Instructional routine • Explore and learn Ask children to recall the purpose they set for reading and any questions they asked during pre-reading activities. Read aloud or play the audio for children once through while their books are closed. Tell them to listen for the big ideas before following along in the text and matching sounds to symbols. Then, display the text and model for children how to track each word as you read. • Practice Have students follow along during the second reading of the text, imitating intonation, phrasing, and pace of the audio. Again, pause at key points, this time to check children’s comprehension and to teach them how to self-monitor their understanding as they read. Strategies to support comprehension include: • Pause and summarize At natural pauses or breaks in text, stop and model how to retell the previous passage. • Note-taking Provide children with simple notetaking graphic organizers that correlate with different text structures. Show children how to take notes on the central ideas and relevant details in a text. • Annotation of text Model for children how to underline key words or phrases as they read. • Answering questions Have children keep their list of questions out as they read. • Generating questions Tell children to pause and generate questions as they read. • Communicate Help children identify new words they have encountered in their reading. Write a list of these terms on the board so children have something to refer to. Have children work in pairs to complete reading activities together so that they can read to each other and discuss content. • Assess Monitor children’s abilities to track along in the text while listening to the read-aloud. Observe if they understand foundational literacy concepts, such as directionality. During reading, pause to check children’s comprehension of passages from the text. Offer opportunities for support in small groups or 1:1 and guided reading opportunities, as appropriate. The science of reading, including the development of literacy skills in vocabulary, fluency, and text comprehension, remains key in reading (Hougen, 2015). Comprehension is a critical aspect of the reading process, but it can also be the most difficult skill for developing readers and multilingual learners to master. It is crucial that students learn and apply strategies throughout the reading process to support understanding. Research shows that students who can identify confusion and who have fix-up strategies to apply are more successful readers (National Center for Literacy, 2003). Students will learn strategies to support comprehension of different types of text—literary and content related—and they will also learn how to identify text structures and features that will help them as they read. It is especially important for adolescent readers to learn about different text structures to prepare them for the more difficult content-area texts they will encounter later in their academic lives. Direct instruction in comprehension strategies has been shown not only to support understanding, but also retention of information learned through reading (Beck & Mckeown, 2014). References Beck, I. & Mckeown, M. (2014) Effects of vocabulary instruction on measures of language processing: Comparing two approaches. Early Childhood Research Quarterly. 29. 10. 1016. Hougen, M. (2015, May). Evidence-Based Reading Instruction for Adolescents. Ceeder.org. Available at https://ceedar.education.ufl.edu/wp-content/ uploads/2015/05/IC-13_FINAL_05-26-15.pdf National Center for Literacy. Put Reading First: The Research Building Blocks for Teaching Students to Read. 2nd ed. Washington, DC: Office of Educational Research and Improvement (OERI). U.S. Department of Education, 2003. READING Txxv
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