Understanding what you read: comprehension, background knowledge, complex text, and close reading.
Comprehension is not a skill you can drill in isolation.
Open workshop →WorkshopStudents grow as readers by grappling with text that stretches them, but complex text can also shut them down.
Open workshop →WorkshopReading comprehension depends enormously on what a reader already knows.
Open workshop →WorkshopMost of what students read for the rest of their lives, and most of what they read to learn, is informational.
Open workshop →WorkshopSome texts are worth reading closely, slowly, more than once, digging into what the author says and how.
Open workshop →WorkshopReading comprehension depends heavily on what you already know.
Open workshop →WorkshopTeaching students a handful of comprehension strategies, predicting, questioning, visualizing, inferring, summarizing, monitoring, gives them tools to tackle text actively.
Open workshop →WorkshopTexts are organized in predictable ways, compare-contrast, cause-effect, problem-solution, sequence, and readers who recognize these structures understand and remember far more.
Open workshop →WorkshopBeyond everyday words and subject-specific terms lies a layer of academic vocabulary, words like analyze, evident, contrast, factor, that appear across all subjects and are essential for understanding school texts and talk.
Open workshop →WorkshopSo much of what a text means is never stated directly, it must be inferred by combining clues in the text with what you already know.
Open workshop →WorkshopCharts, graphs, infographics, diagrams, and maps carry crucial information, yet students often skip or skim them, missing or misreading what they show.
Open workshop →