Upskilling of Region and Division Reading

Supervisors/Coordinators on the Early

Language Literacy and Numeracy (ELLN) with
Focus on the Science of Reading (SOR)
Luzon. Visayas. Mindanao
Session: Reading Comprehension
in the Early Years

Luzon. Visayas. Mindanao

1. Sets of jumbled words will be shown.
2. Rearrange the words to unlock
quotations. The quotations speak of
the key concepts in this session.
3. The first and last words are in correct
positions.
COMPREHENSION THE
READER THE BETWEEN A
CONVERSATION IS AND
TEXT
 “Comprehension is a
conversation between the
reader and the text.”

– Elijah Muhammad
GOOD IS RIGHT MORE A
GIVING OF TEACHING A
GIVING OF QUESTIONS
THAN RIGHT ANSWERS
“Good teaching is more a giving
of right questions than a giving
of right answers.”

– Josef Albers
EVERY IS MAPPED OUT
WINNING EFFECTIVE
STRATEGY BY ON THE
DESIRED END FOCUSING
GOAL
“Every effective winning strategy
is mapped out by focusing on the
desired end goal.”

– Wayne Chirisa
1.Among the unlocked
quotations, select one that you
find the most remarkable.
Think of what you understand
about it.

2.Pair up.

3.In every pair, assign A and B.

4.All letter A, share about your

selected quote and your
interpretation about it.

5.All letter B, share about your

selected quote and your
interpretation about it.
 Explain reading comprehension
based on the simple view of reading.
2. Point out the foundations of
meaning in reading comprehension.
3. Analyze and classify comprehension
questions based on the intertwinement of
levels of thinking and comprehension skills.
4. Survey and exemplify varied strategies, approaches,
and methods pertinent to teaching comprehension.

5. Present a plan depicting synthesis of

key concepts of the session.
Accomplish conscientiously the
given tasks.
 “Comprehension is a
conversation between the
reader and the text.”

– Elijah Muhammad
Gough and Tunmer (1986)
Image Source: https://www.sst13.org/blog/using-the-
simple-view-of-reading-to-simplify-your-work/
✓ blending/ segmenting
✓ Phonological awareness
✓ word recognition
✓ oral reading
❑schema or background
knowledge
❑vocabulary
❑language structures
❑verbal reasoning
❑literacy knowledge
 Artificial: Reading,
Natural: Listening,
Writing, Visually
Speaking, Viewing
Representing
❑Reading comprehension is cognitive.
❑Listening comprehension is the
foundation of reading comprehension.
❑Reading comprehension is comprised
of multiple skills.
❑The “ultimate goal” of reading is
comprehension.
cognitive aspect only?
When children read, do they solely
focus on the text?
 When children read…

Image Source: https://www.fluentu.com/blog/educator/teaching-

reading-in-a-foreign-language/
✓ reading as a social activity
✓ reading as a whole experience
“Good teaching is more a giving
of right questions than a giving
of right answers.”

– Josef Albers
✓
✓
1. Factual
2. Interpretive
3. Applicative
4. Transactional
Thinking Demands

o
o Source
o Stated
explicitly
in the text
Thinking Demands

o
o
Source
o Implied in
the text
Thinking Demand

o
Source
o Text
o Reader’s
existing
knowledge
Thinking Demand
Source
o o Reader’s
repertoire of
knowledge

o Assumption of being in the

situation presented in the text
1. Factual
2. Interpretive
3. Applicative
4. Transactional
1.Identifying details or specific information in
text, which requires memory or visual scanning
2.Establishing a sequence of events or
determining the order in which ideas or actions
occur in the text
3.Associating cause and effect, which requires
an explanation reasons and results
4.Determining the main idea, which requires
interpretation and synthesis of information
5. Predicting outcomes based on integrating and
projecting information

6. Valuing, a comprehension skill based on applying

personal views, attitudes, beliefs, and values

7. Problem solving, a comprehension skill that

involves manipulating and transforming information to
address certain gaps, situations, and issues presented
in the text
1.Identifying Details
2. Sequence of Events
3. Cause and Effect
4. Main Idea
5.Predicting Outcomes
6.Valuing
7.Problem Solving
 At lest 24 meaningful and
encompassing questions will
be formulated.
 Read the story:

The Three Wishes

adapted from an old
fairy tale
 The Three Wishes
adapted from an old fairy tale
❑ Where did the couple live?
❑ What were the three wishes they made?
❑ Why did the grapes jump from the basket to
the old woman’s ears?
❑ If you were the fairy, would you also have
appeared because of knowing the wishes of
the wife? Why or why not?
❑ Where did their trouble begin?
❑ What is the title of the story?
❑ What will happen next?
❑ Would the fairy appear in front of the couple
again after the last wish? Why or why not?
❑ Do you think the third wish was good for the
couple?
❑ Pretend you are the fairy. How would you
have helped the couple?
 Workshop no. 1

Comprehension Questions Table

- Pair Work -
 1. Reread the story, The Three
Wishes.
2. Analyze the given comprehension
questions and classify them based
on what level of thinking they
demand and what comprehension
Workshop no. 1
skill they prompt.
3. Complete the table with the
Comprehension classified comprehension
Questions Table questions.

• 10 questions are already in the table. 15

questions still need to be classified and
placed accordingly.
• Since there are 25 questions, there is 1 box
in the table which will contain 2 questions.
 Listen to
and take note of the
correct positions of the
comprehension
questions in the table.
❑

❑
❑

Pretend you are the fairy. How

would you have helped the
couple? (T, PS)
“Every effective winning strategy
is mapped out by focusing on the
desired end goal.”

– Wayne Chirisa
 → Successful
Instructional Methods
for Teaching
Comprehension

(NRP, 2000)
 Successful Instructional
Methods for Teaching
Comprehension (NRP, 2000)

Group Reading Approaches (GRAs) for

Comprehension
✓ Directed Reading-Thinking Activity (DR-TA)
✓ Directed Listening-Thinking Activity (DL-TA)
 Group Reading Approach:
Directed Reading-Thinking Activity (DR-TA)

How to do it?

a.Chunk the text into 5 to 6 parts. The end of every

chunk will serve as stop-point.
b.Let the students silently read every chunk.
c.Ask comprehension questions in every stop-point.
 Group Reading Approach:
Directed Reading-Thinking Activity (DR-TA)

Common questions to ask

After reading the title

❑ With a title like that, what do you think this story
will be about? Why do you think so?
 Group Reading Approach:
Directed Reading-Thinking Activity (DR-TA)

Common questions to ask

In every stop-point
❑ What do you think will happen next? (for narrative text)
❑ What is the next information that you anticipate or expect?
(for expository text)
❑ After the prediction question→ What makes you think so?
❑ With which prediction do you agree? Why?
 Group Reading Approach:
Directed Reading-Thinking Activity (DR-TA)

Common questions to ask

Before reading the last chunk

❑ How do you think the story will end? Why do
you think so?

After reading the last chunk

(especially for narratives)
❑ Why did the story end that way?
❑ How would you have ended the story?
 Group Reading Approach:
Directed Reading-Thinking Activity (DR-TA)

In every
STOP-POINT Ask varied (FACTUAL,
INTERPRETIVE,
APPLICATIVE, &
TRANSACTIVE) questions
formulated through the
framework of
comprehension questions.
 Group Reading Approach:
Directed Listening-Thinking Activity (DL-TA)

How to do it?

Same procedure with DR-TA

but done in ORAL MODE
 Group Reading Approach:
Directed Listening-Thinking Activity (DL-TA)

Preschool Struggling Readers

 Workshop no. 2
Chunking Text for DR-TA/
DL-TA

- Group Work -
 1.Reread the story, The Three Wishes.

2.Appropriately divide the story into

5 to 6 chunks for DR-TA/ DL-TA.
Workshop no. 2 3.Allocate at least 3 comprehension
questions for every chunk / stop-
Chunking Text for point.
❑ Common questions to ask
DR-TA/ DL-TA ❑ Questions from the comprehension
table (workshop no. 1)

4. Present your chunking and allocation

o Use visual aids for your presentation of questions to the plenary.
→ Materials: Cartolina/ Manila papers and
markers.
 Group Reading Approach:
Direct Reading Activity (DRA)

❑ Let the students read the

entire text.
❑ Then ask them the
comprehension questions.
 Group Reading Approach:
Direct Reading Activity (DRA)

Since children read on their own (at their own

phase), there is no opportunity for the teacher to
clarify the story as it is read.

→ Not included in the NRP list

 Group Reading Approach:
Direct Reading Activity (DRA)

What can make the DRA effective?

Strategies that target specific comprehension

processes should be integrated.

PreP, QAR, ReQuest, RT, GMA

 Successful Instructional
Methods for Teaching
Comprehension (NRP, 2000)

STRATEGIES THAT TARGET

SPECIFIC COMPREHENSION PROCESSES
✓ PreReading Plan (PreP)
✓ Question-Answer Relationship (QAR)
✓ Reciprocal Questioning (ReQuest)
✓ Reciprocal Teaching (RT)
✓ Group Mapping Activity (GMA)
Strategy that Target Specific
Comprehension Process:
PreReading Plan (PreP)

a.Decide on the key concept from

the text that you want or need to
underscore.
b.Choose a stimulus word, picture
or event to hook students’
attention. Prepare any materials
needed.
Strategy that Target Specific
Comprehension Process:
PreReading Plan (PreP)

c. Ask a stimulus question (e.g. What

do you think of when I say
‘friendship’)

d. Record students’ response on the

board or via classroom response
systems (e.g. Mentimeter, Pear Deck).
Strategy that Target Specific
Comprehension Process:
PreReading Plan (PreP)

e. Point to specific responses and ask children,

“What made you think of this when I said [initial
question]?

f. Extend original question: “Based on our

discussion, do you have any new ideas about
[concept]?

g. Guide students into reading: “Our story is

about… What do you think we might find in the
story?”
 Strategy that Target Specific
Comprehension Process:
Question-Answer Relationship (QAR)

QAR strategy classifies

questions and answers into
four categories depicting
the 4 sources of information
– Right There, Think and
Search, Author and You, On
My Own.
 Strategy that Target Specific
Comprehension Process:
Question-Answer Relationship (QAR)

DAY 1: Orientation

Introduce to students the

the 4 sources of
information.
 Strategy that Target Specific
Comprehension Process:
Question-Answer Relationship (QAR)

(1) Right There

The answer is stated

directly “in the text”. It can
be pointed by the students.
 Strategy that Target Specific
Comprehension Process:
Question-Answer Relationship (QAR)

(2)Think & Search

The answer is “in the text” but it

may be implied (necessitates
reading between the lines) or
found in different parts of the text;
and so, must be put together.
 Strategy that Target Specific
Comprehension Process:
Question-Answer Relationship (QAR)

(3) Author & You

The answer is not only based on

the text. It must be formed “in
your head” as you combine your
schema and the information
conveyed by the author.
 Strategy that Target Specific
Comprehension Process:
Question-Answer Relationship (QAR)

(4) On My Own

The question is relevant to the topic

or theme of the text. But the answer
is not in the text. It must also be
formed “in your head” based on
your own schema.
 Strategy that Target Specific
Comprehension Process:
Question-Answer Relationship (QAR)

Day 2: Review and Collaborative Practice

• Review the 4 sources of information.

• Give short passages (two to five paragraphs)
and ask 4 questions (for every information
source) only.
• Let them answer in groups or in pairs.
 Strategy that Target Specific
Comprehension Process:
Question-Answer Relationship (QAR)

Day 3: Review and Independent Practice

• Review the 4 sources of information.

• Give longer passages and more questions.
• Let them answer individually.

Day 4: Appropriately integrate QAR in different

parts of discussion.
 Strategy that Target Specific
Comprehension Processes:
Reciprocal Questioning (ReQuest)

a. Introduce the ReQuest process:

“Let’s see how we can improve our

understanding of what we read. We will
all read the text. Then we will take turns
asking questions about each paragraph/
chunk of text. When it’s your turn to ask
questions, try to ask the kind of
questions a teacher might ask.”
 Strategy that Target Specific
Comprehension Processes:
Reciprocal Questioning (ReQuest)

b. Initial Reading and

Student Questioning
After reading the first paragraph/
chunk of text, invite the students
to ask any questions about the text.

→ It is expected that initially they

will be asking factual or interpretive
questions.
 Strategy that Target Specific
Comprehension Processes:
Reciprocal Questioning (ReQuest)

c. Teacher Questioning and Modelling

❑ Ask applicative, interpretive, and

critical questions.
❑ While students are expected to
answer the questions responsively, “I
don’t know” response is also valid.
❑ Scaffolding should be provided when
questions cannot be answered.
 Strategy that Target Specific
Comprehension Processes:
Reciprocal Questioning (ReQuest)

d. Continued reciprocal questioning:

Continue reading the next paragraphs
and take turns in asking questions.
e. When you are near the end or
conclusion, ask students to predict the
outcome.
f. Silent reading: Have students read the
end or conclusion to check their
prediction.
g. Follow-up discussion and activities
.
Strategy that Target Specific
Comprehension Process:
Reciprocal Teaching (RT)

▪ Extended ReQuest:

ReQuest + Perdicting +
Clarifying + Summarizing
 Strategy that Target Specific
Comprehension Process:
Reciprocal Teaching (RT)

The teacher models PREDICTING

(thinking aloud and
demonstrating). Fiction – Use the book’s title, cover,
and illustrations for clues about the
The students follow. characters, settings, and key events.

Non-fiction – Use the text headings,

Teachers and illustrations, captions, and non-linear
students take turns text elements to predict what they
in predicting. will be informed about.
 Strategy that Target Specific
Comprehension Process:
Reciprocal Teaching (RT)

The teacher models

Prediction Prompts
(thinking aloud and
demonstrating).
o I think…
o I bet…
The students follow.
o I wonder if…
o I imagine…
Teachers and
o I suppose…
students take turns
o I predict…
in predicting.
Strategy that Target Specific
Comprehension Process:
Reciprocal Teaching (RT)

Clarifying

✓ Figuring out unclear

portions of the text

✓ Fixing-up problems on
unclear portions
 Strategy that Target Specific
Comprehension Process:
Reciprocal Teaching (RT)

The teacher models Clarifying Prompts

(thinking aloud and (Identifying the Unclear Portions)
demonstrating).
o I didn’t understand the part where…
The students follow. o This [sentence, paragraph, page,
chapter] isn’t clear.
o This doesn’t make sense.
Teachers and o I can’t figure out the…
students take turns o This is tricky because…
in clarifying.
 Strategy that Target Specific
Comprehension Process:
Reciprocal Teaching (RT)

The teacher models Clarifying Prompts

(thinking aloud and (Fix-up)
demonstrating).
o I re-read parts I don’t
The students follow.
understand.
Teachers and o I read on to look for clues.
students take turns o I think about what I know…
in clarifying. o I will talk to a friend about.
 Strategy that Target Specific
Comprehension Process:
Reciprocal Teaching (RT)

The teacher models Summarizing Prompt

(thinking aloud and for narratives
demonstrating). SOMEBODY WANTED BUT SO THEN
o Somebody [main character]
The students follow. o wanted [goal of the main character]
o but [problem in attaining the goal]
Teachers and
students take turns o so [action to address the problem]
in summarizing. o then [ending of the story]
 Strategy that Target Specific
Comprehension Process:
Reciprocal Teaching (RT)

The teacher models

(thinking aloud and Image
source:
demonstrating). https://spe
echtimefun
.com/sum
The students follow. marizing-
made-easy-
for-older-
Teachers and speech-
students take turns students/
in summarizing.
Strategy that Target Specific
Comprehension Process:
Group Mapping Activity (GMA)

In groups, the let the children

create a story map.

❑There is no right or wrong way to

draw a map.
❑Every group’s map is different. No
one-size-fits-all template
 Show children samples of story maps.

Image Source: Image Source:

https://spedellreadingstrategies.weebly.com https://www.pinterest.ph/pin/5031365896009
/story-maps.html 28551/
 Show children samples of story maps.

Image Source: https://www.tes.com/teaching-resource/ks2-story-maps-for-iwb-6257558

Strategy that Target Specific
Comprehension Process:
Group Mapping Activity (GMA)

Instruct the children to refrain from looking

back at the story while creating the map.

They ought to create it from their minds.

Strategy that Target Specific
Comprehension Process:
Group Mapping Activity (GMA)

Then the story maps should be displayed…

✓ …on bulletin board
✓ …through gallery walk

Image Source: https://www.youtube.com/watch?v=pSt5echeRrM

 Workshop no. 3
Integrating Strategies that Target
Specific Comprehension Processes

- Group Work -

Workshop no. 3
Integrating Strategies
that Target Specific
Comprehension
Processes
o Use visual aids for your presentation
→ Materials: Cartolina/ Manila papers
and markers.
1. Refer to your output in
workshop no. 2 (chunking for
DR-TA/ DL-TA).
2. Select at least 1 appropriate
strategy (that target specific
comprehension process) that
you intend to integrate in
facilitating a DR-TA/ DL-TA on
the story, The Three Wishes.
3. Rationalize and plan about the
integration.
4. Present your integration plan to
the plenary.
IN CONCLUSION
To facilitate optimal reading
comprehension instruction for
children, appropriate SELECTION
an INTEGRATION of paradigms,
approaches, and strategies are
imperative.
For the love of reading
For the love of readers

May the literacy force

be with us all!
 Resource Speaker

Mr. Kevin Neil S. Daylo

Schools Division Office of Quezon City

kevdaylo@gmail.com
kevinneil.daylo001@deped.gov.ph