Presentation on theme: "Vocabulary and Comprehension of Narrative and Informational Texts Dr. Elaine Roberts."— Presentation transcript:
Vocabulary and Comprehension of Narrative and Informational Texts Dr. Elaine Roberts
KWL chart for vocabulary instruction for narrative and informational texts What do I think I know about assessing and teaching voc for narrative texts? For informational texts? What do I want to know? What did I learn?
Vocabulary Fantasy: Caprice, whim, power of invention, flight of the imagination, daydream, whimsy How would you teach the vocabulary for fantasy? Fantasy Magical Characters, Setting Action Fantasy and Fiction: Plot, setting, characters, dialogue, climax, resolution, theme Fiction Invented Characters, Setting, Action
How do you increase your own vocabulary as a teacher and student? Develop a love of words through word play-students discover interesting words and develop word walls. Play word games and crossword puzzles Teach words they need to know by discussing them and using them in a multisensory way. Encourage use of the words during response to literature. Teach word parts (affixes-prefixes, suffixes, root words) and use them in writing and activities Teach authors style and use of words. Provide literature circles, book clubs, etc to use words and learn more about words with dictionary games. Act out words like surprised and stupefied. Create word walls for math and science words. We learn words through reading, context, reference book use, and direct instruction (Beck and McKeown, 1991).
Teaching the word “brusque” in context. Context clues help with vocabulary but are a limited help for pronunciation (DeVries text, p. 158). “What’s wrong with Joan?” Lynn asked. “I don’t know. Why?” Deena replied. “Last night she was so brusque. When I saw her in the grocery store and asked her how she was, she replied, ‘None of your business!’ and stomped away.”
Formal Assessments Formal Reading Tests with Vocabulary Subtests Standardized Achievement Tests ITBS and CRCT SAT Gates-MacGinitie Reading Tests (K-12) MAT Group Diagnostic Tests Stanford Diagnostic reading Test (1-12) Iowa Silent Reading test (6-Adult) Nelson Denny Reading Tests (9-Adult) Individual Diagnostic Reading Tests Woodcock Reading Mastery Test (1-12) Durrell Analysis of reading difficulties (K-12)
What Students need to know to comprehend narrative texts Finding main ideas Predicting Making inferences Setting a purpose Self-monitoring Generating visual images
More strategies students need to know to comprehend narrative text Drawing conclusions Summarizing Retelling Comparing/contrasting Interrelating ideas Connecting background knowledge to new information
And more strategies to comprehend narrative texts Understanding characters’ motives Sequencing events Self-questioning Analyzing text for story elements Synthesizing Retaining information Elaborating author’s intent Understanding purpose
ESSENTIAL Before, During, and After Reading Strategies Before reading: Predict, set a purpose for reading During reading: Making inferences Self-monitoring – When reading teach students to ask themselves “does it make sense to me?” Graphic organizers help with self monitoring. Visualizing Connecting prior knowledge to texts ◦Literacy knowledge ◦World knowledge ◦Life experience After reading: Finding main ideas Drawing conclusions Elaborating on the author’s intent
Characteristics of Poor Readers DeVries text p. 187 from Richek, Caldwell, Jennings, & Lerner (2006). Reading Problems by Allyn & Bacon. Focus exclusively on pronouncing words Remembers small, unimportant details Relies too much on picture clues Lacks appropriate background knowledge Has a limited vocabulary Doesn’t recognize failures of comprehension Doesn’t connect prior knowledge to text Has difficulty drawing inferences May lack decoding skills (some poor comprehenders have good decoding skills) (Drama helps ESL learners who are experiencing difficulty comprehending text)
Group Activity: Create 2 interesting interactive class centers based on what you learn. Create a rubric for each center. (DeVries text p. 194-207) Group 1 pages 194-195 Group 2 pages 196-197 Group 3 pages 198-200 Group 4 pages 201-203 Group 5 pages 204-205 and top of 206 Group 6 pages 206-207 & page 188-189 The Maze test
Good Comprehension of Informational Texts Reads for details Makes inferences readily Visualizes Predicts Brings in appropriate background knowledge Summarizes Self-monitors Possesses a broad vocabulary Engrossed in story Understands metaphors and figurative language Synthesizes Draws conclusions Decodes unknown words automatically Has good memories Develops valid interpretations Integrates relevant text information with background knowledge
Organization of Expository Texts (Informational Texts) Chronology or sequence Description or enumeration Listing Classification or hierarchy Comparison/contrast Cause/effect Problem/solution Persuasion Assessment aid: Observation checklists based on state standards help determine if students understand the organization of informational texts to help with comprehension
Interactive Group Activity: Create 2 class centers related to what you have learned. Include a rubric for each center. Group 1 pages 235-238 Group 2 pages 239-top of 241 Group 3 bottom of page 241-middle of page 244 Group 4 bottom of page241-246 Group 5 p. 247-249 Group 6 p. 250-252