April 2007 Copyright © 2007 Mississippi Department of Education 1 Teaching the New Frameworks K - 3 Competency Two Comprehension

April 2007 Copyright © 2007 Mississippi Department of Education 1

Teaching the New FrameworksK - 3

Competency Two

Comprehension


Vocabulary

Alphabetic Principle/ Phonics

Fluency

Reading

Big Ideas in Beginning Reading

Comprehension

Phonemic Awareness


Competency Two

The student will apply strategies and skills to comprehend, respond to, interpret, or evaluate a variety of texts of increasing length, difficulty, and complexity.


Important Considerations

The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film.


Important Considerations

While competencies for grades K-3 remain identical, objectives require an extension of knowledge and broader, deeper application of skills. A critical component at each grade level is text complexity. Text complexity is indicated by such elements as sophistication of language, content, and syntax. As students move from kindergarten to grade three, texts should require a greater cognitive involvement by the student in order for the student to appreciate and comprehend the meaning and beauty inherent in language.


Types of Texts

The MLAF 2006 identifies three broad groups of texts. These are the same categories identified by NAEP. Literary Fiction Literary Nonfiction Informational Texts


Considerations for Selecting Texts for Reading

Following the focus of ACT Reading and the NAEP Grade 8 Assessment, it is recommended that language arts teachers work to shift the emphasis from literary passages to informational passages as suggested in the following chart.

Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%


Areas Addressed by Competency Two

• Text features, Parts of a Book and Text Structures

• Comprehension: Main Idea, Details, Sequencing, Cause and Effect, etc.

• Summarization

• Analyzing, Interpreting, Evaluating, and Responding to Texts


Competency 2 - Objective A

K – The student will apply knowledge of text features, parts of a book, and text structures to analyze text.

1st to 3rd – The student will use text features, parts of a book, and text structures to analyze text.


Teaching Parts of a Book






Competency Two – Objective B

K – The student will understand and make simple inferences about text.

1st – The student will understand, infer, and make simple predictions.

2nd to 3rd – The student will analyze texts in order to identify, understand, infer, or synthesize information.


“The Emperor’s Egg”

Comprehension Questions

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Competency Two – Objective C

K – The student will recognize or generate an appropriate summary or paraphrasing of the events or ideas in text.

1st to 3rd – The student will recognize or generate an appropriate summary or paraphrasing of the events in text, citing text-based evidence.


Retell a Story

• Ask students to retell a familiar story. Encourage students to use the book as they retell the story.

• Encourage students to retell what happened at the beginning, the middle and the end of the story.

• Use a story map to organize a student’s retelling of a story.


Using Story Maps

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Pause-Think-Retell


Using Key Words from Texts

Older students should be encouraged to identify the main idea of a story by identifying important words and phrases in a text.

Teachers should model the strategy for students before asking them to complete this activity on their own.


Using Important Words to Find the Main Idea

Just like whales, penguins have a layer of fat under their skin called "blubber". Overtop of this they are covered with fluffy "down" feathers and overtop of those they have their outer feathers which overlap to seal in warmth. Penguins rub oil from a gland onto their feathers to help make them waterproof and windproof. Even so, penguins often need help to stay warm. In photos and video, you'll often see groups of penguins huddled shoulder to shoulder with their wings tight against their body keeping each other warm. As many as 5,000 penguins will bunch together to warm each other up.


Competency Two – Objective D

K – The student will respond to narrative and informative texts in a variety of ways that reflect understanding and interpretation.

1st – The student will analyze, interpret, compare, or respond to increasingly complex literary and informational text, citing text-based evidence.

2nd to 3rd – The student will analyze interpret, compare, or respond to increasingly complex literary text, literary nonfiction and informational text, citing text-based evidence.


Expressive Engagement

Five Types of Expressive Engagement1. Dramatizing

2. Talking Back

3. Critiquing/Controlling

4. Inserting

5. Taking Over


Responding to Texts

• Reading another selection on the same topic or by the same author

• Writing a new ending for the story• Writing a letter to the author• Designing a board game based on

the story• Acting out a scene from the story• Drawing in response to the story


Comparing Texts


Other Forms of Texts

Why do penguins carry fish in their beaks?

What's black & white and goes round and round?

What do penguins order for lunch?


Responding to Competency Two

• Think silently for a minute about what you have learned.

• Record your thoughts in writing.

• How will what you have learned today influence your classroom practice?

Documents

April 2007 Copyright © 2007 Mississippi Department of Education 1 Teaching the New Frameworks K - 3 Competency Two Comprehension