MOD#46:Reading Comprehension @idealindiana.com

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Reading Comprehension
Author
Susan Tancock, PH.D., Ball State University

Introduction

This module will improve professional development of teachers in that by completing the Internet-based module the teacher will increase awareness about the topic, develop conceptual understanding, and gain skills that will help in the teaching of reading comprehension. The teacher can then apply these skills when working with children with the goal of improved student achievement.

Module Description

A report from the National Reading Panel determined that it is critical that teachers be prepared to assist students in developing reading comprehension. Teachers must have knowledge of the important strategies readers use to problem solve, construct meaning, and recall important details about what they have read. In addition, they need to be aware of effective means of assessing comprehension and utilizing

Instructional Outcomes

After completing the module, the user will be able to:

Describe evidence-based reading instruction as it relates to comprehension.
List guidelines for evaluating comprehension instruction.
Write questions for a text that address Question-Answer Relationships (QARs)
Design several ways to assess comprehension of a text.
Familiarize oneself with technology-based resources for practicing comprehension.

Instructional Proficiencies

Instructional Proficiencies: Teachers of Students with Exceptions Needs: Mild Intervention

Standard 4 - The educator of students with exceptional needs recognizes that optimal learning relates new information to students. Performances: #1, #2, #6, #10, #12, #13

Standard 7 – The educator of students with exceptional needs understands that individualized planning is at the center of special education practice. Performances: #3, #7, #13

Standard 8 – The educator of students with exceptional needs is competent in selecting, administering, and interpreting a variety of formal and informal assessment tools and utilizes this information to design, implement, and evaluate instruction to guide students in self-assessment. Performances: #1, #2, #9, #12

Developmental Level: Early Childhood (3-8 yrs.) Middle Child (7-12 yrs.)

Indiana Academic Standard - English / Language Arts

Standard 2 - Comprehension

Instructional Events

To complete this module, the student will need to:

Task #1 - Read several articles and outline principles, guidelines, and objectives for evidence-based comprehension instruction.
Task #2 - Evaluate online comprehension lessons according to guidelines for quality comprehension instruction.
Task #3 - Read about Question-Answer Relationships. Access an online story and write questions that address each type of question.
Task #4 - Review various modes of assessing comprehension. For an online story, design three different ways of assessing students’ comprehension of the story.
Task #5 - Review the resources and software available for reading interventions and discuss how they could be used in the classroom to improve comprehension.

Instructional Evaluation

	Below Average	Average	Above Average
Overview	Definition is not accurate, does not include descriptors, and is unclear. Description of how guided reading fits into balanced literacy program is unclear, inaccurate, and does not show understanding of the modes of reading. Few answers on the “Foundation” worksheet are complete and accurate.	Definition is mostly accurate and includes some descriptors. Description of how guided reading fits into balanced literacy program is mostly clear, accurate, and shows some understanding of the various modes of reading. Most answers on the “Foundation” worksheet are complete and accurate.	Definition of guided reading is very accurate and includes many important descriptors. Description of how guided reading fits into balanced literacy program is clear, very accurate, and shows complete understanding of the various modes of reading. All answers on the “Foundation” worksheet are very complete and accurate.
Template	Guided reading lesson template includes goals for before, during, and after reading experiences that are not very accurate. Activities given in each category are not very specific or appropriate.	Guided reading lesson template includes goals for before, during, and after reading experiences that are mostly accurate. Activities given in each category are mostly specific and appropriate.	Guided reading lesson template includes accurate goals for before, during, and after reading experiences. Specific and appropriate activities that will greatly enhance student learning are given in each category,
Lesson Critiques	Less than three online guided reading lessons are not appropriately critiqued. Strengths and weaknesses for improving the lesson are not appropriate.	Three online guided reading lessons are appropriately critiqued for the most part given an understanding of the important features of a quality guided reading lesson. Strengths and weaknesses of the lesson are mostly specific and accurate.	Three online guided reading lessons are appropriately critiqued in detail given an understanding of the important features of a quality guided reading lesson. Many specific and accurate strengths and weaknesses of the lesson are given.
Lesson	One guided reading lesson plan is submitted that does not follow the template designed. The lesson does not include quality before, during, and after reading experiences. The assessment given is not appropriate.	One guided reading lesson plan is submitted that mostly follows the template designed. The lesson includes quality before, during, and after reading experiences. The assessment given is mostly appropriate for the text and will allow the teacher to collect information about the readers’ use of reading and comprehension strategies	One very high-quality guided reading lesson plan is submitted that follows the template designed. The lesson includes quality before, during, and after reading experiences that will greatly enhance student learning. The assessment given is very appropriate for the text and will allow the teacher to collect useful information about the readers’ use of reading and comprehension strategies.
Book Leveling	Children’s literature is not appropriately leveled. Reasons for determining the levels are not accurate.	Five pieces of children’s literature are appropriately leveled for the most part. Reasons for determining the levels are given and are mostly accurate.	Five pieces of children’s literature are appropriately leveled. Many appropriate reasons for determining the levels are given and are accurate.
Running Records	Two running records are submitted that are not accurately recorded and scored. Cues used, strategies uses, and suggestions for mini lessons are not appropriate given the results of the running records.	Two running records are submitted that are mostly accurately recorded and scored. Cues used, strategies uses, and suggestions for mini lessons are mostly appropriate given the results of the running records.	Two running records are submitted that are accurately recorded and scored. Cues used, strategies uses, and suggestions for mini lessons are very appropriate given the results of the running records.

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