Spanish Language Arts.4.6.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.4.6.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.

Deles a los estudiantes un texto desafiante y pídales que lo empiecen a leer. Mientras los estudiantes están leyendo en forma independiente, busque con atención a los estudiantes que están releyendo y tomando notas o que están escribiendo preguntas. Durante conversaciones individuales, pídales a los estudiantes que compartan cómo es que ellos verifican que están comprendiendo lo que leen.

Consejos:

  • Después de que los estudiantes han adquirido algo de práctica, considere pedirles que compartan sus preguntas y anotaciones con sus compañeros.
  • Considere usar una tabla guía, un organizador gráfico, imágenes, preguntas de guía u otras herramientas de instrucción para activar el conocimiento previo.


Further Explanation

Esta evaluación le permite al maestro buscar evidencias de que los estudiantes están usando estrategias específicas, tales como releer y escribir preguntas para incrementar la comprensión. Los estudiantes deben ser capaces de reconocer cuando su comprensión se detiene al estar leyendo un texto. En el momento en que la comprensión se detiene, los estudiantes deben saber cómo utilizar estrategias que se les han mostrado y enseñado de forma explícita para mejorar su comprensión.

interact with a text by adding notes or comments in the margins of 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
When students determine that they are not fully understanding a task, it is essential 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 adjustment how they are trying to extract meaning from the text, the disconnect will only compound, causing the text to get increasingly harder to comprehend.
Students monitor their comprehension by independently selecting strategies to check for understanding. Students should not only actively think about the literal meaning of the text as they read but 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. Students at this grade should know how to record their questions in annotations while reading. Students can then clarify their understanding by re-reading parts of the text they found confusing or using sources to gain context.
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. Retrieved from 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.

3. Barth, A. E., & Elleman, A. (2017). Evaluating the impact of a multistrategy inference intervention for middle-grade struggling readers. Language, Speech, & Hearing Services in Schools, 48(1), 31+. Retrieved from https://link.galegroup.com/apps/doc/A490475287/PROF?u=tea&sid=PROF&xid=85a8099a

Summary: This study examines the effectiveness of multiple inference intervention strategies that were designed to increase inference-making and reading comprehension for struggling readers. The study focused on using text clues, activities and integrating prior knowledge, understanding character and author's purpose, and responding to inference questions. Details and lesson examples are available in the Appendix.