Title: Reading Comprehension:
1Reading Comprehension The Key to Academic
Achievement Presenter Amy Benjamin
Guide to Handouts Part One Reading in My
Class 1-1 Reading Profile Pie Chart 1-2
Anyone can be a challenged reader 1-3 Academic
flash phrases Part Two Strategies and
Processes 2-1 This is your brain on
reading 2-2 Four Gears of Reading 2-3 Text
Pattern array Part Three A Teachers Guide to
Durable Vocabulary Knowledge 3-1 Summary of the
research in best practice 3-2, 3 The Academic
Word List (AWL) 3-4-6 Word components 3-7
Graphic organizers for content area
vocabulary 3-8 Sample morphology chart and
morphology kit 3-9 Blank morphology chart for
classroom use 3-10 Five ways to process a
vocabulary list for durable learning 3-11
Graphic organizer for vocabulary learning Part
Four Circuit Training for Academic Reading
Fitness 4-1-3 A model for embedding reading
instruction in all classes Part Five 99 Ways to
Improve Your Students Reading Comprehension 5-1-
4 A list of specific, research-based,
implementable ideas
You may access todays visuals at
www.amybenjamin.com (Recent Presentations)
2The visuals in todays presentation are available
at www.AmyBenjamin.com/media.html
3What are the reading requirements of your class?
Textbook Handouts Websites Workbook Supplemental
articles Directions Tests Notes on the board And?
WHAT? WHY? HOW?
Why do students need to read in your
class? Introduction to information Review and
reinforcement Directions Supplemental
information And?
4What are the reading requirements of your class?
Represent, in a pie chart, the kinds of reading
that students are expected to do in your
class. Share with a colleague.
Main Textbook Handouts Websites Workbook Supplemen
tal articles Directions Tests Notes on the
board And?
5Anyone can be a challenged reader
- The amount of distributions from net investment
income and net realized capital gains is
determined in accordance with federal income tax
regulations, which may differ from generally
accepted accounting principles. These book/tax
differences are either considered temporary or
permanent in nature. Key differences are the
treatment of short-term capital gains, foreign
currency transactions, organization costs and
other temporary differences. To the extent that
these differences are permanent in nature, such
amounts are reclassified within the capital
accounts based on their federal tax-basis
treatment temporary differences do not require
reclassifications. To the extent distributions
exceed net investment income and/or/net realized
capital gains for tax purposes, they are reported
as distributions of paid-in capital. -
Semi-Annual Report for a Mutual Fund
6Stumbling blocks in this text
7What would you have to do to understand this
text?
Consult outside source Break it down into
comprehensible parts Establish purpose Sub-summari
ze Diagram Take notes Talk it out Look for
context clues based on background
knowledge Rereading Visualizing Trying to find
examples Set up the text so that its appearance
and organization on the page is helpful numbered
lists bullets, spaces
Understand Be able to use it for its intended
purpose Be able to explain it in my
own words
8Word Wall for Flash Phrases
- amount of distributions
- net investment income
- net realized capital gains
- federal income tax regulations
- generally accepted accounting principles.
- book/tax differences
- short-term capital gains
- foreign currency transactions
- organization costs
- capital accounts
- federal tax-basis treatment
- reclassification
- distributions of paid-in capital
-
9(No Transcript)
10Information processing (reading comprehension) is
domain-specific
11Coming UP
- Strategies and Processes
- Circuit Training for Academic Reading Fitness
- Vocabulary Intensive
- 99 Ways
12Reading Samples You have four pages of the kind
of text that students read in school. How do
reading skills differ for processing
information in these texts? What kinds of
reading skills would be necessary for each
one? What background knowledge would be
necessary for comprehension? Characterize the
vocabulary in each one.
13With your group, devise a before reading
mini-lesson that would help Students read any of
the four content area text samples.
14Read and React You have an editorial written
by Howard Gardner. Please read it. What ideas
that Gardner posits are worthy of further thought
and discussion?
15Golden Oldies Volume I
SQ3R
Survey
Read
Question
Recite
Review
16Golden Oldies Volume II
KWL
1.Summoning prior knowledge 2.Establishing a
purpose asking questions prior to
reading 3.Summarizing how the new learning
relates to existing knowledge