For those of who teach reading, we know that the goal of reading is ultimately comprehension. I would also venture to say that those of us who teach reading comprehension do so using the release of responsibility approach, where there is first ample modeling, followed by shared reading (where the students and the teacher think together), and then finally interactive or independent reading (where students have the opportunity to practice a reading strategy on their own).
The question for us today is to what level do we teach comprehension? Do you expect children of all ages to read at a deep level (of course, a deep level that is determined by their cognitive abilities)? This means there are different levels of comprehension even at the kindergarten level, and without a doubt at grade levels above kindergarten. Do you have an awareness or a deep understanding of what different levels of comprehension look like at your grade level. And if you do not, do not feel bad. Teaching reading effectively is tough work and there is always more to learn (and only so much time in the PD schedule districts have).
If you are needing more knowledge on the different levels of comprehension, consider using these rubrics: http://www.readinglady.com/mosaic/tools/Strategy%20Rubrics.pdf (Thanks to the Reading Lady website for providing this to teachers). These are strategy rubrics for grade levels K/1, 2/3, and 4/5. I have used these rubrics as I model effective small-group and whole-group reading instruction. It is also good practice to put this rubric in front of your students. Teach THEM what surface level and deep level comprehension is.
And remember, the method by which a teacher teaches comprehension (mechanically or strategically) is important in ensuring the effectiveness of comprehension instruction (Taylor, Pearson, Peterson, and Rodriguez, 2003). So, go forth and take your comprehension instruction to another level!