Indicator+A+Comprehension

1.A.1 Understand that building oral and written language facilitates comprehension. 1.A.2 Understand the importance of learning syntax, semantics, pragmatics, vocabulary, and text structures required for comprehension of formal written language of school, often called “academic language.” 1.A.3 Understand the impact of text upon reading comprehension (e.g., genre, readability, coherence, text structure, and text complexity). 1.A.4 Understand how the interaction of reader characteristics, motivation, purpose of reading, and text elements impacts comprehension and student engagement. 1.A.5 Identify cognitive targets (e.g., locate/recall; integrate/interpret; critique/evaluate) and the role of cognitive development in the construction of meaning of literary and informational texts. 1.A.6 Understand reading as a process of constructing meaning from a wide variety of print and digital texts and for a variety of purposes. 1.A.7 Understand the reading demands posed by domain specific texts. 1.A.8 Understand that effective comprehension processes rely on well developed language, strong inference making, background knowledge, comprehension monitoring and self-correcting. 1.A.9 Understand how English language learners’ linguistic and cultural background will influence their comprehension. 1.A.10 Understand the role of formal and informal assessment of comprehension in making instructional decisions to meet individual student needs.
 * Performance Indicator A: Comprehension**


 * Files:**







= Make Reading Count: Effective Strategies for Teaching Comprehension = []
 * Websites:**

What Are the Seven Reading Comprehension Strategies? []

Ten Reading Comprehension Activities []

University of Oregon: Big Ideas in Beginning Reading: []

VIDEOS media type="file" key="Text Comprehesion_ Students Take Cha.mp4"