Reading Comprehension
Visualize
• Students must create images as
they read.
• Critical as they begin reading text.
• Provides a framework so they can
learn to self monitor.
Activate Prior Knowledge
• With setting
• With topic/content
• With characters
• Also assists in self monitoring
Create Connections
• Text to self
• Text to text
• Text to world
Make Predictions
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What makes sense?
Support your thoughts
Is it realistic?
Alter predictions as you read
Remember…
• Chunking text is critical
• There is no right number of words!
• Keep an active pace
• Not too slow, not too fast
• Monitor student involvement
• Look at their faces!
Scaffolding
• Small group discussions
• Model different ways of responding
to text
• Ask probing questions that lead to
deeper understanding. Questions
do not have a yes/no answer.
• Paraphrase student comments
• Ask why or how
• Promote student discussions on
readings
• Provide honest, supportive
feedback
• Provide WAIT TIME!!!
Graphic Organizers
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Story map for fiction
Sequencing/Time Lines
Cause - Effect
Main Idea & Important Details
Outlines
Think Alouds
• Showing students how you process
information
• Modeling your thought processes
• YET letting students know there is more
than one way to process information
• Modeling how to reread for information
Levels of Questions
• Refer to Bloom’s power point
• It is ESSENTIAL to move beyond
lower level questioning and
discussion.
Reciprocal Teaching
• Refer to handout
• First teach students how to
summarize
• Then teach clarification
• Next how to ask questions
• Finally review predictions & support
Strategies you can teach
• How to self monitor
• How to use context clues
• How to determine main ideas and
important details
• Use partner reading effectively
Lesson Design
• Focus on one strategy
• Begin with understanding and move
to application and analyzing.
• The “A” should include evaluation
and creation.
• Minimize worksheets
• Lots of reading!!
• Make writing interesting - not
mundane
• Format should be consistent