding of comprehension, and I liked how they broke it down and went in depth on how we can help the student and then how we can teach different types of text.

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In the 8th chapter of Tompkins, we learned about the significance of comprehension and other factors that are a part of the reading process. A reader truly engages with a text when he or she connects it to a personal experience, creates mental images about it, forms predictions, and activates related prior knowledge; a reader can also monitor their own understanding and examine a text to reveal how it is organized. The text goes onto describe reader factors and text factors, and clarified a definition for both; reader factors incorporate the background knowledge that a student brings into the reading process, the strategies they use in the process, and their level of engagement; text factors include the ideas of the author, how they are organized in the text, and the words that are used for expression of these ideas. I feel like both of these elements, especially reader factors, would have been helpful to know before conducting the Emergent Reader Assessment because it allows you to know what kind of reader you are working with; essentially, it helps you meet a student where he or she is academically. In chapter 9 of Tompkins, there were a variety of reading and writing strategies that were introduced that give students an opportunity to examine text genres, features, and structures. One of the activities I hope to incorporate into my student teaching classroom, or my own future classroom, was the "hot seat" idea; this is where a student takes on the role of a character and describes the story from his or her point of view, while answering questions from classmates; this expressive activity is both engaging for all of the students and guides them to think further into a character's perspective, or point-of-view. Overall, this chapter shared how teachers provide stories to students that have unique text factors, such as genres, narrative devices, and story elements; it also went on to share how critical it is for students to utilize text factors during the reading and writing process.

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The readings this week were about chapter 8 and 9 from the Tompkins textbook. Chapter 8 focuses on comprehension of reading and chapter 9 goes into text factors. The textbook explains that reading factors are the background knowledge, strategies, and engagement students bring to the reading experience. It then describes text factors as the words that the author uses to express their ideas. Something that stood out to me from chapter 8 was that it shows the different strategies readers use while reading, but also describes how to teach these good comprehension strategies. I also really liked that it included ELL students and gives us an insight on what we can do when teaching. Something that I liked about chapter 9 was that it breaks down the different text factors that make it either easier or harder for students when reading. It broke down the text factors into three most important ones, which are genres, text structures, and text features. The chapter broke it down further into informational books, stories, and poetry. Just like chapter 8, chapter 9 also goes into how to teach this in a classroom setting.

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This week we were tasked with reading and analyzing chapters 8 and 9 of our Tompkins textbook. I found that these texts focused on facilitating children's comprehension of reading/text factors. I noted that throughout Chapter 8, the information was mainly regarding comprehension and the prerequisites, strategies, and skills that are crucial in its understanding. The comprehension strategies suggested included predicting, connecting, visualizing, questioning, identifying big ideas, summarizing, monitoring, and evaluating. When it came to Chapter 9, my attention was drawn to sections referencing the text factors of poetry. The emphasis on poetic devices and their ability to add expression and emotion to one's work. The devices highlighted included alliteration, imagery, metaphor, onomatopoeia, repetition, rhyme, rhythm, and simile. Overall, I enjoyed reading both texts and annotating over the ideas and points I found myself most intrigued with.

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In this chapter 8 & 9, we'll read about how students are taught to use predicting, linking, visualizing, monitoring, evaluating, and other comprehension strategies to enhance their understanding of complex assessments. These techniques encourage readers to interact with and reflect upon their reading. Reading teaching aims to teach compression, and people read for this purpose. Readers must comprehend the material to draw lessons from experience, make sense of their reading to stay interested, and love reading to develop a lifetime reading habit. The comprehension process starts when students use their prior knowledge and progresses when they read or hear a book aloud and then respond to it. The text aspects in stories, nonfiction, and poetry and how they impact students' compression.

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My understanding on the two chapters is about reading comprehension and the text factors. It is about teaching children about the authors thinking and choices, using their comprehension skills to decode the text and figure out the plot, characters, setting, and more. Reading comprehension allows understanding the important information and meaning from what they are reading. Each grade level helps the students become more and more understanding of the text.

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Chapter 8 and 9 of Tompkins mainly focus on reading comprehension. Chapter 8 is focused on teaching comprehension to students. Comprehension is a creative, multi-faceted process in which students engage with, and think about the text. When students engage with text they should do the following: activate background knowledge, examine the text to undercover its organization, make predictions, connect to their own experiences, create mental images, monitor their understanding, and solve problems that interfere with comprehension. It is the teacher's job to ensure they can do these factors. To teach comprehension strategies teachers can create an expectation in these ways: involve students and authentic reading activities every day, provide students access to well-stocked classroom libraries (to the best of their ability), ensure that students become fluent readers, provide opportunities to talk about the books they read, and Link vocabulary instruction to underline concepts. Chapter 9 is about facilitating students' comprehension using text factors. As a teacher, it is very important to teach students about text factors and that all stories have unique text factors such as narrative genres, story elements, and narrative devices. Teachers should also teach students that there are many different types of writing like stories, informational books, and poems, and they all have their unique text factors.

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These two chapters cover different factors and tools that help teachers effectively help with reading comprehension. For example, the various strategy charts that go over predicting, connecting, visualising, questioning, big ideas, summarising, monitoring, evaluating, etc. All these tools help students understand what they're reading. The chapter also talks about connections to readings such as text-to-self connections, text-to world connections, and text-to-text connections. comprehension of reading often varies by grade level. Grade level can signify how well they can read a text and summarise or use other skills previously talked about. Another important thing these chapters talk about is how to actively engage with students while reading.. It states activating background knowledge, making predictions, connecting to their own experiences, creating mental pictures, etc help with engaging students while reading aloud. Lastly, It's important to note the 4 steps listed in chapter 9 that teachers should utilise when assessing students knowledge of text factors. Step 1 planning, step 2 monitoring, step 3 evaluating, step 4 reflecting.

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These chapters discuss and explain facilitating children's comprehension both in reading and text. Chapter 8 starts with what is comprehension. According to the test comprehension is a creative, multifaceted process in which children engage with and think about text. I personally always struggled with reading comprehension as a child. I can now look back and realize I didn't have a lot of read aloud time, and I really did not enjoy reading which attributed to my lack in that area I'm sure, but that shows me even more how important it is to make sure all students are being read to, and are being introduced to reading and text in many ways. Modeling positive relationships with reading as well. I think also as chapter 9 dives into the many different forms of text. Exposing children to all different forms could be what grasps students who don't enjoy reading traditional texts. Variety is so important in early grades both the ways you teach, and what you teach.

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Chapter 8 and 9 are both related to teaching reading comprehension. Chapter 8 talks about strategies that teachers can use to build student comprehension. Something that stood out to me from this chapter is that  it's important to connect the students' prior knowledge to the reading so that students can comprehend what they are reading more easily.

Chapter 9 talks about different elements of texts and how they relate to student comprehension. Things like genre and text structure can either make it easier or harder for a student to comprehend what they read. Being able to get students attention and pique their interest enhances comprehension.

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Chapters 8 and 9 discussed reading comprehension and how it can be fostered in the classroom. Chapter 8 primarily focuses on explaining what comprehension is, while Chapter 9 goes into detail on how teachers can facilitate reading comprehension. Comprehension is a stage in reading development that I think is underappreciated. A person who is learning Russian for the first time must first learn to read the alphabet; however, being able to read and pronounce Russian words does not mean that they can understand what they are saying. The same is true for children learning to read for the first time. Just because a child can sound out a word or text does not necessarily mean that the child understands what they are reading. It is critical that educators ensure that children are comprehending a text, instead of just reading the words off of the page. Teachers can do this by explicitly teaching children about the general factors of text (story plot patterns, genre differences, text organization structures, etc), as well as by reinforcing these concepts through classroom activities.

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Chapter 8 focuses on the different factors of teaching reading comprehension to students. At the beginning of this chapter we take a look into Mrs. Chase's classroom reading workshop and see how students apply some comprehension strategies like connecting, predicting, and visualizing to improve their understanding of a new or complex text. Mrs. Chase reviews a comprehension strategies chart and the three different type of text connections they can make, text-to-self, text-to-text, and text-to-world. I like how Mrs. Chase modeled for her students how to make connections when reading a paragraph or story. She shows them how to dissect a text and figure out the meaning of an unknown word by using context clues, and her own life experiences to figure out the meaning. By demonstrating how to make a text-to-self connection, her students have an idea on how they can make their own connections to a piece of text. One of her students makes a text-to-self connection as a result of her helpful modeling. They write down their connections on a sticky note and put it in the text or on the board. What I found important in this chapter is that comprehension is the goal for all reading instruction. Readers must comprehend the text to learn from the experience. We teach our students comprehension strategies because strategic readers are more likely to understand what they're reading. The Developmental Continuum chart shows how readers progress as they advance in grade levels. As students move up in grades, they are gaining more comprehension strategies. They go from listening to their teacher read-aloud making predictions or connections to comprehend a book, to slowly becoming more independent in their reading strategies and drawing inferences, questioning, and critically thinking when it comes to the books they read. Students actively engage with the text as they read or listen to it read aloud. Some things students may do when reading a text are, activate background knowledge, make predictions, connect to their own experiences, and create mental images. The chapter talks about reader factors and text factors, reader factors include the background knowledge students bring to the reading process, the strategies they use while reading, and their engagement in the reading experience. Text factors include the author's ideas, the words the author uses to express those ideas, and the organization of ideas. Students understanding and working with these factors will determine how successful they are as readers. The comprehension strategies listed in the text are, activating background knowledge, connecting, determining importance, drawing inferences, evaluating, monitoring, predicting, questioning, repairing, setting a purpose, summarizing, and visualizing. These strategies are thoughtful behaviors that readers use to facilitate their understanding while they are reading. The strategies I found myself using most when in grades K-12 were predicting, visualizing, monitoring, and drawing inferences. What I have gained from this chapter is the importance of my role as the educator to model these reading comprehension strategies for my students for them to be able to develop and use the strategies themselves. Modeling how to do each of these strategies and thinking processes out loud while reading to your students will greatly increase the chances of them using the strategies when they are reading on their own.

In chapter 9 we dive deeper into those text factors we read about in chapter 8. This chapter we learn about the text factors in nonfiction texts, fictional stories, and poetry and how they affect students' comprehension. The three types of text factors that are most important are genres, text structures, and text features. The textbook then goes into detail on the different characteristic found in each type of stories. The categories of stories include folklore, fantasy, and realistic fiction. Those categories each have several genres that can be explored, for example folklore encompasses fables, folktales, myths, and legends. Students should be aware of the different types of genres and be able to easily figure out what type of genre they are reading by knowing the different key characteristics of each type. Stories have unique structural elements that help distinguish them from other genres. The most important story elements are plot, characters, setting, point of view, and theme. The textbook then discusses the text factors of informational and nonfiction books and genres. Lastly we see the text factors of poetry which are, formats of poetry books, poetic forms, and poetic devices. The textbook highlights the importance of students becoming familiar with genres, organizational patterns, and text features in the books they are reading, because this will have a great impact on their writing abilities as well. Teaching strategies such as think-alouds, reading logs, grand conversations, story boards, drawings and diagrams, role play, and choral reading, and writing in different genres will help them understand what type of text they are reading and better comprehend the meaning behind it.

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Chapter 8 and 9 is all about comprehension and breaking down reading. The book tells us about how we use four different levels of thinking while reading. The rest of the chapter goes into talking about text complexities, ways to promote and facilitate students comprehension. These chapters were very informative especially since it went in depth and touched on every aspect of comprehension in reading.

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When going over the text of chapters 8 and 9, it provided me with a lot of vital information that I feel will be extremely necessary when I am in the classroom. I think something that was extremely important to note from chapter 8 was the depths of the concept comprehension has. It is not just simply reading and the child saying they understand it. It is a multifaceted process before, during, and after reading. It begins with activating background knowledge, then moves into examining the text to figure out how it is organized, then moves into making those predictions. It then continues into connecting to the text and creating mental images, followed by watching the students to see their understanding. Most importantly, at least in my opinion, is to solve the problems that may interfere with the comprehension. These steps may seem long, but overtime and as the school year goes on, these steps tend to intertwine with one another, and the process truly helps itself. I loved that the book really detailed this, and wrote it out almost formulaic. It put it into a great perspective.

As for chapter 9, one of the things that really stood out to me was the ability of taking this a step further, and connecting comprehension to the types of stories. What I mean by this, is that certain different elements that can be found in a variety of different texts, can influence the way a child understands/comprehends the text that is being taught to or they choose to read. It can be as simple as the type of story being fiction or nonfiction being a way to grasp a students' attention, to the complexities of foreshadowing or sequencing that can play a huge factor into what a student is able to understand when it is being put in front of them. Overall, it is a great thing to keep in mind when deciding on whether or not to use a certain text in the classroom because it poses the question "would this story bring out the best knowledge for my students on the topic?", and that is something that is extremely important to me.

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It is discussed in chapters 8 and 9 how to teach understanding to students. In order to better understand complicated texts, students can apply anticipating, connecting, visualizing, monitoring, and evaluating skills. This is covered in the chapters. The reading comprehension and critical thinking skills of kids are aided by the tactics I've read about. Several strategies to aid comprehension were discussed in Chapter 8. The use of reading logs and consideration of the vocabulary, linguistic style, reading level, and subject of the selected book are further strategies for improving comprehension. Lack of a strong foundation will cause the learner to struggle with reading comprehension.

Chapter nine I discovered a pattern of reader and text-related variables that can influence understanding. Whether it's nonfiction, poetry, fiction, or another type of writing, there are different text variables for each one. Together with other textual elements and patterns like comparison, foreshadowing, sequencing, and more. Text structure is an illustration of a text component. Readers may find it more challenging to comprehend texts that are poorly arranged or do not adhere to a defined framework. While choosing books for kids to read, teachers must keep these criteria in mind.

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I discovered that teaching kids to comprehend what they are reading comes next after they have mastered reading words and sentences. It is discussed in chapter 8 how students must have background knowledge, word awareness, and fluency in order to comprehend a text.

Instead of only practicing reading a lot, the focus is to primarily improve as a comprehensive reader. To ensure that students comprehend the stories and passages they are reading, teachers can have them participate in a number of activities. Some strategies include asking and answering questions while you read to gauge your readers' comprehension of the material, making predictions, or using pictures to depict what happened. The focus of chapter 9 is on the teaching of narrative genres to students, which are stories that fall into one of three genre categories: folklore, fantasy, or realistic fiction. The narrative, the characters, the environment, the point of view, and the subject are the aspects of story structure, which make up the major parts of a tale. These components are used by authors to develop their stories, and they combine to form a narrative. Moreover, authors use narrative methods, including roughly six basic storytelling approaches, to make their writing more vivid and memorable: Conversation. Recollections. Foreshadowing. Imagery. Suspense. Symbol.

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Tompkins Chapters 8 & 9 Danielle Iglesias

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Tompkins Chapters 8 & 9 Danielle Iglesias

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In chapters 8 and 9 it talks about teaching student comprehension. The chapters discuss how students learn how to apply predicting, connecting, visualizing, monitoring, evaluating, and other comprehension strategies to improve their understanding of complex texts. The strategies that I read about help students to engage with, and think about what they are reading. Mrs. Chase demonstrates in chapter 8 these strategies, and then her students apply it, first with her guidance and later when they are reading independently. Chapter 9 talks about non-fiction and poetry in regards to teaching comprehension to students and the strategies that can be used to teach it to students.

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I found this weeks chapters to be very informative and interesting. I really enjoyed getting to read about Mrs. Chase's teaching strategies and tools. I took a lot from the way she met with each group of students, and discussed their readings with them. It was very interesting to hear each student describe their connections to the readings. Some made text to self connections, while other students were able to make text to text connections. I see why meeting with students in smaller groups can really give you the opportunity to hear their input, and get a grasp o where they are at reading wise, and whether or not they are understanding the text that they are reading. I also plan to use the chart that Mrs. Chase uses, for comprehension strategies, in the future. I think that it really breaks down the strategies in an informative and organized way.

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Chapter 8 & 9 both focused on comprehension in different aspects. Chapter 8 had some important factors that stood out to me, one of these is the importance of students having background knowledge to benefit their comprehension. Chapter 8 also touched on other ways to promote comprehension some of these were grand conversation which is when students ask questions and answer the questions as well. Another way to promote comprehension is reading logs, and remembering the importance of the vocabulary, linguistic style, reading level and topic of the book chosen. Especially for ELLs a book must be suitable for children, if a book isn't in their level or vocabulary level they will struggle comprehending it.

When reading through chapter 9 I noticed a pattern of both reader and text factors that can affect comprehension. There are different text factors for different genres of writing, whether it is nonfiction, poetry, fiction, etc. Along with different text structures and features such as sequence, comparison, foreshadowing, and more. One way that promotes comprehension that I really liked was the use of mini lessons, these mini lessons focus on a specific genre, characteristics and model their thinking in charts and then those charts are hung on the wall. I would love to use this strategy in my classroom one day!

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In Tompkins, chapters 8 and 9, the first thing that stood out to me was the strategies suggested while reading to ensure comprehension. I specifically like activating background knowledge. When I think of comprehension, I think of reading something and questioning its meaning. I never really thought about how background knowledge can really help with comprehension. Past experiences and knowledge can be applied when reading to better understand it. Another thing that I think seems very beneficial when teaching comprehension is independent reading. When students read a book of their choosing, they are more excited about it. They are much more likely to question, predict and try to understand what is happening in the story because they are interested. I feel like teachers often push students to read and read and read the things they picked out, but reading many articles they don't enjoy can be less beneficial than allowing them to read a book they like. When students enjoy a book, they're more likely to have a conversation about it with their friends and engage with the text more. To know if a student is comprehending a story, the teacher can ask questions about, the plot, characters, setting, point of view, and theme. Questions referring to these things can help a teacher understand where the students are at and can help them to develop stronger comprehension by recognizing these things.

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Chapter 8 mentions various strategies that educators can use to facilitate comprehension while reading. It also states how important it is for teacher to build the students background knowledge to support that in reading comprehension. If the student does not have a solid foundation they will lack reading comprehension. Teachers can bridge this gap using field trips, simulation and real-life experience.

In chapter 9 Tompkins discusses how both reader factors  and text factors can affect reading comprehension.As mentioned in chapter 8 background knowledge is a reader's factor.The more knowledge a reader has about a topic, the easier it will be for them to understand and remember what they are reading about. An example of text factor is text structure.Texts that are not organized or do not follow a clear structure can be more difficult for readers to understand. It is important for teachers to be aware of these factors when selecting books for students to read.

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Throughout the chapters, we learn that comprehension involves reading and text factors to ensure enough academic support is evident to create an understanding and construct meaning. In my response to these chapters, I want to focus on the initial main components of each factor because they were the most interesting concepts for me to put into an educational perspective. First, we are introduced to the levels of comprehension: literal (main ideas, main events, key details, etc.), inferential (using clues in the text, implied info, and background knowledge to make inferences about the text), critical (analyzing symbolic meanings, distinguish fact from opinion, and conclude), and evaluative (judging the quality of text). This text portion was engaging because I have never seen comprehension broken into the ranking. This is one perspective I have yet to hear about, but it is important to acknowledge as an educator with students who differ in comprehension levels. The text then describes many reading factors that play a considerable role in comprehension, including: prior knowledge (kwl charts, brainstorming, etc.), vocabulary, fluency, comprehension strategies, and skills (making predictions, connecting to experiences, creating mental images, and solving problems). These are the ways students engage with the test as they read. Reading factors allow students to identify literary devices that help make sense of the text. To understand more of the author's thinking and choices, students would have to apply what is known as text factors. Text factors that play significant roles in comprehension are genres, text structures, and text features. Understanding these concepts like: story structure, narratives, points of view, etc., allows students to construct important info & meaning from what they are reading.