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13 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Comprehension |
Readers understanding what that have read |
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Levels of comprehension |
1. Literal 2. Inferential 3. Evaluative |
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Literal Comprehension(definition) |
Ability of readers to understand surface meaning of a text |
Answers can be found in a text |
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Inferential comprehension(definition) |
Ability of a reader to interpret what he or she has read Answers are not in text reader must speculate based on surface meaning of a text |
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Evaluative comprehension(definition) |
Ability of a reader to make judgments based on what they have read |
Answer is not in text |
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Automaticity theory |
Reading requires reader to decode words and understand meaning of text |
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Literal comprehension skills |
Identifying main ideas, identifying details, identify story grammar(characters, problem, how conflict is resolved |
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Inferential comprehension skills |
Inferring main ideas, making comparisons, drawing conclusions, making predictions with evidence from text |
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Evaluative comprehension skills |
Recognizing bias, judging a text content, characters, use of language Distinguishing facts and opinions in text |
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KWL |
Activate students background knowledge Know, want to know, what I have learned |
Graphic organizer |
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PreReading Plan (PreP) |
Structured discussion with 3 steps 1. Associations What do you think about when hearing the word penguins 2. Reflecting on Associations What made you think(whatever student said about penguins) 3. Organizing associations Does anyone have new or different ideas about penguins |
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Question answer relationship(QAR) |
1. Right there(literal questions) 2. Think and Search(answer is in two different parts of text) 3. Author and You (answer is not in text, need to think about it) 4. On my own(inferential/ evaluative questions) |
Comprehension strategy |
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Gradual release of responsibility |
Teacher stars by doing most of work and gradually releasing responsibility to students |
Comprehension strategy |
