Competency 3 Toolbox- Comprehension by Rachel Kennedy

PALS (Peer-Assisted Learning Strategies)

rachfmkennedy1 — 2024-08-31 00:38:56 UTC

PALS involves peer-meditated instruction with reading lessons/activities. PALS pairs a high-level reader with a lower-level reader to complete age/development appropriate reading activities (IRIS Center, 2008)

Story Maps

rachfmkennedy1 — 2024-08-31 00:44:25 UTC

Per Reading Rockets (n.d.), Story Maps “provide students with a framework for identifying the elements of a story. They help students of varying ability capture and organize information and ideas efficiently.”

Monitoring Comprehension

rachfmkennedy1 — 2024-08-31 01:24:52 UTC

A strategy where students gauge whether they understand the reading. If the student struggles with the main idea, they can take steps to fix their comprehension before moving on (IRIS Center, 2012).

Retelling

rachfmkennedy1 — 2024-08-31 03:43:22 UTC

Per Kelley (n.d.), this strategy allows for the teacher to model the retelling strategy, have the student read the story, have them do an initial retelling, reread, and then they can pick a retelling strategy with support. These strategies can be scaffolded until they are confident enough to do the retelling completely on their own

KWL Chart

rachfmkennedy1 — 2024-08-31 03:52:57 UTC

KWL charts allow for students to talk about what they (K)now prior to the read— their background knowledge. They will then discuss what they (W)ant to know from the reading. After the reading, they can write what they (L)earned from the reading which shows comprehension (Literacy Minnesota, 2018).

Summarization

rachfmkennedy1 — 2024-08-31 03:59:00 UTC

“Teaching summarizing shows students how to discern the essential ideas in a text, how to ignore irrelevant information, and how to integrate the central ideas in a meaningful way. Teaching students to summarize improves their memory for what they read and acts as a check for comprehension” (Reading Rockets, n.d.).

Preview Strategy

rachfmkennedy1 — 2024-09-01 01:29:29 UTC

“Learn as much as they can about the text in a short period of time. Think about what they already know about the topic covered by the text. Predict what the text might say about the topic using the features of the text” (IRIS Center, 2008).

Cause and Effect Graphic Organizer

rachfmkennedy1 — 2024-09-01 01:37:38 UTC

Per Iowa Reading Research Center (n.d.), this graphic organizer helps students understand the relationships between the events that take place during the reading. They are able to write, or draw a picture, of the events to show reading comprehension.

Generating Questions

rachfmkennedy1 — 2024-09-01 01:40:37 UTC

“If our students are able to ask and answer their own questions, they can deepen their understanding of a text. Over time, they can learn to ask themselves and others a broad range of questions about their reading” (Reading Rockets, n.d.).

Wrap Up Strategy

rachfmkennedy1 — 2024-09-01 01:44:33 UTC

Per IRIS Center (2008), this strategy allows students to generate and answer questions about the text, as well as review what they learned from the text. They are able to write down important ideas from the reading.

References

rachfmkennedy1 — 2024-09-01 01:54:13 UTC

Iowa Reading Research Center. (n.d.). Cause and effect graphic organizer. https://irrc.education.uiowa.edu/sites/irrc.education.uiowa.edu/files/2023-07/Cause%20and%20Effect%20Graphic%20Organizer_2023.pdf

Kelley, S. (n.d.). Retelling: An evidence-based literacy strategy. Understood. https://www.understood.org/en/articles/how-to-teach-retelling

Literacy Minnesota. (2018). K-W-L Chart. https://www.literacymn.org/k-w-l-chart

Reading Rockets. (n.d.). Comprehension: In practice. https://www.readingrockets.org/reading-101/reading-101-learning-modules/course-modules/comprehension/practice

Reading Rockets. (n.d.). Story maps. https://www.readingrockets.org/classroom/classroom-strategies/story-maps

Reading Rockets. (n.d.). Summarizing. https://www.readingrockets.org/classroom/classroom-strategies/summarizing

The IRIS Center. (2008). CSR: A reading comprehension strategy. Retrieved from https://iris.peabody.vanderbilt.edu/module/csr/

The IRIS Center. (2008). PALS: A reading strategy for grades K–1. Retrieved from https://iris.peabody.vanderbilt.edu/module/palsk1/

The IRIS Center. (2012). Secondary reading instruction: Teaching vocabulary and comprehension in the content areas. Retrieved from https://iris.peabody.vanderbilt.edu/module/sec-rdng/