Spanish Language Arts.3.6.I

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The student is expected to

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

Artes del lenguaje y lectura en español.3.6.I

Se espera que el estudiante

revise la comprensión y haga ajustes, tales como releer, usar conocimiento previo, formular preguntas y hacer anotaciones cuando la comprensión se pierde.

sla comprehension teks talk image

Knowledge and Skills Statement

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

Conforme los estudiantes se preparan para leer independientemente, enséñeles a checar de forma activa su comprensión mediante el uso de estrategias de comprensión que han sido ejemplificadas y enseñadas explícitamente. Sugiérales que elaboren preguntas o hagan anotaciones en sus cuadernos o en papelitos adhesivos.

Ejemplos de preguntas:

  • ¿Cómo se relacionan los personajes? ¿Qué hizo Eva que hizo a su hermana reír?
  • ¿Qué es más grande: la luna o el sol?
  • ¿Qué conexiones estás haciendo con los personajes o con el escenario?
  • ¿Qué crees que pasará después?

Luego, durante conversaciones uno a uno con los estudiantes, pídales que compartan sus experiencias mientras leían. Pregúnteles a los estudiantes si alguna estrategia específica les ayudó a comprender mejor el texto.


Further Explanation

Este ejemplo de evaluación requiere que los estudiantes reconozcan cuando pierden la comprensión en un texto que están leyendo. En el momento en el que la comprensión se detiene, los estudiantes deben ser capaces de demostrar de qué manera usar estrategias que han sido enseñadas y ejemplificadas en clase para mejorar su comprensión. Si un estudiante no es capaz de articular estrategias apropiadas, el estudiante podría necesitar apoyo adicional en cuanto al uso de estrategias de comprensión.

interact with a text by adding notes or comments to the text in order to record significant features and/or personal commentary or reactions that may enhance one’s understanding of the text while reading
If students determine that they do not fully understand a task, it is necessary that they know how to revisit the text in a purposeful and methodical way to identify where the miscommunication with the text has occurred. If students do not adjust how they are trying to extract meaning from the text, the disconnect will only compound, causing the text to get increasingly harder to comprehend.
When students track their comprehension over time, they independently choose strategies to check for understanding. For example, students at this grade should know to ask questions while reading, such as “Why did that just happen?” and “Why did the character respond that way?” Students can clarify understanding by re-reading parts of the text they find confusing. Students should think actively about the literal meaning of the text as they read. Students should also assess whether they are making appropriate connections and drawing reasonable conclusions. Continually monitoring for understanding while reading allows students to apply focused strategies when breakdowns in understanding occur.
Resultado de interactuar con un texto para que el lector sea capaz de comprenderlo mejor, recordar su contenido o responder a él. Generalmente incluye resaltar o subrayar partes centrales de un texto o hacer notas al margen de éste.

Research

1. Taboada, A., & Guthrie, J. T. (2006). Contributions of student questioning and prior knowledge to construction of knowledge from reading information text. Journal of Literacy Research, 38(1), 1–35. Accessed online at https://journals.sagepub.com/doi/pdf/10.1207/s15548430jlr3801_1

Summary: This study investigated the relationship of student-generated questions and prior knowledge with reading comprehension.  Third- and fourth-grade students posed questions that were related to their prior knowledge and reading comprehension. The results indicated that student questioning accounted for a significant amount of variance in students’ reading comprehension, after accounting for the contribution of prior knowledge.

2. Ness, M. (2011). Explicit reading comprehension instruction in elementary classrooms: teacher use of reading comprehension strategies. Journal of Research in Childhood Education, 25(1), 98+. Retrieved from https://link.galegroup.com/apps/doc/A249684448/PROF?u=tea&sid=PROF&xid=27f9f0d6

Summary: The purpose of this observational study was to identify the frequency of reading comprehension instruction in elementary classrooms. Additional objectives were to determine which reading comprehension instructional strategies were most employed by teacher in 20 first- through fifth-grade classrooms. Question answering, summarization, and predicting/prior knowledge were the most frequently occurring reading comprehension strategies. Implications for professional development and training are provided.