Comprehension.<\/p>\n
Navigating the rough seas of reading comprehension involves daily intention.\u00a0 <\/span><\/p>\n As a reading teacher in the Bronx for over a decade, I have noticed that consistency with daily reading routines is KEY ! These familiar structures that students get used to applying everyday provides them with comprehension tools that they can eventually believe in and ultimately\u00a0 rely on when they struggle.\u00a0 Comprehension has various moving parts that must all work together such as activating background knowledge (frontloading), daily practice in vocabulary, fluency (diagnostics, read aloud etc)\u00a0 active reading skills and critical thinking activities.\u00a0<\/span><\/span><\/strong><\/p>\n 4 Necessities for understanding text ( what and how)<\/p>\n Bottom line, students need to know where to focus their knowledge that they are bringing to the table. It may be for the purpose of entertainment, persuasion, or to acquire specific information. At times understanding the purpose for reading a text may be for entertainment and fun and students need to be reminded that learning and reading is fun.<\/strong><\/p>\n My middle school students would appear excited and confused when I would announce that reading today is for fun\u00a0 I would eagerly say ” hi readers, today we are reading for fun ! “- this could be a read aloud or independent reading session for\u00a0 short story, a mystery, a narrative text , etc. In the content areas of science and social studies their may be times when students need to be informed\u00a0 about an essential\u00a0 topic. ” hi reader’s today its time to put on your thinking cap , we are reading to be informed about …”\u00a0 Acknowledgement that they are now learning about a major historical event or current events around the community and the world is key to setting the intention of the reading climate<\/strong>.<\/p>\n Students need to know where their strengths are and what they need to improve on in the area of are of organizing the text they are reading, this will build confidence and eventually these skills will transfer over into writing skills.<\/p>\n Across the content areas especially in science and social studies\u00a0 all teachers can practice procedural knowledge of substance this may include the following daily task BEFORE READING the challenging text:<\/strong><\/p>\n Across the content areas especially in science and social studies all teachers can practice declarative knowledge of substance this may include the following daily task BEFORE , During and AFTER reading of\u00a0 challenging text:<\/strong><\/p>\n Comprehension. Navigating the rough seas of reading comprehension involves daily intention.\u00a0 As a reading teacher in the Bronx for over a decade, I have noticed that consistency with daily reading routines is KEY ! These familiar structures that students get used to applying everyday provides them with comprehension tools that they can eventually believe in…<\/p>\n1.What’s the Purpose ?\u00a0<\/strong><\/span> why might students be reading this text\u00a0 ?\u00a0 how will students use what will be learned.<\/h2>\n
2. Procedural Knowledge<\/strong>\u00a0 helps students<\/span><\/strong><\/span> organize what they are reading\u00a0 by providing a list of text of the 5 text\u00a0 structures so that there is a coherent\u00a0 pattern of meaning such as :<\/strong><\/h2>\n
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3. Procedural knowledge of substance<\/strong><\/span> help students to activate and find background knowledge and past experiences that relates to the text, this is so necessary for comprehending.<\/strong><\/h2>\n
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4.Declarative knowledge:<\/strong><\/span> help students to name the text structure\u00a0 before and during reading. Discuss\u00a0 how each structure leads to communicating meaning.<\/h2>\n
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