M5 Visual Aid - Comprehension

Comprehension for CLD Students

Assessment Types

Background Vocab

Authentic Assessmnent

Authentic assessments provide real world problems and connects to student communities. With CLD students, teachers should connect with student biographies (Herrera et al., 2014/2021, pp. 243-244).

Authentic Reading Assessment

Authentic reading assessments use activities that connect to student biographies to assess knowledge of a text (Herrera et al., 2014/2021, pp. 244-251).

Formative Assessment

These are assessments completed during the lesson and involve a student's biography. This allows teachers to observe gaps in knowledge and make adjustments (Herrera et al., 2014/2021, pp. 253-254).

(Assessment, 2019)

Preinstructional Assessment

Preinstructional assessments are completed prior to lessons in order to assess a student's background knowledge. Teachers use this information to form the lesson around what student's already know (Herrera et al., 2014/2021, p. 249).

With the student case study within this presentation, I will discuss various types of assessments and options for differentiated instruction.

MEET

So Yeong

Student Bio

Sociocultural Dimension

So Yeong's family greatly values school and education. Academics are a high priority, so her parents are involved (Herrera et al., 2014/2021, p. 262).

Linguistic Dimension

While So Yeong's parents do not speak English fluently, they are supportive of So Yeong's second language acquisition and encourage her to speak English at home (Herrera et al., 2014/2021, p. 262).

Academic Dimension

So Yeong attend school for three years in Korea before moving to the United States in second grade. She has very strong math skills, but her reading/ comprehension/fluency is just below fourth grade level (Herrera et al., 2014/2021, p. 262).

So Yeong is a young girl from Korea. She and her family moved to the United States two years ago. This year, she is in fourth grade with Ms. Jenkins, and she is working on improving her fluency and comprehension.

Cognitive Dimension

When learning new information, So Yeong can easily memorize and recite information. However, she struggels to synthesize topics or rephrase information (Herrera et al., 2014/2021, p. 262).

"Since her time in the United States, So Yeong has been receiving English language support in an ESL program for one hour each day" (Herrera et al., 2014/2021, pp. 261-262).

What is metacognition?

METACOGNITIVE COMPREHENSION STRATEGIES

These strategies help students think about their thinking (Herrera et al., 2014/2021, p. 152).

While reading, students are encouraged to engage with texts in a more meaningful way (Herrera et al., 2014/2021, p. 152).

Model Thinking

One example of a metacognitive comprehension strategy is to model thinking when introducing a new story or topic. While reading, teachers can model their thought process using a think-aloud strategy. Students, then, better understand the process and feel more comfortable sharing with their peers (Herrera et al., 2014/2021, pp. 152-153). For example, when I teach the short story "Eleven" by Sandra Cisneros, I model my thinking to show how I look for main idea, theme, figurative language, and other topics.

"True or False" Example

"Question Bookmark" Example

"In My Head" Example

This is an example from my own novel unit for A Wrinkle in Time. I use this to review the previous chapter.

(Visualizing Graphic Organizer, n.d .)

(Cass, 2019)

Metacognitive Comprehension Strategy for So Yeong

"True or False" strategies help readers connect concepts to prior knowledge and work as an anticipation guide. With the background knowledge, she can better process details as she reads. This pre instructional assessment can assist So Yeong as she works through comprehension.

"True or False" Strategy

The "True or False" metacognitive comprehension strategy would work very well for So Yeong because it supports more advanced thinking skills. She reads fairly well and can decode passages if given time, but she struggles to fully comprehend the details. The "True or False" strategy would help her with a foundation and background knowledge.

During & After Reading

During reading, students can compare their answers to their original ideas to see if their thoughts have changed at all with new knowledge. After reading, So Yeong can discuss answers with peers, and Ms. Jenkins can use this as a formative assessment.

What is cognitive learning?

Cognitive COMPREHENSION STRATEGIES

These strategies encourage students to manipulate learning material (Herrera et al., 2014/2021, pp. 159-160).

This can be a mental process with visualizing skills or a physical process that encourages notetaking (Herrera et al., 2014/2021, pp. 159-160).

Cognitive Strategies...

• connect to prior knowledge
• use mental images, like visualizing
• encourage inferencing
• use note-taking skills
• ask students to summarize (Herrera et al., 2014/2021, pp. 159-161)

"Visualize-Interact-Predict (V-I-P)" Example

"SEA Box" Example

"Signature Lines" Example

"Story Retelling" Example

(Product Detail Page, 2016)

(Rebecca, 2021)

(Retelling, 2015)

Cognitive Comprehension Strategy for So Yeong

Retelling can be completed individually or in small groups, and it can act as a formative assessment for Ms. Jenkins to provide feedback for So Yeong. Because her comprehension is still developing, So Yeong will benefit from the retelling's assessment of story elements (Herrera et al., 2014/2021, pp. 166-168).

Retelling Strategy

The "retelling" strategy encourages students to write or say what they remember from a story or passage. So Yeong is working to improve her retention of key concepts and details, rather than simply basic facts. Because a retelling asks students to recall the most important pieces, this strategy work help Ms. Jenkins with comprehension development (Herrera et al., 2014/2021, pp. 262-264).

Planning Sheet

This is a plot pyramid that my coworker shared with me. We use this to teach plot elements in sixth grade. Students use this to either write their own stories or retell stories we have read.

What is social/affective learning?

Social/Affective COMPREHENSION STRATEGIES

These strategies use peer interactions to lessen the stress of comprehending unfamiliar topics (Herrera et al., 2014/2021, pp. 170-171).

Students can share ideas, which encourages more complex thinking and comprehension (Herrera et al., 2014/2021, pp. 170-171).

Social/Affective Strategies...

These strategies work on creating a positive peer learning environment. Students work together to form complex ideas. For CLD, students this greatly lessens anxiety and works to improve speaking skills, in addition to comprehension skills (Herrera et al., 2014/2021, pp. 170-171).

"Critical Questions" Example

"Through My Eyes" Example

(Nook, 2022)

Social/Affective Comprehension Strategy for So Yeong

Ms. Jenkins had placed So Yeong with a skills-based group to encourage peer questioning and discussions. Critical questions fit with this group, as students can share their thoughts and own connections. Additionally, Ms. Jenkins first posed her own questions to aid comprehension, so allowing So Yeong to create her own question also fosters independence (Herrera et al., 2014/2021, pp. 262-264).

Critical Questions Strategy

The "critical question" strategy would greatly benefit So Yeong's comprehension because it would encourage her to think about complex questions. Because she is still working on synthesizing information, So Yeong's critical questions allow her to process her own thoughts before, during, and after reading (Herrera et al., 2014/2021, pp. 262-265; pp. 170-171).

Sample Questions

1. What connections do I have with this story?
2. What is the theme of this story?
3. What is the author's purpose for writing?
4. What is the author's tone?
5. How does this connect to my own life?

English Language Proficiency Standards

ELPS 74.4 (c) 1:

Rationale

Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. For the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency

The learning strategies English Language Proficiency Standard fits with comprehension, as it revolves around a student learning and understanding his own learning processes. This includes using different learning strategies and processing which techniques works best for him or herself. With each comprehension strategy, students have a variety of options for visual aids and strategies. Each student can determine the strategy they need to use, which helps them to develop an awareness of their own thinking.

Citations

Assessment (By K. Faris). (2019, December 20). Online Learning Consortium. https://onlinelearningconsortium.org/assessing-across-modalities-strengthening-the-intentionality-of-curricular-design/ Cass. (2019, May 22). Asking Questions Bookmark - Raise the Bar Reading. Raise the Bar Reading. Retrieved June 22, 2023, from https://raisethebarreading.com/2019/05/22/teaching-students-to-use-background-knowledge-in-the-elementary-reading-classroom/asking-questions-bookmark/ Edutopia. (2012, June 10). “Authentic” Assessment at School of the Future [Video]. YouTube. Retrieved June 22, 2023, from https://www.youtube.com/watch?v=9l5m66Y607U Emily. (2022). Metacognition and Comprehension Strategies : Critical for Struggling Readers. The Literacy Nest. https://www.theliteracynest.com/2021/01/metacognition-and-comprehension-strategies-critical-for-struggling-readers.htmlGrowing Primary. (2022, August 6). Comprehension Story Elements: Retelling [Video]. YouTube. Retrieved June 22, 2023, from https://www.youtube.com/watch?v=JNemQATWt2E Herrell, A. L., & Jordan, M. (2020). 50 Strategies for Teaching English Language Learners (6th ed.) [ETextbook]. Pearson. https://plus.pearson.com/products/b6239d27-a1e2-4692-8f14-a88001c094f7/pages/a77396be7f2b8e652dc3c16e0c15608af8ef6817d-cover?userPreferredType=read (Original work published 2019) Herrera, S. G., Perez, D. R., & Escamilla, K. (2021). Teaching Reading to English Language Learners: Differentiated Literacies (2nd ed.) [ETextbook]. Pearson. https://www.pearson.com/en-us/subject-catalog/p/teaching-reading-to-english-language-learners-differentiated-literacies/P200000001235/9780137614219 (Original work published 2014)Instruction of Metacognitive Strategies Enhances Reading Comprehension and Vocabulary Achievement of Third-Grade Students. (2017, August 24). Reading Rockets. Retrieved June 22, 2023, from https://www.readingrockets.org/article/instruction-metacognitive-strategies-enhances-reading-comprehension-and-vocabulary Mascher, K. (2022, March 21). 3 Simple Ways to Use Pre-Unit Assessments to Promote Critical Thinking. Edutopia. Retrieved June 22, 2023, from https://www.edutopia.org/article/3-simple-ways-use-pre-unit-assessments-promote-critical-thinking/McGraw Hill PreK-12. (2022, April 4). Teaching Strategies Grades K-12: Metacognition [Video]. YouTube. Retrieved June 21, 2023, from ttps://www.youtube.com/watch?v=afc8vcleJ90 Michelle Allen. (2021, April 19). Social Affective Strategy TSL 3081 [Video]. YouTube. Retrieved June 22, 2023, from https://www.youtube.com/watch?v=HOPcndl0pec Missi. (n.d.). bitesizedpdforteachers.com is coming soon. Retrieved June 22, 2023, from https://elementaryassessments.com/anticipation-guide-examples/ Nook, C. (2022, March 28). Reading Comprehension Strategy Series: How To Teach Students to Ask Questions When They Read — THE CLASSROOM NOOK. THE CLASSROOM NOOK. Retrieved June 22, 2023, from https://www.classroomnook.com/blog/reading-strategy-asking-questions#join

Citations

Oxford Learning. (2021, May 3). What is Cognitive Learning? [Video]. YouTube. Retrieved June 22, 2023, from https://www.youtube.com/watch?v=qHr9ETmycSU Product Detail Page (By Scholastic). (2016, October 8). Pinterest. Retrieved June 22, 2023, from https://www.pinterest.com/pin/407012885057515235/ Rebecca. (2021, April 27). Pre-Reading Activities to Hook Students for your Next Novel Unit. Differentiated Teaching. Retrieved June 22, 2023, from https://www.differentiatedteaching.com/novel-unit-prereading-activities/ Retelling (By T. Nippoldt, E. Peterson, & S. Sullivan). (2015). Strategies for Students. Retrieved June 22, 2023, from https://spedellreadingstrategies.weebly.com/retelling.html Stike, T. (2023, April 18). How to Use Authentic Assessments in Online Classes | 3-min. Honorlock Online Proctoring | Honorlock On-Demand Online Proctoring Services. Retrieved June 22, 2023, from https://honorlock.com/blog/authentic-assessments-in-online-classes/ Texas Administrative Code, TX Title 19 Part 2 Rule §74.4 (rev. August 2022). https://tea.texas.gov/sites/default/files/ch074a.pdf Thomas, L. (2019). 7 Smart, Fast Ways to Do Formative Assessment. Edutopia. https://www.edutopia.org/article/7-smart-fast-ways-do-formative-assessment/ Visualizing Graphic Organizer. (n.d.). Teachers Pay Teachers. Retrieved June 22, 2023, from https://www.teacherspayteachers.com/Product/Visualizing-Graphic-Organizer-1100435