INTASC Standard 9: Reflection and Professional Development

Standard 9--Reflection and Professional Development--The tacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning communities) and who actively seeks out opportunities to grow professionally.
I2. Methods of inquiry for self
I4. Research on teaching
I6. Values thinking and self-evaluation
I9. Uses peofessional literature and colleagues

ACTIVE Annotations #213 Melissa Sandquist

Paul Neufeld
“Comprehension Instruction in Content Area Classes”

Activate, Compare, Talk Back, Image, Vocabulary, Employment, Other

Code --p. #

T --302
The article states that comprehension instruction does not occur in
many classrooms. What can we do as future teachers, to make sure
that our teaching involves comprehension instruction?
A --302
The title of the section is “What does it mean to comprehend a text?”
From my prior knowledge a student comprehends a text when he/she
is able to decode the particular word. Comprehending text also
means actually understanding what the word or phrase tells us.
C --303
The article states that expert readers use a variety of consciously
controlled strategies. I have been in a classroom observing students
who have been taught different reading strategies. By observing these students I could tell that the students used the strategies and that the strategies actually helped the students comprehend the material. This proves to me that teaching strategies is very important.
E --303
The article states that students benefit from instruction that explicitly
teaches them a few research-supported strategies. This is useful
information because it lets me know what I need to do as a teacher to
help my students be successful.
O --304
The article states that teachers should help students develop the
ability to ask and answer questions of themselves and the text. This is important for teachers to know. We, as teachers, can teach our
students different strategies to develop their questioning skills. When students are able to use those skills, they are likely to become better readers.
I --304
Getting-Ready-to-Read Strategies
Clarifying a purpose for reading:

Over viewing the text:

Activating prior knowledge relevant to the text:

Making Predictions about the text:


V --305
Text structure is the way the information in the text is organized.
E --305
The article states that helping students identify the organizational
structure of a text facilitates the comprehension process. I can use this information for the future by making sure that I am teaching my
students different text structures. This will help my students to
understand different types of text structure and how to comprehend
the different types of information.
V --306
Oral summaries are when a reader pauses momentarily after reading
a section of text, which enables him/her to check his/her
understanding by stating the main points of what was just read.

E --307
The article states that teaching students how to monitor their
understanding of a text is not the only thing we should be teaching
them. This fact will help me in the future, because it lets me know
what I need to be teaching my students. It is important because it also
lets me know that there is more that just teaching students how to
monitor their understanding of a text.

T --308
The article gives us what an expert reader does when a breakdown in comprehension occurs, but what happens when a poor reader has a breakdown in comprehension? Or, is a poor reader never
comprehending the text?
O --308
The article tells us, as teachers, that we need to take an active role in
teaching comprehension strategies. I think this is a very important fact
for teachers, because it lets us know that we can not just simply tell
the students the strategy and give them a couple of examples. We
need take the necessary steps in teaching the strategy to know that
the students understand it and how to use it.
A --309
This section is about modeling and it pertains to modeling a reading comprehension strategy. From what I know, modeling is when the
teacher actually demonstrates how to use the strategy. During the
modeling stage the teacher will present examples and allow time for
any questions the students may have.
C --309
The article states that teachers should discuss both the student’s
correct and incorrect responses during the independent practice stage.
In the classrooms I have been in, I have not witnessed teachers
discussing both the correct and incorrect responses. I think in doing
so, students would be able to see where they are making their
mistakes and learn new strategies to help in fixing them.
T --310
The article states that students need many opportunities to discuss the
texts they are reading. Should these opportunities only be discussions
or are there others that will also be helpful?
E --310-311
The article gives the reader five different hints for planning and
carrying out comprehension instruction. These five hints will be helpful
for my future as a teacher and for the future of my students. Taking
the hints and using them in my career will help me with comprehension
instruction, which will ultimately be the best for my students because
they will be more successful.