Improving Reading Comprehension through CERA Curriculum Embedded Assessment
Enhance reading comprehension skills through CERA Curriculum Embedded Reading Assessment. Engage in activities like annotating, summarizing, and analyzing texts to take control of reading. Explore Mark Twain's "Two Ways of Seeing a River" to understand stages of perception and gain insights. Practice self-assessment to evaluate understanding levels and ease of learning.
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Presentation Transcript
CERA Curriculum Embedded Reading Assessment
Three (3) CERA Sections Annotations Comprehension Process
Three Criteria Notice Reading Focus on Reading Taking Control of Reading
Mark Twain's "Two Ways of Seeing a River" Read the first paragraph Annotate as you read
Annotations: Taking Control of Reading A variety of marks for varying purposes, such as highlights, circles, underlines. Purposeful marking of main ideas, text signals. Purposeful comments that clarify, ask and answer questions, make connections, summarize.
READ THE REMAINING PARAGRAPHS "Two Ways of Seeing a River"
Comprehension In your own words, write a short summary (one or two sentences) of this piece. At what stage of his river experience does Twain see beauty of the river? What does Twain lose after he learned to read the river as a navigator? What does Twain gain by learning to read the river as a navigator? Why does Twain pity the doctor?
Summary shows understanding of the main ideas and may connect to larger themes. Comprehension: Taking Control of Reading The answers to the comprehension questions offer evidence of a clear understanding of the passage.
As you were reading . . . What kinds of things were happening in your mind as you read this? What did you do that helped you to understand the reading? What questions or problems do you still have with this piece?
Self-assessment (part of process) How easy or difficult was this piece for you? (choose one) Pretty easy Not too hard Pretty hard Too hard How well would you say you understand this piece?
Process: Taking Control of Reading Process responses use reading vocabulary to specifically describe reading processes. Responses relate to marks and comments on the text and demonstrate the use of multiple strategies to solve problems. Taken together, responses demonstrate student is aware of confusions and able to apply strategies to get back on track.
