chapter 14 narrative reading
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Chapter 14 Narrative Reading. By Anna Durfee. Comprehension. 3 key elements of comprehension The reader The text The activity All of these are put together in context. “Comprehension instruction requires showing students how these elements affect their understanding when reading.”. - PowerPoint PPT PresentationTRANSCRIPT
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7Chapter 14
Narrative Reading
By Anna Durfee
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Comprehension
3 key elements of comprehension The reader The text The activityAll of these are put together in context.“Comprehension instruction requires
showing students how these elements affect their understanding when reading.”
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3 Elements of Comprehension:The Reader
Each reader brings a set of competencies that affect comprehension.
Reader competencies include: Speed and accuracy of decoding Reading fluency Vocabulary Word knowledge Comprehension strategies
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3 Elements of Comprehension:The Text
Two broad categories of text used in classrooms: Narrative InformationalNarrative texts include fiction, narrative
nonfiction, and some poetry.All narrative texts express ideas and tell a
story, either fictional or not.Motivate students by finding appropriate
texts for them to read.
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3 Elements of Comprehension:The Activity
Components: Purposes for reading
Identify the reading task (i.e learning for a test, understanding rules to a game)
Processes for reading Apply a range of processes to achieve
the purpose of reading (i.e decoding, higher-level thinking skills)
Consequences of reading Reach an outcome (i.e increased
knowledge, improve comprehension, etc)
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3 Elements of Comprehension inContext
The context in which the reading occurs (socially and culturally) shapes and is shaped by the 3 elements of comprehension: the reader, the text, and the activity.
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Good Readers Before reading:
Set goals for the text
Skim the text for general ideas or themes
Predict
During reading: Skim, concentrate,
reread, make notes.
Monitor comprehension
Note problems with unknown words or confusing text
Use repair strategies
Make inferences Evaluate and ask
questions
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Good Readers After reading:
Sometimes reread selectively Summarize Think about ways to use the information gained
Conscious plans to make sense of the text and get the most out of what is read.
Students use these strategies to become active readers in control of their own comprehension
See table on pg. 614
Comprehension Strategies
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Narrative Reading:Story Structure Knowledge
Story structure: Setting: when and
where a story takes place
Characters: people, animals, or creatures in the story
Plot: what happens in the story, is centered around a conflict
Theme: the big idea of the story
“When reading a narrative text, good readers use their knowledge of story elements to ask and answer questions, monitor story comprehension, predict and preview, connect to world knowledge, construct mental images, and summarize or retell”
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Story Structure Knowledge:Asking and Answering Questions Example questions:
Setting: where and when does the story take place? Characters: who is the main character? Plot: what is the problem the character faces? How
does the story turn out? Theme: what lesson does the main character learn? *Bloom’s Taxonomy gives a lot of possible text-based
questions a teacher could ask. See pg. 638
Answering questions: Students should not only answer their own questions
about a story, but should also be guided through teacher questions following Bloom’s Taxonomy
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Story Structure Knowledge:Monitoring Comprehension
Monitoring Comprehension: Questions:
Do I have a sense of when and where the story takes place? Have I identified the main character? Do I understand the problem? Am I following the plot? Did I figure out how the problem was resolved? Do I understand the lesson of the story?
Think-alouds: students say what they are thinking as they read the story
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Story Structure Knowledge:Connecting to World Knowledge
“ Integrating story information with previous life experiences enables students to understand, feel, value, and retain the depth of an author’s meaning.”
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Story Structure Knowledge:Predicting and Constructing Mental Images
Predicting: For developing readers,
stories with predictable plots or repetitive phrases are best
Good readers make informed predictions before and during reading
Teachers can guide students by applying what students know about story structure
Constructing Mental Images: Students learn to
picture the author’s descriptions in their minds
Sometimes readers must adapt their mental images as they encounter new information
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Story Structure Knowledge:Summarizing
Developmental levels of summarizing/retelling: Emergent level: focus on event listing and
sequencing, introduce basic story elements Early fluent level: helps student apply basic
story elements, introduce identifying main events, model and guide retelling
Fluent level: introduce plot summary, practice to refine sequencing and story elements retelling.
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Multiple-Strategy Instruction Program: TSI
Emphasizes: Collaborative
discussion among learners
Metacognition Motivation Reader response
Embodies full range of transactions: Between reader
and text Between readers Between reader
and teacher
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Reader Response Discussion-oriented
instruction Discussion supports
students in the process of developing meaning
Both teacher-directed and student-directed discussions are encouraged
Writing in response to literature Encouraging written
responses increase comprehension
3 categories of written responses: Personal Creative Critical
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Narrative Reading:
When to Teach Strategies for narrative reading should be taught at
the first introduction to text and continue through high school
Traditional assessments should be combined with a teacher’s ongoing informal assessment (i.e retellings, think-alouds, etc)
When to Assess and Intervene
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Narrative Reading:How? Dialogic Reading: Picture Book Read-Aloud Method
C: Completion R: Recall O: Open-ended W: Who, what, when, where, or why D: Distancing
See pg. 649
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Peer Sequence P – Prompt E – Evaluate E – Expand R - Repeat
See pg. 650
“The PEER sequence encourages students to say more about their understanding of the story”
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Book Club: Writing in Response to Literature
Students need instruction and support to develop their skills in using writing as a tool for reflecting on reading.
Response options: Personal Creative Critical
Lesson model pg. 677
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Conclusion Chapter 14 covers the ways in which comprehension can be
increased while reading narrative texts; one of the two main categories students encounter in school
Through explicit and extensive instruction in story structure knowledge and reading strategies, complete comprehension can be achieved from the moment students enter the world of text.
Several models and heavily researched strategies are available to help monitor and maintain student comprehension when reading narrative texts.