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Comprehension- Narrative Text Avinash Mohammed-76176 Shivanni Mangal-85635 Faizah Crithlow-85758 Reneecee Basanio- 85258 Vishal Sartana-77892

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Comprehension is a complex, cognitive process that results in readers making “connections between what they know and what they are reading. It is an active process that requires complex, higher-level thinking skills, and in the case of narrative text, it “is based on the ability to encode and retrieve the basic building blocks of sentences and relate the meaning within them to scenes and stories from a text”.

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Comprehension of narrative text is complex, just like a car is complex. Readers require fundamental skills to comprehend text, just like a car requires fundamental parts in order to move down a road.

Decoding Recognizing familiar words automatically and decoding unknown words quickly are essential skills for comprehending text. If students focus all their energy and concentration on decoding, they have no energy left for comprehending. A reader’s decoding ability helps him pronounce terms automatically that may be part of his aural vocabulary

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Different Reading Comprehension Strategies

Strategies that are utilized before reading such as predicting and setting a purpose.

Use of consistent strategies to discuss the text.

Include retelling, drawing conclusions and elaborating author’s intent.

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Students draw on prior knowledge, supply details and try to determine if their predictions were correct

A high level thinking strategy where readers perform a variety of tasks simultaneously

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The main purpose of narrative text is to determine  Who  did  What ,  When ,  Where ,  How , and  Why .

After reading the title of a book readers ask themselves what is the genre of the text.

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Making Inferences is the process of making judgment, concluding or reasoning directly from the information in the text.  Majority of the information required for this skill are pulled from students’ background knowledge. Teachers must model this skill to students.  Always ask “ Why ” questions throughout as it provides students with the opportunity to build high-level thinking skills.

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This is where students link their background information to information being read in the text.

There are three different types of background knowledge.

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Teachers can help struggling learners discover story elements  by reading and creating story webs with them. For example Staal’s Story Face strategy (2000).

Literary knowledge or text-to-text connection includes what the reader knows about the story elements.

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We+vmk.., 0K
19 SO
2.
Man
no one
Problem
events
5
Clara Jean
Jean
Jo
Sobb;e Jo
Jean
Clara -Jean and
JO plan
fov
the..r
IV10k: Pl;mßam Man by Darleen Bailey-Ikard (
(New York: Farrar Straus

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World Knowledge or Text-to-World Connections enables readers of  Historical Fiction  to understand the plight of characters.

In many historical fiction stories the plot plays an important role in the problem.

They provide background knowledge about settings beyond their communities.

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Life Experience or Text-to-Self Connection pertains to one’s life experience in terms of family, community, and other social interactions.  Poor readers often miss connections from their own experiences to text which may seem obvious to proficient readers.  Readers may also encounter comprehension problems if they rely too much on personal experiences.

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This is the readers ability to  name the characters, state the problem and relate events that lead to the climax  and  resolution. Teachers can construct a set of four (4) index cards, one for each question words,  “Where?”, “When?”, “Who?”  and  “Did What?”

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Understand the vocabulary and language to comprehend meaning.

Understand the chronological order of events

Understand the author’s intended message.

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After reading a story discuss the author's intent.

Teach students to consider the author’s perspective as well as other perspectives

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Before examining activities to use with struggling learners consider,  “Is explicit instruction in comprehension necessary?”

A teachers must demonstrate how and when students must apply strategies taught

Focus on one instructional strategy for a period of three (3) weeks.

Explain which strategies to use before, during and after reading.

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Teaching Comprehension Strategies to Struggling learners:

Use simple, easy level reading materials.

Individualize! (This is the most important factor)

Choose an appropriate strategy for that material.

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Have the reader practice it under your supervision

Provide numerous opportunities for the student to practice the strategy so they they can self regulate.

Don’t present multiple strategies at one time.

Have the student verbalize the steps of the strategy, explaining when it should be used

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When students read from a critical  they are reading “the world” and understanding the purpose of the text  Students discussions.  Scaffolding  student discussions.

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Does the plot present a problem that is unique? If so how do you think they will tell the story?

Is the novel or story a work of historical fiction?  If so whose perspective does the author give?  And could the story be told in a different perspective

What is the primary purpose of the story?

What point of view is the story told and if it was a different perspective will it change the story drastically?

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Choosing the appropriate texts is a vital element when working with english workers.

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Behaviours and characteristics of proficient readers of narrative texts. Behaviours and Characteristics of poor readers.

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Repeated readings. Painting mental pictures Graphic organizer for narrative texts. Retelling with puppets.

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Did you know any oral assessments are beneficial to teachers? Good inflection, appropriate pace, and adherence to punctuation and dialogue indicate comprehension (Vaughn et al,2000).

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STL.CENT
rRA'T
CCSS
ki-5.1
CCSS
Rl_12
C CSS
Jo'hua
TARGET g-s
from a
uplair.ir* text
text.
a a stery_
a pxm
summarize
setnn..
mer.ing of
figurNLve
met&hcrs and "miles
ACCEPTABLE [2-3
Wth ar •dull.
eKpLir,ing text
With an
a pxm
teu
Wth Ault,
tuo er
With
Stxh Similes.
CRACCMABLt (0-1 pint)
Cannct
s_uys
drama
ing figurMM•
metaphys and similes.

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Did the second miscue disrupt meaning for the reader?

Did the third miscue disrupt meaning for the reader?

Did the first miscue disrupt meaning for the reader?

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E
E
Many fish have become endangered in the last
50 years because of overfishing and changes
to their home. Two of these fish are the wild
Atlantic salmon and Pacific sa mon.
What has put the Atlantic
salmon in danger? Overfishing.
For many years they were Caught
in large numbers. People Soon
realized that the Atlantic salmon
might disappear forever. They
passed laws banning large-
SC E
M
tqsv
Analyze the errors the
child has made. Which
cues has the child used?
Did it make sense?
Did meaning
influence the error?
Did the child make a
meaningful substitution
(eg„ lion for cat)?
O Did it sound right?
Did the child's
response still fit the
structure (syntax) of the
sentence (e.g„ the for a)?
Did it look right?
Did the child'S
response show evidence
of information gathered
from the print (e.g..
police/pitate)?
Observations
-aoo Sel

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Excellent Opportunities for students to make predictions, understand texts vocabulary

Excellent Opportunities for students to visualize a setting, make inferences and self monitor

Text, whiteboard

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Text

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STUCCNT
TRAIT
CCSS
cess
RI-5.2
ccss
RI-3.3
c.c.ss
—Joe,hva
TARGET (4-5 points)
Quotes accurately from a text
when explaining what the text
says explicitly and when draw-
ing inferences from the text.
Determines a theme of a story,
drama. or poem from details
jn the text. including how
characters in a story or dranu
respond to challenges or how
the speaker a p..m•m reflects
upon a topic: summart:e the
text.
Compares and contrasts two
or more characters. settings.
or events in a story or drama
drawing en specific detatls in
thc (e.g. how characters
interact)-
Determines the meaning Of
words and phrases they
are used in text, including
figuratwc language such as
metaphors and similes.
ACCEPTABLE (2-3 points)
With the of an adult.
quotes accurately from a text
when explaining what the text
says explicitly and when drawing
tnterences from thc text.
With the ;ssistance of an adult.
determines a theme of a story,
drama. from details
thw•text including how characters
In a story or drama respond to
challenges or how the speaker
in a poem reflects upon a topic:
summarize the text.
With the assistance of an adult.
compares and contrsts two cr
more characters. settings, er
events tn a story or drama drawing
on specilic details in thc text
how characters
With the assistance of an adult.
dcterrmnes 1 hc meaning ot words
and phrases they are used in a
text. including figurative language
such as metaphors and similes.
CRADJNG PERIOD 1 3
UNACCEPTABLE (0-1
Cannot quote accurately from
a text when explaining what
the text says explicitly and
wie•n drawing inferences trom
the text.
Cannot determine a theme cf
a story. drama. or poem from
details thc text. including
how eluraetets in a story or
drama respond to challenges
cr how thc syaker in a poem
reflects upon a topy•: summa-
rizc the text.
Cannot compar and contrast
two or more characters. set-
tings. or events in a story or
drama drawing on specific
details jn thc text (e.g. how
characters interact).
Cannot determine mean-
ing of uords and phrNts
they are used in text. includ-
ing figuranve language such as
metaphors and similes.
SCORE
2
2
1

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Strategies and activities to use during reading

Once the reader's mind is "warmed up," the next task for the reader is to  interact with the text and to monitor (keep track of) comprehension,  paying attention to points at which the material is not clear or the terms are not familiar .

Thinking aloud or reading and singing at the same time

Comprehension- Narrative Text Avinash Mohammed-76176 Shivanni Mangal-85635 Faizah Crithlow-85758 Reneecee Basanio- 85258 Vishal Sartana-77892

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