Private: Teaching Reading: 3-5 Workshop

Professional Development > Private: Teaching Reading: 3-5 Workshop > 3. Building Comprehension > 3.2 Analyze the Video | Building Comprehension

English Language Arts

3-5

Analyze the Video | Building Comprehension

Watch the video, "Building Comprehension," taking notes as you watch. After you watch, jot down your answers to the questions below. If you prefer to watch the video in segments, pause the video when you see the next chapter heading.

Video Summary

In this video, Professor Nell Duke defines what good readers do as they process text and what teachers can do to improve students’ reading comprehension. You will also see classroom examples that illustrate the strategies and research Professor Duke describes. As you watch the video, consider the following questions:

What do good readers do?
What can teachers do to develop comprehension?
What can teachers do to help struggling readers?

What do good readers do?

In this segment, Professor Duke defines comprehension and describes the research findings on what good readers do as they read. (If you are watching the video in segments, you will find this image at the beginning of the video.)

How do the classroom clips illustrate Professor Duke’s definition of comprehension?
Based on Professor Duke’s suggestions, how can you promote active learning through your instruction?
How can you help your struggling readers use comprehension strategies as they read?

What can teachers do to improve students' comprehension?

In this video segment, Professor Duke emphasizes the importance of explicit instruction for improving students’ comprehension. These instructional practices should focus on factors related to effective comprehension: vocabulary, background knowledge, text structure, and authentic opportunities to read and respond to text. (If you are watching the video in segments, you will find this image approximately eight minutes into the video.)

How can you build background knowledge before reading?
How and when can you teach vocabulary? How do you choose which words to teach?
What changes might you make?
How can you teach comprehension strategies across the curriculum?
How can you promote meaningful conversations about text among your students?

What can teachers do to help struggling readers?

In the last video segment, Professor Duke discusses the difficulties struggling readers often have in actively monitoring their comprehension. (If you are watching the video in segments, you will find this image approximately 25 minutes into the video.)

What strategies can you use to help students when they don’t understand?
What strategies can you teach your students to use when comprehension breaks down?

Series Directory

Private: Teaching Reading: 3-5 Workshop

Credits

Produced by WGBH Educational Foundation. 2006.

Closed Captioning
ISBN: 1-57680-815-7

Sections

3.1 Before You Watch | Building Comprehension

3.2 Analyze the Video | Building Comprehension

Watch the video, "Building Comprehension," taking notes as you watch. After you watch, jot down your answers to the questions below. If you prefer to watch the video in segments, pause the video when you see the next chapter heading.

3.3 Extend Your Knowledge | Building Comprehension

3.4 Put It Into Practice | Building Comprehension

3.5 Reflect on Your Learning | Building Comprehension

Supplementary: Components of Comprehension Instruction Chart

Handout

Supplementary: Examine the Literature Response Chart

Handout

Supplementary: Effective Practices for Developing Reading Comprehension

Handout

Supplementary: What Every Teacher Needs to Know About Comprehension

Handout

Workshops

Workshop 1 Creating Contexts for Learning

This session examines how classroom organization, routines, and grouping practices can enhance literacy skills in the middle grades. Literacy expert Jeanne Paratore discusses teaching strategies that foster reading and writing skills. Classroom examples illustrate the research.

Workshop 2 Fluency and Word Study

This session focuses on how students in the middle grades develop vocabulary and reading fluency. Literacy expert Richard Allington discusses specific teaching strategies that help build fluency and vocabulary, illustrated by classroom examples.

Workshop 3 Building Comprehension

Comprehending text is one of the main goals of reading. In this session, literacy expert Nell Duke discusses what good readers do and strategies teachers can use to help students build comprehension skills. Classroom footage provides examples of comprehension strategies.

Workshop 4 Writing

This workshop examines the relationship between reading and writing in the middle grades. Literacy expert Nadeen Ruiz discusses the connections, conventions, and inventions that provide a framework for teaching writing, illustrated by classroom examples.

Workshop 5 New Literacies of the Internet

This workshop focuses on the evolving use of networked technology in education. Literacy expert Donald Leu discusses strategies that help students effectively read, write, and communicate on the Internet. Classroom examples illustrate strategies for using Internet resources in the classroom.

Workshop 6 Teaching English Language Learners

Changing classroom demographics call for a range or teaching strategies. In this session, literacy expert Robert Jim�nez discusses strategies teachers can use to create a successful learning environment for all students, while supporting English language learners. Classroom examples illustrate the research.

Workshop 7 Teaching Diverse Learners

In this session, literacy expert Dorothy Strickland discusses how teachers can meet the diverse needs of readers and writers in their classrooms. Classroom examples and teaching strategies address different aspects of diversity, including culture, language, background, ability, and learning approaches.

Workshop 8 Assessment and Accountability

This session explores assessment, standards, and outcomes. Literacy expert Kathy Au discusses the strategies teachers can use to assess students' understanding in reading and writing. Classroom examples illustrate how students can participate in their own assessment.