MODULE 3 

Orlando is a boy in first grade that is having trouble comprehending and answering simple comprehension questions. Three possible strategies that can be used to help Orlando with his comprehension are graphic organizers, repeated reading and comprehension strategies.

Comprehension is the understanding of what has been read. (Sayeski & Paulsen, 2003) A reader can use comprehension strategies are techniques readers use to gain meaning from the text. Teachers should teach text comprehension strategies rather than just asking questions about the text. Students should also be taught when and where to use the comprehension strategies.

Predicting, summarizing, retelling, rereading and questioning are the comprehension strategies that the teacher will use and teacher Orlando. “Predicting sets a purpose for learning and guides comprehension” (Sayeski & Paulsen, 12, 2003). Students can make predictions about what the book might be able from looking at the title or front cover, which can then activate prior knowledge. Students can also make predictions about what they think might happen next in the story. Summarizing is an important comprehension strategy where the student identifies the main idea of the story. It is important that teachers model how to summarize what was read in a short paragraph or story. (Sayeski & Paulsen, 2003) Engaging in modeling teacher’s thinking has great benefits in terms of cognitive development and reading comprehension. (Pinnell & Fountas, 2011) Retelling is a comprehension strategy where students retell in order what happened throughout the story. Rereading is an important comprehension strategy because it helps students to read fluently. Rereading is also a great way for teachers to model how to look back into the story to find the answer to a question. (Sayeski & Paulsen, 2003)

It is important for teachers to model these strategies and their own thinking aloud in order to teach students when they should each strategy. Since Orlando is in first grade he will need cues and reminders as to what comprehension strategy to use and why. It is also important that Orlando’s teacher use text that Orlando can read independently. The focus is on Orlando using the comprehension strategies to comprehend the text rather than decoding words. If Orlando’s teacher teaches each comprehension strategy three or more times and continues to model and facilitate each strategy then Orlando should be able to comprehend texts.

“Graphic organizers are simple diagrams used to assist students, at any grade level, in organizing and recalling elements from stories they have listened to or read” (Sayeski & Paulsen, 2003, 15).  The use of an organized format can increase learning comprehension skills because they can help students remember what they have read by recalling story elements such as main idea, characters, setting and sequence of events. At-risk readers have a hard time making connections between what they already know to what they are reading. The use of graphic organizers can help students organize their thinking. The students can identify and answer questions about characters, settings and events within a story. (Sayeski & Paulsen, 2003)

The use of graphic organizers can help Orlando with his comprehension. It is important for Orlando’s teacher to model and think aloud how to use a graphic organizer. The best way for Orlando to use and practice the use of graphic organizers is within a small group setting or one on one. According to Brooke Graham Doyle and Wendie Bramwell, children who read in small groups demonstrate better story comprehension rather than children read to in whole-class setting. (2006) This will give Orlando’s teacher an opportunity to give quick feedback and adjust his or her instruction to meet children’s level of understanding. (Doyle & Bramwell, 2006)

Repeated reading is another comprehension strategy that can be used to help with comprehension because the student is able to eventually read the text fluently so he or she can spend their energy on comprehension and less time decoding. It is important for students to read texts on their independently level so they can read the text fluently. When students struggle with decoding a text they have less short-term memory available for comprehension. (Sayeski & Paulsen, 2003) Students who listen to repeated readings of the same story engage in more dialogue about the text than students who did not. (Doyle & Bramwell, 2006)

Repeated reading is a great comprehension strategy that can be used to help Orlando with his comprehension. Orlando’s teacher should select a text that is on his independently level that he can read with ease. Orlando should not be focusing on decoding words within the text but rather focusing on the comprehension. Orlando’s teacher should also select texts that fit the developmental level and interests of Orlando. (Pinnell & Fountas, 2011)

                                               

With the use of all three of these comprehension strategies Orlando should make great strides with his comprehension. Orlando’s teacher should use repeated reading text on Orlando’s independent reading level to read the text repeatedly. Throughout the reading of the text the teacher can model and use the comprehension strategies to predict and recall what is happening throughout the text. Then, the teacher can use graphic organizers within small groups to help record characters, setting and sequence of events. I believe that with constant use of these strategies through modeling, thinking aloud and practice Orlando will have success with comprehension.

I created a sequencing graphic organizer to the story “Sneezy the Snowman” by Maureen Wright. I love this story as a read aloud because it has repetitive language and colorful imagery. There are many different ways you can use this story. You can use this fun story to teach cause and effect or sequencing events. I used this story with a comprehension graphic organizer for sequencing. This story has a lot of repetitive parts to it and can be hard to remember that happens next. The use of a sequencing chart can help students look back into the story to find the events that happen in order.

Just like in the video “Interactive Read Aloud” from the Teaching Channel, you can use the book “Sneezy the Snowman” to teach students sequence of events as well as vocabulary about clothing articles. Having students make physical connections between the story and articles of clothing is a great way for students like Orlando to deepen their comprehension.

References

Doyle, B. & Bramwell, W. (2006). Promoting emergent literacy and social – emotional learning  through dialogic reading. The Reading Teacher, 59(6), p554-564.

Fountas, I.C., & Pinell, G.S., (2001). Literacy Beginnings: A Prekindergarten Handbook. Pourtsmouth, NH

Sayeski, K ., Paulsen, K ., & the IRIS Center . (2003) . Early reading. Retrieved on [February 16, 2017] from http://iris .peabody .vanderbilt .edu/wp-content/uploads/pdf_case_studies/ ics_earrd .pdf


https://www.teachingchannel.org/videos/pre-k-reading-comprehension