TEACHING (not assessing) Comprehension

Read Aloud: Chapter "Eleven" from The House on Mango Street by S. Cisneros (1991).
I loved the idea of our birthdays being like an onion or a stacking doll. When you turn eleven you also have ten, nine, eight, seven, six, five, four, three, two, and one inside you. Some days you need to cry like you are three, only at the end of the year do you start feeling like a smart eleven.

Representing things visually.

• visuals help students understand new concepts.
• kids can grasp a metaphor (ie-- your ages grow on each other like an onion ring.)
• Make a visual of something that struck you from the text. The visual should help a viewer understand or explain what they are doing.

Research: "What Classroom Observations Reveal About Reading Comprehension Instruction"
By Dolores Durkin (1978-1979) Reading Research Quarterly Vol. 14, No. 4, pp. 481-533.

• Abstract should be in your own words, but use the abstract as a format for the abstract you write.
• Purpose: to describe and time comprehension instruction during reading instruction.
• She had found no evidence of comprehension instruction in informal observations.
• Methodology: how they plan the research
  
• Findings:
• Teachers assessed comprehension but didn't teach instead
• Interrogation or gave assignments to test comprehension.
• Data: pull out what you think is important and represent it.
  

Sift through the article find the most important information and make a power point 10 slides or less.