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Teaching Reading: K-2 Workshop
Before You Watch | Comprehension and Response
Video Summary
The video for this session examines comprehension and response to literature in grades K-2. In her lecture, Dr. Jeanne R. Paratore reviews the essential comprehension strategies of proficient readers, and the explicit and strategic instruction that promotes these strategies. The workshop participants then watch and discuss a set of classroom excerpts that illustrate these concepts. Following their discussion, they work in grade-level groups to develop a comprehension strategy lesson plan.
Session Preparation
Materials Needed for This Session
Trade book, short story, or story from basal anthology.
Throughout the session, questions are posed to guide you through the topic. If you are working in a group, discuss your responses; if you are working alone, reflect on them in your journal.
To prepare for the workshop session, you will tap your prior knowledge, read an article on comprehension, and review important terms.
What do you already know?
Print and complete the Comprehension Instruction Chart (PDF).
Reading comprehension is…
“a complex process involving interactions between readers and texts in various contexts and for various purposes.”
Pearson, P. D., et al. “Developing Expertise in Reading Comprehension.” In Samuels, S. J., and A. Farstrup, eds. What Research Has To Say About Reading Instruction. 2d ed., 145-199. Newark, Del.: International Reading Association, 1992.
Thus, reading comprehension is not a series of separate skills but the interaction of the reader with the text for the purpose of reading to make meaning. Consider the three factors shown in the Comprehension Instruction Chart, how they apply to beginning reading instruction, and what challenges they present for planning and implementing effective comprehension instruction.
Assignment: Save your Comprehension Instruction Chart to update and revise throughout the session.
Read the article:
Effective Practices Part: 1 | 2 | 3 (PDF)
Duke, N. K., and P. D. Pearson. “Effective Practices for Developing Reading Comprehension.” In Samuels, S. J., and A. Farstrup, eds. What Research Has To Say About Reading Instruction, 205-224, 234-241. Newark, Del.: International Reading Association, 1992. www.reading.org
Review these important terms:
Aesthetic response
Comprehension
Efferent response
Explicit instruction
Metacognition
Scaffolding instruction
Self-monitor
Strategic instruction
Revise your chart:
Return to your Comprehension Instruction Chart. Add any new thoughts, ideas, or questions based on your reading and review of important terms.
