| Slide 1 |
| Slide 2 |
| Readiness—Teachers: |
| Developing Word Recognition and Spelling Growth |
| Assessing literacy skills and knowledge |
| Comprehensive Literacy |
| Reading Comprehension Instruction for Struggling Readers |
| Slide 8 |
| Reader Attributes Which Affect Comprehension |
| Small Group Instruction |
| Role of Comprehension |
| Comprehension comprises two skills: |
| Schemata |
| Components of Comprehension |
| Vocabulary occupies an important position in learning to read. |
| Results of Vocabulary Instruction |
| Word Pairs |
| Modified Frayer Model |
| Comprehension is best supported by: |
| Slide 20 |
| Instructional Model |
| The most important comprehension strategies are: |
| Graphic Organizers |
| Typical Graphic Organizers include: |
| Reciprocal Teaching Multiple Strategy Instruction |
| Organization |
| Example of Reciprocal Teaching |
| The pipefish change their color and movements to blend with their surroundings. For example, pipefish that live among green plants change their color to a shade of green to match the plants. |
| Slide 29 |
| Slide 30 |
| SAIL Transactional Strategies Instruction |
| SAIL Strategies |
| SAIL: Modeling a Think Aloud |
| Think Aloud |
| Slide 35 |
| Slide 36 |
| Modeling: Personal Experiences Using a Strategy |
| Slide 38 |
| Modeling: Scaffolding |
| Slide 40 |
| Slide 41 |
| Narrative Text Structure |
| Informational Text Structure |
| Comparison/Contrast |
| Concept/Definition |
| Cause-Effect |
| Comprehension Monitoring |
| Comprehension Monitoring Behaviors |
| Book Club Plus |
| Organizing for the Week and the Day |
| Flow of the “Book Club” Days |
| Flow of Literacy Block |
| Slide 53 |
| Principles of Effective Comprehension Instruction |
| Principles of Effective Comprehension Instruction |