Goals of Comprehension
The goals of comprehension can (and have been) defined in a number of ways. We are going to draw on Jennifer Serravallo's explanations and descriptions from Understanding Texts & Readers because she provides a very clear and accessible way for making sense of making meaning. The first distinction addresses the goals of reading within fiction and non-fiction texts. Notice that these differ based on features of the text structures--how a text is organized and the purpose of it's content (to tell a story vs. to share information). Within each of these larger categories, there are also a number of text types (or genres) that include more specific features for describing the characteristics of texts.
Fiction Texts Common genres include fantasy, mystery, historical fiction, folk tales, fables, and legends. Some readers may be drawn to a particular genre, and learning about their interests can help you to recommend texts they might like. It's also helpful to help readers stretch beyond their preferred genres to try something new. When giving book talks (to generate interest about books), teachers and students often name the genre to describe identifying features familiar to the class as a whole. The four dimensions of comprehension we will explore include:
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Non-Fiction Texts Some popular types of non-fiction texts you will encounter include narrative nonfiction (such as historical accounts or autobiographies), expository texts (think along the lines of reference materials or news articles), and procedural texts (a report or set of instructions on how to do something). Some content areas use non-fiction texts often (like science and social studies) but it's equally important to use non-fiction text in the ELA classroom, especially when paired with fiction. We will explore four dimensions of comprehending non-fiction texts including:
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We will briefly look at how readers make meaning in each of these areas and how that process develops (or becomes more complex) as readers engage with more challenging texts. Then, we will consider what comprehension skills can help readers to engage with these ideas. In other words, we are hoping to find answers to questions like:
- What is a plot? Why does plot matter?
- How does the plot within first grade texts look different from the plot within fifth grade texts?
- How can I help my readers to identify elements of plot? How can I help my readers to use plot knowledge to make meaning from their reading?