DOCUMENT RESUME ED 112 377 CS 002 162 TITLE Comprehension--Critical Reading/Thinking Skills, K-12 (The Big 9); Teaching Reading Skills. Volume II. INSTITUTION Montgomery County Public Schools, Rockville, Md. REPORT NO Bull-246 PUB DATE 74 NOTE 502p.; See related documents CS002161 and CS002163; Some pages may have poor reproducibility due to small type EDRS PRICE MF-$0.92 HC-$26.02 Plus Postage DESCRIPTORS Behavioral Objectives; Comprehension; *Critical Reading; *Critical Thinking; Elementary Secondary Education; Evaluation Methods; *Models; *Reading Comprehension; *Reading Instruction; Reading Programs; Teaching Methods ABSTRACT This comprehension model defines and describes nine categories of comprehension, including word meanings, location/recall, translation, interpretation, prediction, application, analysis, synthesis, and evaluation. Each of the categories includes the following sections: highlights, containing a definition and questions; instructional objectives for kindergarten through grade twelve; a discussion of the topic; and learning activities for kindergarten through grade twelve. Also included are a summary of the contents,, a conclusion, an annotated resources list, and a bibliography. (Li) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). EERS is not * responsible for the quality of the original document. Reproductions * * supplied by BIM are the best that can be made from the original. *********************************************************************** U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN ATING IT POINTS OF VIEW OR OPINIONS STATED 00 NOT NECESSARILY REPRE re\ SENT OFFICIAL NATIONAL INSTITUTEOF EDUCATION POSITION OR POLICY CNJ - -I C".) TEACHING READING SKILLS, VOLUME II COMPREHENSION CRITICAL READING/THINKING SKILLS, K-12 (The Big 9) Bulletin No, 246 Montgomery County Public Schools A working copy Rockville, Maryland 1974 Homer 0. Elseroad Superintendent of Schools Copyright 1974 by the Board of Education of Montgomery County Rockville, Maryland "PERMISSION TO REPRODUCE THIS COPY- RIGHTED MATERIAL HAS SEEN GRANTED BY Board of Education of Montgomery County TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE NATIONAL IN- STITUTE OF EDUCATION. FURTHER REPRO- DUCTION OUTSIDE THE ERIC SYSTEM RE- QUIRES PERMISSION OF THE COPYRIGHT OWNER." "PERMISSION TO REPRODUCE THIS COPY- RIGHTED MATERIAL HAS BEEN GRANTED BY Rockville, Maryland TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE NATIONALIN- STITUTE OF EDUCATION. FURTHER REPRO- DUCTION OUTSIDE THE ERIC SYSTEM RE- QUIRES PERMISSION OF THE COPYRIGHT OWNER." PREFACE ANDACKNOWLEDGMENTS Montgomery County teachers worked together on this curriculum guide in a sincere desire tooffer other County teachers a document which would be useful and usable in thedaily instructional program. The topicComprehensionis complex. Numerous sources and resources wereconsulted. Many teachers, librarians, principals, and supervisors offered suggestions and recommended changesduring the field testing asthis Comprehension Model was being developed. These ideas were gratefully received and prompted further work on the original drafts. The intent is that this curriculum guide be sufficiently specific to provide an instructional framework for teachers sufficiently broad to provide for individualityof teachers, of students, of grade levels, of varied subject matter sufficiently flexible to encourage EACH teacher to help EACH student grow and mature allalong critical creative understandings the Comprehension Continuumfrom literalto to and successes Appreciation is extended to all those who contributed to this guide and are thus contributing to improving teaching and learning in Montgomery County. Itisimpractical tociteallthese contributions here because this input comes from so many Montgomery County individuals, teams, and faculties. Materials and ideas were also graciously contributed by the followingout-of-county individuals, school systems, and publishers: Paul R. Daniels (Associate Professor of Education, The Johns HopkinsUniversity) Sara W. Lundsteen (Professor of Education, University of California atIrvine) Robert M. Wilson (Director of the Reading Center, University of MarylandCollege of Education) The District of Columbia Public Schools The Prince George's County Public Schools Head Start Bi-State Training Office Right To Read The University of Maryland Benefic Press Doubleday & Company, Inc. Educational Service, Inc. Ginn and Company Harper and Row Publishers, Inc. Instructor Publications, Inc. International Reading Association Maddon Publishing Company David McKay Company, Inc. Charles E. Merrill Publishing Company Parker Publishing Company, Inc. Pitman Publishing Corporation iii 4 Prentice-Hall, Inc. Teachers College Press World Future Society Thanks also go to Thomas R. Peters, Coordinator of Reading Services, and Clifford J. Kolson, Supervisor of Reading, who gave continuing encouragement during the developmental stages of this guide. The following staff members whose assigned responsibility it was to write this comprehension guide, found the task both challenging and professionally enriching: Mary Catherine Brake Resource teacher, Ayr lawn Elementary Elizabeth A. Deveny Reading teacher, Cabin John Junior High Lillian S. Dosik Classroom teacher, Takoma Park Elementary Esther L. Golovato Classroom teacher, Brookhaven Elementary Clara E. Kahler Reading teacher, Lone Oak Elementary Leonard J. Moyer Geography teacher, Montgomery Village Junior High Susan Unger Media specialist, East Silver Spring Elementary Ruth W. Yudkoff Teacher specialist in Reading Louise K. Grotlisch Teacher specialist in Language Arts --Chairwomen iv Table of Contents Page PREFACE AND ACKNOWLEDGMENTS iii AN OVERVIEW ix THE MCPS COMPREHENSION MODEL 1 Goals 3 Instructional Objectives 9 How to Use the Instructional Objectives 9 List of Objectives 11 COMPREHENSION CONTINUUM 25 WHY THIS MODEL? 26 Theories of Comprehension 26 Approaches to Comprehension 27 Bloom's Taxonomy 27 The Skills Approach 28 The Questions Approach 28 Sample Questions 30 The Structure of Language 35 READING IS . 39 Establishing Goals 39 For Varied Purposes 41 Literature 41 Subject Area Content 42 Using Media Center Skills and Materials 42 CROSS-REFERENCE CHARTS The Skills Approach and MCPS Comprehension Model 43 MCPS Comprehension Model and Bloom; Sanders; Smith; Wilson-Hall; Herber 46 STUDENT RECORD FORMS K-3 (Short Form) 47 4-6 (Short Form) 49 K-3 (Continuing Form) 51 V 4-6 (Continuing Form) 55 7-12 (Discussion/Reading) 59 Footnotes 63 WORD MEANINGS (Category 1) 65 Highlights 66 Instructional Objectives 67 Discussion 69 Student Learning Activities 77 Newspaper: Action Research on the "How" and "What" of Comprehension 114 Footnotes 130 LOCATION/RECALL (Category 2) 133 Highlights 134 Instructional Objectives 135 Discussion 137 Student Learning Activities 140 Footnotes 188 TRANSLATION (Category 3) 191 Highlights 192 Instructional Objectives 193 Discussion 195 Student Learning Activities 195 Footnotes 260 INTERPRETATION (Category 4) 261 Highlights 262 Instructional Objectives 263 Discussion 265 Student Learning Activities 267 Footnotes 332 PREDICTION (Category 5) 335 Highlights 336 Instructional Objectives 337 Discussion 339 vi Student Learning Activities 340 Footnotes 357 APPLICATION (Category 6) 359 Highlights 360 Instructional Objectives 361 Discussion 363 Student Learning Activities 364 Footnotes 377 ANALYSIS (Category 7) 379 Highlights 380 Instructional Objec'ives 381 Discussion 383 Student Learning Activities 383 Footnotes 398 SYNTHESIS (Category 8) 399 Highlights 400 Instructional Objectives 401 Discussion 403 Student Learning Activities 406 Footnotes 421 EVALUATION (Category 9) 423 Highlights 424 Instructional Objectives 425 Discussion 427 Student Learning Activities 428 Footnotes 455 A SUMMARY - -- 457 ---AND A CONCLUSION 458 ANNOTATED RESOURCE LIST 461 References for Teachers: Print and Nonprint 463 Books for Students 471 Other Instructional Media for Students (Kits, Skills Booklets, Reading Series, Films . ..) 477 vii 3 BIBLIOGRAPHY References for Teachers 499 Articles from Periodicals 504 Books for Students 505 Other Instructional Media for Students Films 507 Filmstrips 509 Games 509 Kits 510 Skill Books/Series 511 Tapes 513 Transparencies 513 INDEX 515 la 9 AN OVERVIEW I. THE MCPS COMPREHENSION MODEL The MCPS Comprehension Model defines and describes 9 categories of comprehension. A.A major student ability or goal is stated for each of the 9 categories. B. Specific Instructional Objectives are listed in broad grade level bands (K-3, 4-6, 7-12) for each of the 9 comprehension categories. IL COMPREHENSION IS ... Together, the 9 big areas of comprehension represent a continuum of thinking and meaning. III. WHY THIS MODEL? The MCPS Comprehension Model is sufficiently specific to offer instructionaldirection, yet sufficiently broad to include various theories of comprehension and varied classroom approaches to it. IV. READING IS ... Together, the 9 big areas of