Reading Comprehension - Nebraska
Nebraska Department of EducationNDE English Language Arts Standards Instructional Tool with EL SupportsReading ComprehensionStandardTeacher StrategyGrade bandLA 10.1.6.aClose ReadingK, 1, 2-3, 4-5, 6-8, 9-12LA 10.1.6.dSomething Happened, But, SoK, 1, 2-3, 4-5, 6-8, 9-12LA 10.1.6.iQARK, 1, 2-3, 4-5, 6-8, 9-12WritingStandardTeacher StrategyGrade bandLA 10.2.1.bWriting Organizer1, 2-3, 4-5, 6-8, 9-12LA 10.2.1.dAccordion ParagraphingK, 2-3, 4-5LA 10.2.2.eSentence Imitation2-3, 4-5, 6-8, 9-12Reciprocal CommunicationStandardTeacher StrategyGrade bandLA 10.3.3.cFour CornersK, 1, 2-3, 4-5, 6-8, 9-12LA 10.3.3.diChart2-3, 4-5, 6-8, 9-12
KindergartenStrategy:CLOSE READINGFocus:COMPREHENSIONELA Standard:LA 1.6 Students will construct meaning by applying prior knowledge,using text information, and monitoring comprehension while readingincreasingly complex grade-level literary and informational text.ELA Indicator (bygrade):LA 0.1.6.aWith adult guidance, identify author’s purpose (e.g. explain, entertain,inform).ELP CorrespondingStandard(s):K.4 Construct grade-appropriate oral and written claims and supportthem with reasoning and evidence.Objective/LearningTarget:I can determine the author’s purpose for writing a text to help evaluatethe meaning of text.Time Required:10-20 minutesMaterials Needed:1. Content-specific read aloud passages2. Whole class viewing device.3. Create anchor charts (posters) about author’s purpose and closelistening.Strategy Overview andRationale:“Close reading is a careful and purposeful rereading of a text. IT’s anencounter with text where students really focus on what the author hadto say, what the author’s purpose was, what the words mean, and whatthe structure of the text tells us.” (Douglas Fisher)Close reading is a strategy that will support students in developing criticalreading skills.Step-By-StepInstructions*:1. The teacher models the process of close listening/reading with ashort passage. Teacher could show kindergarten appropriate video.
During instruction,adhere to a gradualrelease of responsibility.First, explain and modelthe strategy for students(ME) and then have theclass complete thestrategy together (WE).Next, put students intopairs to practice thestrategy (TWO), andfinally, have thestudents workindependently tocomplete the strategy(YOU).While modeling, complete the following steps:Leveled Supports forEnglish LearnersEmergingProgressingNearly Proficient a. Read the text (read with a pencil and record unknown words)b. Reread the text for the purpose of identifying author’s purpose.c. Talk/write about the text (use stem: The author’s purpose inis to (entertain, inform, persuade) because .2. The students practice close reading as a whole class.3. The students work with a partner to do close reading.4. The students do close reading independently. Resources*:Show pictures ofdifferent examplesof texts.Show visuals ofdifferent purposes(including thewords).Provideopportunities forstudents to discussauthor’s purposeof text read.Match author’spurpose visuals(cards or pictures)to texts read aloud.Show pictures ofdifferent examplesof texts. Show visuals ofdifferent purposes(including the words). Provideopportunities forstudents to discussauthor’s purposeof text read andwhy.Write author’spurpose for textsread aloud (usestem- The author’spurpose ofis (entertain,inform, persuade). Show pictures ofdifferent examplesof texts.Show visuals ofdifferent purposes(including thewords).Provideopportunities forstudents to discussauthor’s purposeof text read andwhy.Use sentence stem(see above) towrite author’spurpose andevidence.Fisher and Frey, Literacy for Life at https://fisherandfrey.com/
Douglas Fisher at writethink.orgMeta Tagging:Close reading, Comprehension*This lesson has been contextualized for students at this grade level.
KindergartenStrategy:SOMETHING HAPPENED BUT SOFocus:COMPREHENSIONELA Standard:LA 10.1.6Students will construct meaning by applying prior knowledge, using textinformation, and monitoring comprehension while reading increasinglycomplex grade-level literary and informational text.ELA Indicator (bygrade):LA 0.1.6.dELP CorrespondingStandard(s):K.3 Speak and write about grade-appropriate complex literary andinformational texts and topics.With adult guidance, retell major events and key details from a literarytext and/or media.K.9 Create clear and coherent grade-appropriate speech and text.Objective/LearningTarget:I can make comparisons between a literary text and informational text inprint, digital, and/or other media.Time Required:Whole class periodMaterials Needed:Strategy Overview andRationale:1.2.3.4.Somebody Wanted But So template (see attached)Chart paper for interactive writingPictures cards, if necessary.Whole class viewing deviceSomebody Wanted But So is a summarization technique for literary texts.The goal is to use this template to support students as they discuss orwrite one-or two-sentence summaries of longer text.Literary Text:Somebody (characters)Wanted (plot motivation)
But (conflict)So (resolution)Step-By-StepInstructions*:During instruction,adhere to a gradualrelease of responsibility.First, explain and modelthe strategy for students(ME) and then have theclass complete thestrategy together (WE).Next, put students intopairs to practice thestrategy (TWO), andfinally, have thestudents workindependently tocomplete the strategy(YOU).Leveled Supports forEnglish Learners1. Teacher models the process of identifying the characters, plotmotivation, conflict, and resolution for a story familiar to all studentsusing the template Somebody Wanted But So.2. Teacher reads a literary text aloud. Together the whole groupcompletes the Somebody Wanted But So (SWBS). Write the summarysentence together using interactive writing.3. Teacher reads a literary text aloud. Together the whole groupcompletes the SWBS using interactive writing. Then students turn andverbally share a summary sentence.Emerging Resources:ProgressingUse picture cardsor draw pictures tomatch each part ofSWBS.Wormeli, R (2005). Summarization in any subject: 50 techniques toimprove student learning. Alexandria, VA: ASCD.Somebody Wanted But So Handout (see attached)Meta Tagging:Nearly ProficientReading, Comprehension
SomebodyWantedButSoSummary sentence:
KindergartenStrategy:Question-Answer Relationship (QAR)Focus:COMPREHENSIONELA Standard:LA 10.1.6Students will construct meaning by applying prior knowledge, using textinformation, and monitoring comprehension while reading increasinglycomplex grade-level literary and informational text.ELA Indicator (bygrade):LA 0.1.6.iELP CorrespondingStandard(s):K.4 Construct grade-appropriate oral and written claims and supportthem with reasoning and evidence.Construct and/or answer clarifying questions (who, what, where, why,how) and support answers with evidence from the text or additionalsources.K.2 Participate in grade-appropriate oral and written exchanges ofinformation, ideas, and analyses, responding to peer, audience, or readercomments and questions.Objective/LearningTarget:I can identify the sources of information needed to appropriately answera question.Time Required:40 minutesMaterials Needed:1. Handout 1 (QAR Handout #1) – See Attached2. Handout 2 (QAR Handout #1) – See Attached3. Content-specific text (e.g., textbooks, article, etc.)Strategy Overview andRationale:Question-Answer Relationship (QAR) is a questioning strategy thathelps students identify the kinds of information required to answerquestions, the sources of that information, and how to retrieveinformation from text. The two primary sources of information are inthe book (text-based) and in the head (knowledge-based).
Using QAR helps the reader search for and summarize information in thetext as well as access and use background informationStep-By-StepInstructions*:During instruction,adhere to a gradualrelease of responsibility.First, explain and modelthe strategy for students(ME) and then have theclass complete thestrategy together (WE).Next, put students intopairs to practice thestrategy (TWO), andfinally, have thestudents workindependently tocomplete the strategy(YOU).1. Prior to the lesson, create QAR questions from small sections of text(not longer than five sentences) for right there and on your ownquestions. Using these questions, model how each of these QARquestions can be identified and answered. Right There: the answer is found in the text, usually as a phrasecontained within one sentence. On Your Own: requires students to think about what is alreadyknown from their reading and experience (prior knowledge)to formulate an answer.2. Prior to the lesson, create QAR questions from small sections of textfor those two types. Do a think aloud to decide which kind of questionis being asked and how to answer the question.3. Prior to the lesson, create QAR questions from small sections of text(not longer than five sentences) for right there and on your ownquestions. After reading a text, the teacher will ask a question and tellthe students what level of QAR it is. Students will then answer thequestion appropriately with their partner.4. Prior to the lesson, create QAR questions from small sections of text(not longer than five sentences) for right there and on your ownquestions. Students read or listen to text. With a partner, thenstudents identify which type of QAR level it is. Then students willanswer the questions appropriately.5. Students answer QAR questions independently.Leveled Supports forEnglish LearnersEmergingProgressing Assign a gesturefor the two typesof questions (rightthere & on yourown).Give students avisual or gesture touse when decidingwhat type ofquestion is beingProvide sentencestarters forquestions (i.e. Themain character is).Nearly Proficient
asked.Allow students torespond to thequestionsnonverbally(pointing, drawing,etc.).Resources:QAR Handouts (see attached)Meta Tagging:Reading, Comprehension, QAR*This lesson has been contextualized for students at this grade level.
Question-Answer Relationship (QAR)IN THE BOOKRight ThereThe answer is in one place in the text. Youcan put your finger on it. Words from thequestion and words that answer thequestions are often “right there” in thesame sentence.Strategies:·Reread·Scan·Look for keywordsIN MY HEADOn My OwnThe answer is not in the text. Theanswer comes from your own thoughtsin your head.Strategies·Think about what you already know·Make connections to self, othertexts, and the world·Develop new ideas
KindergartenStrategy:ACCORDION PARAGRAPHINGFocus:WRITING PROCESSELA Standard:LA 10.2.1Students will apply the writing process to plan, draft, revise, edit, andpublish writing using correct spelling, grammar, punctuation, and otherconventions of standard English appropriate for grade-level.ELA Indicator (bygrade):LA 0.2.1.dELP CorrespondingStandard(s):K.7 Adapt language choices to purpose, task, and audience whenspeaking and writing.Compose simple, grammatically correct sentences.K.10 Make accurate use of standard English to communicate in gradeappropriate speech and writing.Objective/LearningTarget:I can write a fully developed paragraph that contains a topic sentence,explanation sentences, and examples. (Supporting details, evidence fromthe text, facts).Time Required:20 minutesMaterials Needed:1. Prepare strips of green, yellow, red paper.2. Definitions of “topic sentence,” “explanation sentence,” and“example.”3. List of transition words.4. 3 total sample paragraphs from the content area/model text (2 inparagraph form [one copy each], 1 is cut into sentence strips--withenough copies for pairs of students to have a copy of the cut upparagraph.5. Yellow, green, and red markers/highlights6. Classroom viewing device7. Tape
Strategy Overview andRationale:Accordion Paragraphing is a writing strategy where students organizeparagraphs that are logical, focused, and supported by evidence.This strategy provides students with practice identifying paragraph partsand shows them what an organized paragraph should include as well asgiving them practice writing an organized paragraph.Step-By-StepInstructions*:During instruction,adhere to a gradualrelease of responsibility.First, explain and modelthe strategy for students(ME) and then have theclass complete thestrategy together (WE).Next, put students intopairs to practice thestrategy (TWO), andfinally, have thestudents workindependently tocomplete the strategy(YOU).1. Identify topic sentence, reason-detail-fact sentences, and concludingsentence within the model text, highlighting the topic and concludingsentences in green and reason-detail-fact sentences in yellow.2. Students come to the front of the room and mark second modelparagraph.3. Pairs of students identify topic sentence, reason-detail-factsentences and concluding sentence from cut up sample paragraph.Once complete, students color code sentences.4. Whole class will compose an accordion paragraph using a graphicorganizer.5. Pairs of students will orally compose an accordion paragraph with atopic sentence, 3 reason-detail-fact sentences, and a concludingsentence.6. Each student writes their own paragraph: individually, studentswrite topic sentence (on green paper), reason-detail-fact sentences(yellow paper), and concluding sentence (green paper). Then they tapetheir paragraphs together.Assessment: Students share paragraphs with class.Leveled Supports forEnglish LearnersEmergingProgressingNearly Proficient Give students atopic to writeabout (i.e.Summer) andstudents drawpictures for thereason-detail-factsentences.Give students atopic sentence.Then give themsentence startersor frames for thereason-detail-factsentences.Provide a list oftransition words.
Resources:Auman, M. Step up to writing: Grades 6-8 (4th edi,). Dallas, TX: VoyagerSopris LearningMeta Tagging:Accordion paragraphing, writing, writing process*Lesson has been contextualized for students at this grade level.
KindergartenStrategy:FOUR CORNERSFocus:RECIPROCAL COMMUNICATIONELA Standard:LA 10.3.3 Student will develop, apply, and adapt reciprocalcommunications skills.ELA Indicator (bygrade):LA 0.3.3.cELP CorrespondingStandard(s):K.4 Construct grade-appropriate oral and written claims and supportthem with reasoning and evidence.Apply conversations strategies to recognize new information presentedby others in relationship to one’s own ideas.K.9 Create clear and coherent grade-appropriate speech and text.Objective/LearningTarget:I can use conversation strategies to evaluate new information presentedby others.Time Required:10-15 minutesMaterials Needed:1. Poster/Butcher PaperStrategy Overview andRationale:Four Corners is a strategic speaking tool where students express theirthoughts and opinions about a particular topic or concept. This toolprovides students with an opportunity to express their thoughts andopinions in a variety of contexts.Step-By-StepInstructions*:1. Teacher creates four questions or choices that relate to a topic/issuebeing discussed.2. The teacher then posts the choices in four corners of the classroom.3. Students turn and talk to their partner about the question/choice.During instruction,adhere to a gradual4. Then, students walk to the corner that matches their choice thatrelease of responsibility. closely fits their opinion.First, explain and model5. Finally, students develop a group summary of their choice to sharethe strategy for studentswith the rest of the class.(ME) and then have theclass complete the
strategy together (WE).Next, put students intopairs to practice thestrategy (TWO), andfinally, have thestudents workindependently tocomplete the strategy(YOU).Leveled Supports forEnglish LearnersEmergingProgressing Provide picturesthat match choicesavailable.Nearly ProficientProvide sentenceframe for groupsummary (i.e. Wepickedbecause ).Resources:Meta Tagging:Reciprocal Communication, Speaking and Listening, Four Corners
Grade 1Strategy:CLOSE READINGFocus:COMPREHENSIONELA Standard:LA 1.6 Students will construct meaning by applying prior knowledge, usingtext information, and monitoring comprehension while readingincreasingly complex grade-level literary and informational text.ELA Indicator (bygrade):LA 1.1.6.aELP CorrespondingStandard(s):ELP 1.1 Construct meaning from oral presentations and literary andinformational text through grade-appropriate listening, reading, andviewing.Objective/LearningTarget:I can determine the author’s purpose for writing a text to help evaluatethe meaning of text.Time Required:20-30 minutesMaterials Needed:1. Content-specific reading passagesIdentify author’s purpose (e.g., explain, entertain, inform)2. Highlighters or colored pencils3. Whole class viewing device.4. Create an anchor chart (poster) with close reading steps.Strategy Overview andRationale:“Close reading is a careful and purposeful rereading of a text. IT’s anencounter with text where students really focus on what the author hadto say, what the author’s purpose was, what the words mean, and whatthe structure of the text tells us.” (Douglas Fisher)Close reading is a strategy that will support students in developing criticalreading skills.Step-By-StepInstructions:1. The teacher models the process of close reading with a short gradeappropriate passage.During instruction,adhere to a gradualrelease of responsibility.While modeling, complete the following steps:a) Read the text (read with a pencil and record unknown words)
First, explain and modelb) Reread the text for a deeper purpose (annotate**,?, I think, I’mthe strategy for studentsconfused, This is important )(ME) and then have thec) Write about the text (provide evidence to support ideas).2. The students practice close reading as a whole class.class complete thestrategy together (WE).3. The students work with a partner to do close reading.Next, put students intopairs to practice the4. The students do close reading independently.strategy (TWO), andfinally, have thestudents workindependently tocomplete the strategy(YOU).Leveled Supports forEnglish LearnersEmergingProgressingNearly Proficient During pair work,work with studentindividually. Provide visualsupports inexplaining author’spurpose (explain,inform,entertain ). Students may pointto parts of the text. Provide sentenceframe with wordbank of choices.“The author’s purposeis .”Provide sentencestarters forstudents to discusstext features andauthor’s purpose.“I think the author’spurpose isbecause .” Provide an anchorchart or checklistto help guidepartner discussion.Provide sentenceframes forelaborating,agreeing anddisagreeing, andproviding evidence.“I agree/disagreebecause .”“Where do you thinkthat?” etc.Explain, inform,entertain.Resources:Fisher and Frey, Literacy for Life at https://fisherandfrey.com/Douglas Fisher at 597/what-is-close-readingMeta Tagging:Close reading, Comprehension
Grade 1Strategy:SOMETHING HAPPENED BUT SOFocus:COMPREHENSIONELa Standard:LA 10.1.6Students will construct meaning by applying prior knowledge, using textinformation, and monitoring comprehension while reading increasinglycomplex grade-level literary and informational text.ELA Indicator (bygrade):LA 1.1.6.dRetell major events and key details from a literary text and/or media.LA 1.1.6.eRetell main ideas and supporting details from informational text and/ormedia.ELP CorrespondingStandard(s):ELP 1.1 Construct meaning from oral presentations and literary andinformational text through grade-appropriate listening, reading andviewing.Objective/LearningTarget:I can make comparisons between a literary text and informational text inprint, digital, and/or other media.Time Required:Whole class periodMaterials Needed:Strategy Overview andRationale:1. Whole-class viewing device (projector, document camera).2. Handouts with basic sequence and examples for both. (Handout
2. Definitions of “topic sentence,” “explanation sentence,” and “example.” 3. List of transition words. 4. 3 total sample paragraphs from the content area/model text (2 in paragraph form [one copy each], 1 is cut into sentence strips--with enough copies for pairs of students to have a copy of the cut up paragraph. 5.
Reading Comprehension Task 15 mins. 4.Strategy Inventory for Reading Comprehension Accepting Ambiguity 10 mins. Local Strategies Global Strategies . A sample text selected from iBT TOEFL sample reading comprehension task ! 688 words consisting of 6 multiple-choice reading comprehension questions 2014. 4. 5.
reading comprehension and thus listening comprehension instructional activities can be used as a tool for improving reading comprehension (Hogan, Adlof, and Alonzo, 2014) . As early as 1969, researchers demonstrated that listening comprehension and reading comprehension are two separate co
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501 reading comprehension questions. — 4th ed. p. cm. ISBN 978-1-57685-747-2 1. Reading comprehension—Problems, exercises, etc. I. LearningExpress (Organization) II. Title: Five hundred one reading comprehension questions. III. Title: Five hundred and one reading comprehension questions. LB1050.45.A15 2010 372.47—dc22 2009032221
2002). Without the skill of reading comprehension and the motivation of reading to learn, students' academic progress is Panel defines that reading comprehension is an ability to read text quickly, accurately, and using expression properly (p. 3-definition of reading comprehension (Dowhower, 1991). Reading comprehension affects the learning
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sentence comprehension skills of children and how these skills may impact reading comprehension. Although there is evidence that children’s sentence comprehension may also relate to accurate decoding(e.g.,Nation &Snowling,2004),myfocuswillbeon the relationship between sentence comprehension and reading com-
