Comprehension Instruction
within the Literacy Block
Skill
Building
Guided
Reading
Shared &
Modeled
Reading
Writing
Teacher
Read Aloud
Comprehension instruction takes place
primarily during the Modeled and Shared
Reading block. During Guided Reading,
students are supported as they use the
strategies while reading texts at their
instructional level. It is during independent
reading that students have the opportunity to
practice these strategies on their own while
reading texts at their independent level.
Resources for Parents
http://www.readingrockets.org/books
(Find books that will capture your
child’s imagination! Note the themed
book lists and award winners.)
http://www.readingrockets.org/article
/3479
(More information for you about
comprehension strategies)
http://www.rif.org/parents/tips/tip.ms
px?View=11
(Tips for Reading Aloud)
http://www.readingrockets.org/article
/343
(Tips for building comprehension)
Comprehension Strategies that Support
Understanding:
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Activating Prior Knowledge/
Making Connections
Visualizing
Asking Questions
Making Predictions/
Making Inferences
Determining Importance
Synthesizing Information
Monitoring Comprehension
References:
http://reading.ecb.org (Into the Book,
Wisconsin Educational Communications Board)
Miller, D. (2002). Reading with Meaning.
Portland, ME: Stenhouse Publishers.
Reading
Comprehension
Instruction
at Oakwood School
Grades K-2
Focus Strategies for
February:
Making Predictions
Making Inferences
What is “Making Predictions”?
Readers use clues in the text and their
own prior knowledge to think about
what the text will be about or what will
happen next. Predictions are
confirmed or disproved during and
after reading.
STUDENT DEFINITION:
I use what I know and clues in
the text to think about what it
will be about. Then I think
about what I will learn or
what will happen in the story.
What is “Making Inferences”?
Readers use their prior knowledge and
clues from the text to draw conclusions
and form interpretations about the
text. These conclusions may not be
confirmed during or after reading.
STUDENT DEFINITION:
I use what I know and clues
from the text to think about
what it really means.
Activities that Support this
Strategy
 Tell jokes and riddles that require
your child to use prior knowledge to
find the answer.
 Read aloud a non-fiction book. Ask
your child “how” and “why”
questions that challenge him or her
to make inferences.
 Support your child with sentence
starters and questions. Model what
it means to make predictions and
inferences:
I predict that…
I infer that….because…
I wonder....
Why did that happen?
What is really going on?
What clues did the author give us?
How do you think the character feels?
 Help your child make connections
between the text and the
illustrations. The author often
leaves clues in the pictures!
 Use everyday events or books to talk
about cause and effect. Ask
questions like “What caused this to
happen?” and “What if…?”
Books that Encourage
Making Predictions &
Making Inferences
Both fiction and non-fiction texts can
be used to encourage making
predictions and making inferences.
Encourage your child to use the
cover, illustrations, and table of
contents to predict what a nonfiction book will be about. Confirm
predictions during and after reading.
Choosing books about familiar topics
will give your child the opportunity to
make inferences using text clues and
their own knowledge.
Fiction books offer opportunities to
make predictions that can be
confirmed upon further reading and
to make inferences that deepen
understanding. Books with a strong
beginning/ middle/end structure are
great for practicing these strategies.
Look for books with picture clues!
Keep reading aloud to your
developing reader! This allows your
child to focus on thinking
about the text.