Why is text selection important in reading comprehension?

Teachers need to incorporate the use of objectives, strategies, modeling and pneumonic devices to teach students to read and learn from informational texts

Need to Know:

·      Strengths and needs of students

·      How to assess the level of text

·      Many varied texts

Stating and creating an objective is paramount- Students need to know the purpose of the reading/assignment

The Objective is the key to the success of any lesson. I put it in the middle of the graphic to demonstrate its central purpose to teaching comprehension. Surrounding the objective are a series of explicit lessons, strategies eventually leading to a students understanding and synthesis of the concepts presented. The readings presented specific examples of lessons, feedback to students and ideas for modeling.

An example of a strategy is using a 3-day cycle of lessons

            Day 1: Introduction or review purpose

            Day 2: Guided practice

            Day 3: Additional guided practice and independent practice

This cycle allows teachers to create an anchor lesson, create or activate background knowledge and model the conversation and thinking that you want the students to demonstrate when they read. Day 2 is an opportunity to help guide students and assess their ability to perform the strategies that were modeled the day before. Finally on day 3 the teacher can model again or use comprehension checks like: having students describe the visualization, what inferences did they make and demonstrate model questioning.

Ultimately we want students to think about the texts they are reading thus creating opportunities for more conversations, inferences and thoughts. The image of the cake is to reference to the analogy used in Cummins Close Reading of Informational texts referring to student’s ability to ascertain the purpose and synthesize the information.

We mix many ingredients to create a cake- synthesizing the material from an informational text and other sources to create a conversation and thoughts. Leading to the next image

Conversations rather than lectures…

The goal is to ask open-ended questions and create opportunities for a constellation of diverse responses, hence the image above as a reminder of the words that were so powerful! Creating opportunities for open-ended questions.

(I loved this imagery when reading about active literacy in “Strategies that Work” by  Harvey & Goudvis It made me think of the infinite possibilities of the universe).

PNEUMONIC DEVICES…

Create a bookmark, identify strategies where students can see them and incorporate them into lessons throughout the year. Ideally all teachers would use these same strategies so that students would receive many opportunities to practice throughout the year.

This is an example of the THIEVES pneumonic device used for previewing informational texts.

Creating opportunities for students to know the objective of a lesson, preview text, re-read text, utilize comprehension strategies like THIEVES, TELL, HIP, CATAPULT all while using explicit instruction and a variety of text  will help you , as a teacher, and your students create success lessons.                        


Textbooks can be extremely challenging for students because they are loaded with so much information. Students must be taught how to sift through and find the important information. Speaking of textbooks, districts spend a ton of money purchasing these huge books but it should never be used as a single source.

Synthesizing the information found in textbooks with other primary source articles or items will help them to make connections to the material, ultimately resulting in retention!

We want to be successful teachers therefore we owe it to our students to present information in the best way possible, arm them with strategies and incorporate modeling and explicit teaching practices all while clearly stating the objectives everyday!

What Do We Mean by Reading Comprehension?

·     Synthesis

·     Internal conversations

·     Determining what is important

·     Creating a visual image of the text

·     Monitoring understanding

As I read through these books and the article it became clear that the message regarding teaching reading comprehension is all about THINKING. As a teacher our structured learning time is constantly being challenged by outside forces. Sometimes it’s school events, field trips, test prep and other times these challenges manifest in the reader themselves as short attention spans an apathetic attitude or resistance. My students want to know what is on the test?  How they can get an A? They tend to resist the work involved to think critically.  

They have been programmed to regurgitate information through clarification of their understanding rather than comprehending what the author means (Keene and Zimmermann). We live in a culture where we can access large amounts of information 

Teachers are so pressed for time and high-stakes testing coupled with an unstable economy have taken a toll on our young students.  It is imperative that we stop and model, question and build upon prior knowledge. There should be time to read and time to talk (Keene and Zimmermann) everyday! I have changed the way I talk to my students and children about their reading. I am asking more open ended questions, utilizing clarification strategies and reminding them to become a part of text. 

The image of the picture frame (Cummins) struck a chord as I was reading. I began to imagine a picture that I have on my desk and think what would t he students “get” from this? Would they be able to synthesize the information and come up with the meaning? The very next day I had to try. I held up the picture and asked them to describe the details of the photo. It was easy for them and they were happy to offer their insights on the smiles, hair do’s and weather. They argued about the face my daughter was making- smiling, being funny or was she throwing a tantrum? When I asked why I might have framed this particular picture the answers flowed. “It shows how happy you are with your family”, “You love it”, and “It captures everyone’s personalities” It came easily they were able to “look” and “see” (Keene and Zimmermann). How can I make that transition to their schoolwork?

I know that understanding what synthesis is will help students to become more proficient at using strategies to achieve it. It’s getting them to slow down and seemingly work harder in the short run. I have am teaching with the end in sight, I clearly state the objectives of my lesson so that the students can focus on the goal. I have found they tend to ask more questions and interact with each other when they understand the lesson objectives.
(Cummins).  Every lesson must relate to content that the students are currently studying, meaningful lessons where background knowledge and vocabulary are available. Cummins suggests starting with a focus lesson instead of modeling. This will help to activate prior knowledge and allow students to practice monitoring for meaning and determining what is important like finding the pasta (Cummins)!

            Teaching students to find the valuable or useful information in informational text is imperative but many students struggle because they don’t drain the water or know what their purpose is. Creating opportunities to help students determine purpose and monitor comprehension will ultimately make reading more rewarding. We owe it to our students to take the time and create opportunities to model comprehension strategies. As I began reading through the texts for this class I started by reading the syllabus six times, underlining assignments and reviewing the rubric. I had a clear picture of how I wanted to capture the information listed about comprehension from so many different sources. 
I found myself activating prior knowledge and thinking about visual representations of the information provided. I want my students to engage with their texts and become active participants in their own education.

            I had planned a more graphic representation and started with a picture frame surrounding a plate of pasta with bubbles floating across the page representing the main ideas. I eventually mulled the information over for days and began writing my thoughts and bringing to light the overlaps and the main points that the sources all cite.

            I found that although I was dreading synthesizing all the information my margin notes, pictures and sense of purpose made the assignment much easier. This graphic represents my synthesis of what we mean by reading comprehension. THINKING!

Works Cited

Cummins, Sunday. Close Reading of Informational Texts. New York: The Guilford Press, 2013.

Harvey, Stephanie and Anne Goudvis. Strategies That Work. Portland: Stenhouse Publishers, 2007.

Keene, Ellin Oliver and Susan Zimmermann. Mosaic of Thought. Portsmouth: Heinemann, 2007.

Richard, L. Allington. "What Really Matters When Working with Struggling Readers." The Reading Teacher (2013).