Comprehention

this assignment its a discussion classmates
so just read the classmate post and comment on it in 125 words each post. they are 2 posts

Week 8 Discussion

Imaginary Student: Nick, 7th grade, ELL

1. Schema is related to reading comprehension because it relates textual evidence to pre-existing knowledge. For students, they must have schemata on understanding that the point of books, magazines, reading passages, etc. is to convey information. They should be informed regarding vocabulary and sentence pattern, and that different writing styles signify different categories (Roe et al., 2018, pp. 230).

1a. An implication for my reader, Nick is that he has difficulty with content schema. Nick is an ELL student who recently migrated to the U.S. last year. When reading stories or discussing topics that pertain to American culture and events, my students’ schema is activated immediately. However, considering Nick hasn’t yet acquired much of this knowledge, he faces a challenge.

2. “All reading that students do should be purposeful because people who read with a purpose tend to comprehend what they read better than those who have no purpose.” (Roe et al., 2018, pp. 235).

3. The characteristics of text that affect comprehension are sentence comprehension, punctuation, and organizational patterns. Allowing Nick to choose his own textbooks or trade books while I explain the strategy I’m going to teach to assist with his reading. I can provide an anticipation guide before Nick reads the material so that he can reference the knowledge that he has about the topic of the reading, giving him an opportunity to discuss on it. Another pre-reading strategy that I will implement is semantic mapping, which will be beneficial for Nick because it will introduce him to new words that he will encounter, as well as his schemata related to the topic. And because Nick will choose his own book, there’s a likely chance that he will have schemata on the subject-area. During the reading, a meta-cognitive strategy I will enforce is a think-aloud. This said strategy will provide Nick the chance to answer what, why, when, and how questions about the reading. I will also implement guided questioning to help enhance his comprehension. When he finishes the reading, I will ask him to retell important aspects of the material.

4. As previously discussed, a pre-reading strategy that can assist with Nick’s comprehension is an anticipation guide. This outline will consist of statements about the material that he must determine with the prior knowledge that he has.

5. A during-reading approach to improve his reading is a comprehension flow chart. This flow chart can guide him in determining his purpose for reading, details about the setting, characters, obstacles, etc. I will supply Nick with the outline for the flow chart, therefore, his job would be to simply follow the instructions on how to complete it.

6. As previous stated, retelling is a beneficial post-reading approach to further improve Nick’s reading comprehension. During retelling, he will recount significant components of the reading.

Week 9 discussion

1a. Close reading is a reading comprehension strategy that focuses on drawing out meaning from the material by vigilant examination of how language is used in the reading. Close reading is done to determine what the text specifically states while also generating inferences. Close reading aims to examine the author’s craft and use of language in order to determine a deeper meaning of the material.

1b. During close reading, students analyze the details or patterns of text with a fine-tooth comb. During the process, students will seek out as much information as possible in order to formulate ideas surround the reading, therefore, students must read the material over and over again.

The three phases of close reading are understanding the material full and through, analyzing the author’s craft and the ways in which he/she used language, and lastly, prompting questions that connect the text to others, as well as the students’ lives.

1c. I believe that close reading is a significant aspect of the reading process, therefore, I do plan to implement it in my classroom.

1d. Effective questioning lends itself to close reading because said questions are about the main idea, details, vocabulary, sequence, inference,

and evaluation. (Roe et al., 2018, pp. 311-312). Roe, B., Smith, S. H., & Kolodziej, N. J. (2018). Teaching Reading in Today’s Elementary Schools (12th ed.). Cengage Learning.

second post

Week 8

6th grade, ESL learner

1. Schema theory is related to reading comprehension because schema is based on the reader’s previous knowledge. Having previous knowledge before reading the text will help with constructing a meaning for the sentence. Knowing background information before reading the text can really guide you into understanding what you’re reading right in front of you.

a) Schemata plays a vital role in reading comprehension. While giving out reading instructions, I would give my student a graphic organizer. After reading a couple of paragraphs, I would ask him to jot down ideas that correlate with that specific category. Since my student is an ESL learner, I would try to connect the information to his home language. To improve his schemata, prior to the reading, I would assess him to see how much information he already knows about the topic. During the reading, I would constantly review what we just read to see if he understands the material. If not, we would backtrack so that he knows it inside and out.

2. Reader’s purpose affects comprehension immensely. If a student is reading a book because it’s mandatory for school, they aren’t going to comprehend the material as much. They didn’t get to pick out the book so it may not align with their interests. If a reader’s purpose is just reading for fun, they will most likely comprehend the material more since they are doing it voluntarily. The reader chose a book based on their interests so they will probably be more engaged. I think the student should set the purpose for reading because you can’t force someone to be interested in something. It’s hard to set the purpose for someone else unless you know exactly what book they want to read. Even saying that you can read this book for fun takes a lot of pressure off the student to get good marks on a reading quiz or test.

3. Some characteristics of text that affect comprehension are difficult vocabulary, fluency, language barriers, format, etc. Some examples of critical reading strategies to help improve comprehension are annotating, outlining, looking for patterns, summarizing, paraphrasing, making inferences, etc.

4. A pre-reading strategy that can enhance my student’s comprehension is asking him to look at the cover and title of the book. Based on the title and picture, what predictions can be made about the book? This will encourage his brain to make educated guesses.

5. A during the reading strategy that can help my student with comprehension is to stop and talk about what we just read. Asking him questions throughout the book will spark more inferences and intellectual conversations. This is also a good indicator to see if my student actually understands what is going on in the book.

6.A post-reading strategy that can help my student with comprehension is providing him with a summary quiz. This will give me a sense of whether my student understands the reading material or not.

Week 9

1. Close reading

a). Close reading is careful, critical analysis of a text that focuses on symbolic details or reading structure in order to create a profound understanding of the text’s meaning.

b). The close reading process consists of students taking notes as they read the text in the classroom. I will set the purpose first and ask them to look for the main idea. Then students would try to develop a critical discussion topic or a topic to argue on based on the information they just read.

c). I would use it because I think it’s a good technique for students to get more familiar with analyzing different texts. Students will eventually get used to that critical way of thinking and it’ll be automatic.

d). Informational texts lends itself to close reading because those passages could be a harder read than fiction. You have to look at all the information carefully.