Final-PPT-on-Reading-Comprehension-in-the-Early-Years.pptx

PRESENTATION

1. Upskilling of Region and Division Reading Supervisors/Coordinators on the Early Languag e Literac y and Numeracy (ELLN) with Focus on the Science of Reading (SOR) Luzon. Visayas. Mindanao

2. Session : Reading Comprehension in the Early Years Luzon. Visayas. Mindanao

3. Sets of jumbled words will be shown. Re a rra n g e the words t o u n lock quo t ati o n s . Th e quo t at i on s s p e a k of the key concepts in this session. Th e first an d l as t words are i n co r rect positions.

4. COMPREHENSION THE READER THE BETWEEN A CONVERSATION IS AND TEXT

5. “Comprehension is a conversatio n bet w ee n the read e r and the text.” – Elijah Muhammad

6. GOOD IS RIGHT MORE A GIVING OF TEACHING A GIVING OF QUESTIONS THAN RIGHT ANSWERS

7. “Goo d teaching i s mor e a giving of righ t questi o n s than a giving of righ t answer s .” – Josef Albers

8. MAPPE D OUT EFFECTIVE B Y ON THE END F OCUS I NG EVERY IS WINNING S TR A T E G Y DESIRED GOAL

9. “Ever y effectiv e winning stra t egy i s ma p p e d out by focusing on the desired en d goal.” – Wayne Chirisa

10. 1 . Amon g the unlo c k e d quotations, select one that you find the most remarkable. Think of what you understand about it. Pair up. In every pair, assign A and B. 4 . Al l l e tt e r A , shar e abou t your sele c ted quot e an d your interpretation about it. 5.All letter B, share about your selected quote and your interpretation about it.

11. Explain reading comprehension ba sed on the simple view of reading. Point out the foundations of meaning in reading comprehension. Analyze and classify comprehension questions based on the intertwinement of levels of thinking and comprehension skills. Survey and exemplify varied strategies, approaches, and methods pertinent to teaching comprehension. Present a plan depicting synthesis of key concepts of the session. Accomplish conscientiously the given tasks.

12. “Comprehension is a conversatio n bet w ee n the read e r and the text.” – Elijah Muhammad

13. Gough and Tunmer (1986)

14. Image Source: htt ps://ww w. sst13.org/ blo g/using-the- simple-view-of-reading-to-simplify-your-work/

15. blending/ segmenting Phonological awareness word recognition oral reading

16. sch e ma o r b ackgr o und knowledge vocabulary language structures verbal reasoning literacy knowledge

17. Natural : Listening , Speaking, Viewing Artificial : Reading , Writing, Visually Representing

18. Reading comprehension is cognitive. List e nin g comprehensio n is the foundation of reading comprehension. Readin g comprehe n sio n i s comprised of multiple skills. Th e “ultimate goal ” o f reading is comprehension .

19. cognitive aspect only?

20. When children read, do they solely focus on the text?

21. When children read … Image Source: https:// www.fluentu.com/blog/educator/teaching- reading-in-a-foreign-language/

22. reading as a social activity reading as a whole experience

23. “Goo d teaching i s mor e a giving of righ t questi o n s than a giving of righ t answer s .” – Josef Albers

24.  

25. Factual Interpretive Applicative Transactional

26. Thinking Demands o o Source o Stated expli c itly in the text

27. Thinking Demands o o Source o Imp l ie d in the text

28. Thinking Demand o Source Text Reader’s existing kno w led g e

29. Thinking Demand o Source o Reader’s repertoire of knowledge o Assumption of being in the situation presented in the text

30. Factual Interpretive Applicative Transactional

31. Identifying details or specific information in text, which requires memory or visual scanning Establishing a sequence of events or determining the order in which ideas or actions occur in the text Associating cause and effect, which requires an explanation reasons and results Determining the main idea, which requires interpretation and synthesis of information

32. Predicting outcomes based on integrating and projecting information Valuing, a comprehension skill based on applying personal views, attitudes, beliefs, and values Problem solving, a comprehension skill that involves manipulating and transforming information to address certain gaps, situations, and issues presented in the text

33. Identifying Details Sequence of Events Cause and Effect Main Idea 5 . Predictin g Outcomes 6.Valuing 7.Problem Solving

34. At lest 24 meaningful and encompassing questions will be formulated .

35. Read the story: Th e Thre e Wishes adapted from an old fairy tale

36. Th e Thre e Wishes adapted from an old fairy tale

37. Where did the couple live? What were the three wishes they made? Why did the grapes jump from the basket to the old woman’s ears? If you were the fairy, would you also have appeared because of knowing the wishes of the wife? Why or why not? Where did their trouble begin?

38. What is the title of the story? What will happen next? Would the fairy appear in front of the couple again after the last wish? Why or why not? Do you think the third wish was good for the couple? Pretend you are the fairy. How would you have helped the couple?

39. Workshop no . 1 Comprehension Questions Table - Pair Work -

40. 1 . Rere a d the s t ory , Th e Three Wishes. Analyze the given comprehension qu e st i on s and classif y them based on what level of thinking they demand and what comprehension skill they prompt . Comp l et e the table with the classified comprehension questions. 10 questions are already in the table. 15 questions still need to be classified and placed accordingly. Since there are 25 questions, there is 1 box in the table which will contain 2 questions. Workshop no. 1 Com p rehe n sion Questions Table

41. Listen to and take note of the correc t pos i ti o n s o f the comprehension questions in the table .

42.  

43.  Pretend you are the fairy. How would you have helped the couple? (T, PS)

44. “Ever y effectiv e winning stra t egy i s ma p p e d out by focusing on the desired en d goal.” – Wayne Chirisa

45.  Successful I nstructiona l M ethods for Teaching Comprehension (NRP, 2000 )

46. Group Reading Approache s (GR A s ) for Comprehension Directed Reading-Thinking Activity (DR-TA) Directed Listening-Thinking Activity (DL-TA) Successful Instructional Methods for Teaching C omprehensio n (NRP, 2000)

47. Group Reading Approach: Directed Reading-Thinking Activity (DR-TA) How to do it? a .C hunk the tex t into 5 t o 6 part s . The end o f ev e r y chunk will serve as stop-point . b.Let the students silently read every chunk. c.Ask comprehension questions in every stop-point .

48. Group Reading Approach: Directed Reading-Thinking Activity (DR-TA) Common questions to ask After reading the title With a title like that, what do you think this story will be about? Why do you think so?

49. Group Reading Approach: Directed Reading-Thinking Activity (DR-TA) Common questions to ask In every stop-point What do you think will happen next? (for narrative text) What is the next information that you anticipate or expect? (for expository text) After the prediction question  What makes you think so? With which prediction do you agree? Why?

50. Group Reading Approach: Directed Reading-Thinking Activity (DR-TA) Common questions to ask Before reading the last chunk How d o you think t he story wil l end? Why do you think so? After reading the last chunk (especially for narratives) Why did the story end that way? How would you have ended the story?

51. Group Reading Approach: Directed Reading-Thinking Activity (DR-TA) Ask varied (FACTUAL, INTERPRETIVE, APPLICATIVE, & TRANSACTIVE) questions formulated through the framework of comprehension questions . In every S T OP-POINT

52. Group Reading Approach: Directed Listening-Thinking Activity (DL-TA) How to do it? Same procedure with DR-TA but done in ORAL MODE

53. Group Reading Approach: Directed Listening-Thinking Activity (DL-TA) Preschool Struggling Readers

54. Workshop no. 2 Chunking Tex t for D R - TA/ DL-TA - Group Work -

55. 1 . Reread the story , Th e Thre e Wishes. 2. Appropriatel y divid e th e stor y into 5 to 6 chunks for DR-TA/ DL-TA . 3 . Allocat e a t least 3 comprehension questions for every chunk / stop- point . Common questions to ask Questions from the comprehension table (workshop no. 1) 4. Present your chunking and allocation of questions to the plenary. Workshop no. 2 Chu n kin g Tex t for DR-TA/ DL-TA o Use visual aids for your presentation  Materials: Cartolina/ Manila papers and markers.

56. Group Reading Approach: Direct Reading Activity (DRA) Let the students read the entire text. Then ask them the comprehension questions.

57. Group Reading Approach: Direct Reading Activity (DRA) Since children read on their own (at their own phase), there is no opportunity for the teacher to clarify the story as it is read.  Not included in the NRP list

58. Group Reading Approach: Direct Reading Activity (DRA) What can make the DRA effective? S trategies that target specific comprehension processes should be integrated. PreP, QAR, ReQuest, RT, GMA

59. STRATEGIES THAT TARGET SPECIFIC COMPREHENSION PROCESSES PreReading Plan (PreP) Question-Answer Relationship (QAR) Reciprocal Questioning (ReQuest) Reciprocal Teaching (RT) Group Mapping Activity (GMA) Successful Instructional Methods for Teaching C omprehensio n (NRP, 2000)

60. Strateg y that Targe t Specific Comprehension Process: PreReading Plan (PreP) a.Decide on the key concept from the text that you want or need to underscore. b.Choose a stimulus word, picture or event to hook students’ materials attentio n . P r epare any needed.

61. Strateg y that Targe t Specific Comprehension Process: PreReading Plan (PreP) c. Ask a stimulus question (e.g. What do you think of when I say ‘friendship’) d. Record students’ response on the board or via classroom response systems (e.g. Mentimeter, Pear Deck).

62. Strateg y that Targe t Specific Comprehension Process: PreReading Plan (PreP) Point to specific responses and ask children, “What made you think of this when I said [initial question]? Extend original question : “Based on our discussion, do you have any new ideas about [concept]? Guide students into reading: “Our story is about… What do you think we might find in the story?”

63. Strateg y that Targe t Specific Comprehension Process: Question-Answer Relationship (QAR) QAR strategy classifies questions and answers into four categories depicting the 4 sources of information – Right There, Think and Search, Author and You, On My Own.

64. Strateg y that Targe t Specific Comprehension Process: Question-Answer Relationship (QAR) DAY 1: Orientation Introduce to students the the 4 sources of information.

65. Strateg y that Targe t Specific Comprehension Process: Question-Answer Relationship (QAR) (1) Right There The answer is stated directly “in the text”. It can be pointed by the student s.

66. Strateg y that Targe t Specific Comprehension Process: Question-Answer Relationship (QAR) (2)Think & Search The answer is “in the text” but it may be implied (necessitates reading between the lines) or found in different parts of the text ; and so, must be put together.

67. Strateg y that Targe t Specific Comprehension Process: Question-Answer Relationship (QAR) (3) Author & You The answer is not only based on the text. It must be formed “ in your head ” as you combine your schema and the information conveyed by the author.

68. Strateg y that Targe t Specific Comprehension Process: Question-Answer Relationship (QAR) (4) On My Own The question is relevant to the topic or theme of the text . But the answer is not in the text. It must also be formed “ in your head ” based on your own schema .

69. Strateg y that Targe t Specific Comprehension Process: Question-Answer Relationship (QAR) Day 2: Review and Collaborative Practice Review the 4 sources of information. Give short passages (two to five paragraphs) and ask 4 questions (for every information source) only. Let them answer in groups or in pairs.

70. Strateg y that Targe t Specific Comprehension Process: Question-Answer Relationship (QAR) Day 3: Review and Independent Practice Review the 4 sources of information. Give longer passages and more questions . Let them answer individually . Day 4: Appropriately integrate QAR in different parts of discussion.

71. Strategy that Target Specific Comprehension Processes: Reciprocal Questi o nin g ( ReQues t ) a. Introduce the ReQuest process: “Let’s see how we can improve our understanding of what we read. We will al l read the text. T h e n we w i ll take turns asking questions about each paragraph/ chunk of text . When it’s your turn to ask questions, try to ask the kind of questions a teacher might ask .”

72. Strategy that Target Specific Comprehension Processes: Reciprocal Questi o nin g ( ReQues t ) b. Initial Reading and Student Questioning After reading the first paragraph/ chunk of text , invite the students to as k an y question s abou t the text.  It is expected that initially they will b e askin g factual o r interpretive questions.

73. Strategy that Target Specific Comprehension Processes: Reciprocal Questi o nin g ( ReQues t ) c. Teacher Questioning and Modelling Ask applicative, interpretive, and critical questions . While students are expected to answer the questions responsively, “I don’t know” response is also valid. Scaffolding should be provided when questions cannot be answered.

74. Strategy that Target Specific Comprehension Processes: Reciprocal Questi o nin g ( ReQues t ) Continued reciprocal questioning: Continue reading the next paragraphs and take turns in asking questions . When you are near the end or conclusion , ask students to predict the outcome. Silent reading: Have students read the end or conclusion to check their prediction . Follow-up discussion and activities .

75. Strateg y that Targe t Specific Comprehension Process: Reciprocal Teaching (RT) Extended ReQuest: ReQuest + Perdicting + Clarifying + Summarizing

76. Strateg y that Targe t Specific Comprehension Process: Reciprocal Teaching (RT) PREDICTING Fiction – Use the book’s title, cover, and illustrations for clues about the characters, settings, and key events. Non-fiction – Use the text headings, illustrations, captions, and non-linear text elements to predict what they will be informed about. The teacher models (thinking aloud and demonstrating). The students follow. Teachers and students take turns in predicting.

77. Strateg y that Targe t Specific Comprehension Process: Reciprocal Teaching (RT) Prediction Prompts I think… I bet… I wonder if… I imagine… I suppose… I predict… The teacher models (thinking aloud and demonstrating). The students follow. Teachers and students take turns in predicting.

78. Strateg y that Targe t Specific Comprehension Process: Reciprocal Teaching (RT) Clarifying F iguring ou t unc l ear portions of the text Fixin g - u p pro blem s on unclear portions

79. Strateg y that Targe t Specific Comprehension Process: Reciprocal Teaching (RT) Clarifying Prompts (Identifying the Unclear Portions) o I didn’ t u n d e rs t and the pa r t whe r e … o Thi s [sen t ence , p aragr a ph , pag e , ch a pter ] isn’t cle a r . Thi s does n ’t make sens e . I can’t figure out the… This is tricky because … The teacher models (thinking aloud and demonstrating). The students follow. Teachers and students take turns in clarifying.

80. Strateg y that Targe t Specific Comprehension Process: Reciprocal Teaching (RT) I don’t Clarifying Prompts (Fix-up) o I r e - rea d pa r ts understand. I read on to look for clues. I think about what I know… I will ta l k t o a fr i en d abou t . The teacher models (thinking aloud and demonstrating). The students follow. Teachers and students take turns in clarifying.

81. Strateg y that Targe t Specific Comprehension Process: Reciprocal Teaching (RT) Summarizing Prompt for narratives SOMEBODY WANTED BUT SO THEN Somebody [main character] wanted [goal of the main character] but [problem in attaining the goal] so [action to address the problem] then [ending of the story] The teacher models (thinking aloud and demonstrating). The students follow. Teachers and students take turns in summarizing.

82. Strateg y that Targe t Specific Comprehension Process: Reciprocal Teaching (RT) Image source: https://spe e c h tim e fun .com/sum marizing- mad e - e a s y - for-older- speech- students / The teacher models (thinking aloud and demonstrating). The students follow. Teachers and students take turns in summarizing.

83. Strategy that Target Specific Comprehension Process: Group Mapping Activit y ( G MA) In groups, the let the children create a story map . There is no right o r wrong way to draw a map. Ever y group’ s m a p is diffe r en t . No one-size-fits-all template

84. Image Source: https://spedellreadingstrategies.weebly.com /story-maps.html Image Source: https://www.pinterest.ph/p in/5031 365896009 28551/ Sho w childre n sample s o f stor y maps.

85. Image Source: https:// www.tes.com/teaching-resource/ks2-story-maps-for-iwb-6257558 Sho w childre n sample s o f stor y maps.

86. Strategy that Target Specific Comprehension Process: Group Mapping Activit y ( G MA) Instruct the children to refrain from looking back at the story while creating the map. They ought to create it from their minds.

87. Strategy that Target Specific Comprehension Process: Group Mapping Activit y ( G MA) Then the story maps should be displayed… …on bulletin board …through gallery walk Image Source: http s://w ww.y outube.com/watch?v=pSt5echeRrM

88. Workshop no . 3 Integrating Strategies that Target Specifi c C o mpre h ensio n Pro c ess e s - Group Work -

89. 1 . Refer to your o u tp u t in workshop no. 2 (chunking for DR-TA/ DL-TA). 2 . Select at strategy least 1 appro p riate ( t hat t arg e t s pecific comprehension you intend to p rocess) t hat integra t e in facili t ating a D R - T A/ D L - T A on the story, The Three Wishes . Rationali z e and plan ab o ut the integration . Present your integration plan to the plenary. Workshop no. 3 Integrating Strategies that Target Specific Comprehension Processes o Use visual aids for your presentation  Ma t erial s : Car t oli na / M a ni l a papers and markers.

90. IN CONCLUSION T o fa c il i ta t e op t imal re a di n g comprehension in s tr u cti o n for children , appropriate SELECTION a n I N TEGR A TION of para d ig m s, a p pr o ac h es, and st r ate g ies are imperative.

91. F o r t h e lo v e of r e a d ing F o r t h e lo v e of r e a d e r s M a y the l i t e r a cy fo r ce be wi t h us al l !

92. Learning Facilitator

93. Thank You for Listening! Thank you for listening!

94. Thank You for Listening! Mr. Marvin T. Sabalza Abuyog North District