Comprehension Strategies

ResourcesBuilding Comprehension Strategies (Alison Davis)Building Reading Comprehension Habits in Grades 6-12 (Jeff Zwiers)Guided Comprehension Grades 3-8 (Maureen McLaughlin and Mary Beth Allen)Revisit, Reflect, Retell (Linda Hoyt)The Reading Activity Handbook (Sheena Cameron)Teaching Reading Comprehension Strategies (Sheena Cameron)

Comprehension StrategiesStrategy Description Kids’ Language

(evaluating)

Tell what is important.

Busy Teachers CafeReading ladyEducation oasisInto the BookInstructional Strategies

Interactive Literacy Continuum

Activating Prior KnowledgeReaders activate what they currently understand or misunderstand about the topic, and use this knowledge before, during

To use what I already know to help me understand something new.Good readers think about what is going to happen based on what they already know Determining Importance Readers judge, justify and or defend

understanding to determine importance based on stated criteria.

Making judgements about what I have read and explain why.

Inferring Readers think about and search the text, and sometimes use personal knowledge to construct meaning beyond what is literally stated.

Use clues to find out what the author really means.

Locate Key Words and Phrases

Making Connections Readers relate what they read to personal experiences (text-to-self), to information from other text 9to-to-text) and to information about the world (text-to-world) in order to

Making connections between different things I readGood readers connect what they know to what they have read.

Monitoring Good readers stop to think about what they are reading, and they know what to do Predicting and Previewing

Questioning Readers ask questions about the text and the author’s intentions and seek information to clarify and

Ask questions to understand what I am reading. Good readers ask themselves questions while they read.Sequencing

Summarising Readers identify key elements and condense important information into their own words during and

Good readers identify the most important points and restate them in their own words.

http://www.busyteacherscafe.com/literacy/comprehension_strategies.html

http://www.readinglady.com/mosaic/tools/tools.htm#5

http://www.educationoasis.com/

http://reading.ecb.org/

http://www.learner.org/jnorth/tm/InstrucStrats_40Best.html

http://www.marchdigital.com/continuum/index.html.older

http://supercomprehensionstrategies.wikispaces.com/Activating+Prior+Knowledge

http://supercomprehensionstrategies.wikispaces.com/Determining+Importance

http://supercomprehensionstrategies.wikispaces.com/Inferring

http://supercomprehensionstrategies.wikispaces.com/Locate+Key+Words+and+Phrases

http://supercomprehensionstrategies.wikispaces.com/Making+Connections

http://supercomprehensionstrategies.wikispaces.com/Monitoring

http://supercomprehensionstrategies.wikispaces.com/Predicting+and+Previewing

http://supercomprehensionstrategies.wikispaces.com/Questioning

http://supercomprehensionstrategies.wikispaces.com/Sequencing

http://supercomprehensionstrategies.wikispaces.com/Summarising

Activating Prior knowledgeStrategy Explanation

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After Reference

Anticipation guide A graphic organiser. P P

Before and After Web P P

Brainstorm it- sort it! P

Synthesising Readers create original insights, perspectives and understandings by reflecting in texts and merging elements from text and existing schema.

Put the pieces together and see them in a new way.

Visualising Readers create images in their minds that reflect or represent the ideas in the text. These images may

Create a movie in my mind while I am reading.Good readers picture what is happening while they read.Vocabulary DevelopmentVocabulary knowledge is the single

most important factor in contributing to reading comprehension.

Use the sentence to work out the meaning of new words.

Vocabulary is a reader’s knowledge of words and word meanings.- print and oral

Know that words may have lots of meanings.

Teaching reading comprehension strategies p 43

The teacher writes several statements related to the text. The students indicate whether they agree or disagree with the statements. After reading the text they indicate if they were right or not and write a reflection about their thinking.

Students write up to 8 facts about the topic in the inner web. After studying the topic, they add new knowledge to the outer web.


Teachers present the students with a word, phrase, question and a concrete item associated with the topic.


Students brainstorm their prior knowledge about the topic. They then sort the phrases or words into categories and justify how they have sorted them.

http://supercomprehensionstrategies.wikispaces.com/Synthesising

http://supercomprehensionstrategies.wikispaces.com/Visualising

http://supercomprehensionstrategies.wikispaces.com/Vocabulary+Development

Bus-stop P P

Dot-to-dot connections P

Draw it! P

KWL A graphic organiser P P P1. What we think we know2. What we want to find out3. What we have learned

Last word P

Stand and Share P

Label charts of paper with a question appropriate to a topic. Students start at a different ‘bus-stop’ and record their ideas on the chart.


Teacher chooses 6-8 meaningful words from the text. 1-2 of the words would be new/difficult words. Explain the meaning of these words. Choose some similar words and some words that don’t seem to fit in. Write the words randomly on paper with a dot beside each word.


In small groups the students connect the dots and explain the connection. They then predict what the text may be about

Students draw what they know about a word, topic or idea.



Students are given 2 minutes to write as many words or phrases about a topic.


Then work in small groups and share one word or phrase. They add phrases/words from the other’s lists.

Students stand. One student shares what they know about the topic and sits down. If another student had that idea, they also sit down. The next student then shares.


Table talk P P P

Determining ImportanceStrategy Explanation

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Alphaboxes P

Cause and Effect Chart P P

My partner said… P

I remember P

Book Review P

Alphaboxes P

Teacher writes a thought provoking question about the topic. Students have 2 minutes to write a response. They share their response with a partner. Partners reflect on each other’s responses and writes and response. Form small groups and share responses. Choose one to share with the whole class.

Teaching reading comprehension strategies p41

Students work in pairs to determine the importance of words that reflect important points in the story.

Revisit, Reflect, Retell (p 30-31)

Students identify the cause and its effect. Write a set of cards with causes on some, and effects on others. Students match the cards.

The Reading Activities Handbook p 15

Partners place sticky notes throughout the text, to remind them to stop and reflect. They turn to their partner and offer views and opinions. The students jot a thought or sketch a quick picture based on the ideas shared by their partners. They then share their partners ideas with the class

Revisit, Reflect, Retell p 21-22

Teacher reads a passage aloud, and the students share what they remember with their thinking partner.


Model with a professional book review.


Discuss conversational oral reviews, pictorial and written reviews

Students complete the Alphaboxes (A-Z) with words that reflect important points in the story.


The character and me ✓

VIP ✓

Memorable Moment ✓ ✓

Retelling the story ✓

-with a partner- in front of a mirror- recording

What is important? ✓ Revisit, Reflect, Retell p 82-83

To extend, the students might write questions to go with the words in the boxes.

The students select a character from the book, and compares them to themselves. A Venn diagram may be used.


Students place a sticky notes at points of interest- points of significance, confusion or personal interest.

Revisit, reflect, Retell p 45-46

Students anticipate t=what they think might be a memorable moment in the text. After reading they state what the memorable moment was. The students find a quote as an example of how the author created the memorable moment.

Revisit, Reflect, Retell p 52

List or draw the most important events from the story. Plan any props required. Practice- inside your head

Revisit, Reflect, Retell p 77- 78

Remember characters, setting, events, opinion

Students list the four key story elements or facts the text. They order them from least important to most important, adding words to justify ranking.

Partner retelling ✓ Revisit, Reflect, Retell p 84-85

Novel Reflections ✓ Revisit, Reflect, Retell p 87Problem, solutions, settingLiterary devicesMood3 key eventspoints of tension

Paper bag theatre ✓ Revisit, Reflect, Retell p 94

Story bag ✓ Revisit, Reflect, Retell p m94

Storytelling on the IWB ✓ Revisit, Reflect, Retell p 94

Storytelling apron/vest ✓ Revisit, Reflect, Retell pm95

QR Codes Retells ✓Dramatic Interpretations

Predicting/previewing

The students are divided into two groups- storytellers and listeners. The storytellers work together to reflect on the most important elements of the story. The listener comes up with a list of important points. The students are matched. While the storyteller talks, the listener records the elements of the story that are provided. When the storyteller has finished, the listener provides clues about the remaining items on the list.

Draw or write 3 points for each chapter, ie

Students illustrate a key setting from a story on the front of a paper bag. They illustrate and cut out drawings that represent characters and elements of the story that are important.

Students collect real items that represent key points in the story and place them in a bag.

Students draw character and setting elements from the story on the iwb. They use theses to assist their retelling.

Students draw the characters from the story and have them laminated. They are them attached to the garment with velcro, and used in retelling

Students can record an oral retell. Upload this to a QR Code. Place the QR Code inside the book.

Strategy Explanation

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Character crystal ball P P

Key word story strip P

Partner Read and Think P

Postcard predictions P

Predict the headline P

Students predict the missing words

Predict the words P P

Students write bullet points about what they know about a character.


They make predictions about what will happen to the character in the future to create an epilogue.

Teacher makes a list of 10 key words from the text.


Students write a possible story using the words.

Use the Partner Read and Think guide during each segment of text that is read. The steps involve placing a stop sign in the text, predicting words they think are likely to appear, reading the section, identifying words that are interesting or unknown, followed by summarising the learning.


Give small groups of students a postcard or magazine picture of a destination. Explain a friend has sent this postcard.


Students answer questions about the picture, ie What country was it taken in? What food might your friend be eating

Teacher cuts out a number of newspaper headlines, and then removes an interesting headline from the headlines.


The students read the title of the text and write 5-6 words they think will be in the text. They justify their choices with a buddy.


As they read the text, they tick off the words.


Predict-o-Gram P

Prediction flowchart P P

Walk and Talk P

The Reading Activity handbook p 18

Select vocabulary from text to stimulate predictions. Working with partners, students decide which story elements the word tells about and writes each work on the Predict-o-Gram. Introduce the story and involve students to read it.

Guided Comprehension in grades 3-8 (p 189-190)

Teacher uses stickynotes to indicate stopping points in the text to make predictions.


Students predict the story after seeing the cover, title and reading the blurb.

At each predetermined point, the students revise their predictions

Show the students the cover of the book/title.


Students predict what type of text they think it is (narrative, newspaper report etc)

Predict what they think the text is about

Write one sentence they think may appear in the text.

The students circulate around the room and read their predictions to others.

In groups of 4 write a group prediction.

Teachers read the text and students confirm or reject their predictions.

Word Predictions P P P

Y chart predictions P

QuestioningStrategy Explanation

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I wonder P

Magic Jigsaw P P P

After modelling this strategy, students work as partners or individuals to engage the word predictions. Before reading the text, preview the text (look at pictures/illustrations) and list all the words you think you will encourage and explain why. During reading, place a tally mark each time a word from your list appears. After reading, discuss why some of the words did not appear in text.


Place a photograph in the middle of a y chart.


Students predict what is happening before, during and after the photo was taken.

Guide students to wonder about the world, their lives, story events and ideas presented in texts. Encourage students to wonder throughout the reading if a text. Use students’ ‘I wonder’ statements to provide structure for further reading.

Guided Comprehension in grades 3-8 (p 197)

Create a magic jigsaw with each piece containing a question. Question themes could include a post-reading summary, to showcase questions before reading, to profile questions that guide research during reading, to collect questions that remain unanswered and need further research.

Revisit, Reflect, Retell (pp 188-189)

Questioning P P

P P P

Survey P P

The hot seat ✓

Q-chart

The 5 Ws and How

Vocabulary DevelopmentStrategy Explanation

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ABC Brainstorming ✓ ✓ ✓AlphaBoxes

Preview a text. Read titles, subheadings and the table of contents. Look at images. Read the first paragraph. Create an ‘I wonder’ question. Read the text to answer your question. Repeat again and draw to show the most important ideas you learned


Stimulating discussion through questioning

Personal questions readers generate about a text stimulate connections, represent inferences, activate prior knowledge and help to clarify understanding. Guide students in generating questions and assist them in generation questions and responses that are aesthetic, efficient and critical/analytical


Students develop a survey related to an issue in the text. Findings are then collated and a statement prepared to summarise results.


One student takes on the role of a character. The other students ask the ‘character’ pre-prepared questions.

The reading activity handbook p 31

Create questions by using one word from the left hand column and one word from the top row. The questions become more complex the further down and across the words are chosen.

Q-chart

5 Ws and How

ABC BrainstormingAlphaBoxes

http://www.educationoasis.com/curriculum/Printables/PDF/LA/Q_Chart.pdf

http://www.educationoasis.com/curriculum/GO/GO_pdf/5Ws.pdf

http://www.educationoasis.com/curriculum/GO/GO_pdf/abc_brainstorming.pdf

http://www.learner.org/jnorth/tm/InstrucStrat3.html

Affix cards

Alliteration P

AlphaAntics P

Alphabetical line up ✓

Best Word P

Clarification P P

Class dictionary

Using games to explicitly teach prefixes and suffixes.

Teaching Reading Comprehensions Strategies p 174-175

A sentence that contains words beginning with the same sound.

Alliteration

Write three word clusters that describe the topic. Use the clusters to write factual sentences or poems.

After reading about a topic, the students make a list of related words. They then use these words to create a book about the topic.

AlphaAntics

Ie “W” is for eagle, because they can have up to an eight-foot WINGSPAN.

Make a set of word cards, with each words beginning with a different letter.


Give each student a word and have them line up in alphabetical order.

For older students, have words that begin with the same letter.

Students are given a sticky note. They choose a word they don’t know the meaning of. Students place the sticky notes on a chart to discuss.


Alternately, the students may choose a word they like the sound of, recognised a root word or appealed to them for another reason.

Assist students understanding words (that have multiple meanings) in context by getting them to locate clues in the text to assist them.

Clarification

Each student makes a page for the class dictionary, including features of the dictionary such as parts of speech, pronunciation and other dictionary features





P P

Determine a comparisonConnect the words P P P

BLM p 164

Context Clues Explain the 8 context clues P

Decoding and Analogy P

Dictionary activities Alphabetical line up

Dictionary word hunt

What is the meaning of this?

Concept of Definition Map

Place the word to be explored in the centre of the chart.


Determine a broad category describing the word What is it/

Describe the focus word in What is it like?

Provide specific examples in What are some examples?

See relationships and connections between important vocabulary terms.

Building Reading Comprehension habits (150-151)

Write theme word in middle of the page.

Add 2-3 important words. Write how these words are connected


- Definition examples/illustration, compare/contrast, logic. Root words and affixes, grammar, cause and effect, mood and tone

Building Reading Comprehension Habits (p141-1440

Teach students to decode new words by analogy in context.



- Give students a word card and have them line up in alphabetical order.

-One student calls out a word from their spelling list. The others race to find it in the dictionary and read the meaning.

- Work in pairs. One student writes a difficult word on a card, the other writes the meaning on another card.

Dictionary activities

Word bluff

Make your own class dictionary

Dictionary word hunt ✓

Example Web P P P

FigFigs P P

BLM p 165

Guess and Adjust P P

BLM p 166


Can play a variety of games matching the cards.

- Students choose difficult words. Write one true and 2 false definitions. Other students choose the correct definition,

-Each child makes a page for a class dictionary, using their name as the word. Include features such as parts of speech, pronunciations, and other dictionary features

Students work is spelling groups. The leader calls out a spelling word. The other students race to find the word in the dictionary.


Choose a key term from the text. Add examples of the of the term

Building Reading Comprehension habits (p151-152)

Choose an unknown word from the text (figurative, symbol, metaphor, analogy, multiple meanings) Write down what the word in actually describing.


Write an explanation of the word’s meaning.

Write the title of the text in the graphic organiser.

Building Reading Comprehension habits (p 154)

Write 6-10 clue words and 3-5 new words.

Students predict the meaning of the words.

Do a QuickWrite (p84-85) that predicts the text’s content. Write predictions on the sheet.

Read aloud the text, the students follow in their own book. Mentally adjust their predictions.


Keyword Web P P

BLM p 167

List-Group-Label P P

List-Group-label Plus P P

More and Lesses More P P P- Interesting texts- Teach vocab in context- Model strategies- Connect vocab to concepts- Use new words- Make inferences about words

- Provide time for lots of reading

Less- Teach vocab out of context- Words lists unrelated to topic

Students finish reading the text and fill in the adjusted meaning.

Write a central theme or concept in the centre of the page.

Building Reading Comprehension habits (p 154-155)

Fill in 2-3 keys with important words.

Students choose 1-2 more key words.

Write descriptive words around each key.

Students could choose symbols to represent the words

Have students brainstorm words or concepts related to a topic. Group the words and explain the groupings.


Gather words from a common topic and place on strips of paper or sticky notes.


Sort into groups and discuss why they go under the heading they chose.


- Teach prefixes, suffixes and root words

- Extend meanings of words from concrete to abstract

- Connect new words to background knowledge

- Provide reading options related to topic at reading level of the students

- Provide MI approach to understanding meanings of words

More and Lesses

- Rote memorization of definitions

P P P

- Rely solely on context or decoding

Multiple Meanings table P P

BLM p 168

Make a short list of similar words.

P

Predict the meaning of the word.

Find the meaning of the word.


- All words must be figured out to understand the text

- Looking up definitions as the primary way of figuring out word meaning

- Use vocab assessments not connected to real reading

- Writing sentences using new words and concepts they are just beginning to learn

Use graphic organisers, lists, pictures diagrams etc to show the multiple meanings of words.


Choose several important words with multiple meanings form the text.

Write the word on the sheet. Discuss the parts of the words and write the parts and meanings in the columns.

Look up the meaning in the dictionary and summarise meanings.

Write what the definitions have in common.

New Words in Context Chart

In a matrix put a sentence from the text with a new word or phrase in Colum 1 and circle the new word.


Put word parts and related words in Column 2.

Read further and see if the text helps the meaning of the word.

Create a sentence, rhyme or picture to remember the word

Possible sentence P

Possible sentences P P

Rivet P P P

Discuss the meaning of the word

P

Poster p 169

✓ ✓ ✓

P P

List the characteristics in the chart.

Teacher chooses 2-3 unknown words and 7 familiar words from a text.

Teaching Reading Comprehensions Strategies p 171

Students use 2 words to create a sentence which may appear in the text

List 6-8 difficult words and 4-6 more common words related to the text. Students write a sentence using two of the words.


Choose important words from the text.


Use a line for each letter. Fill in the letters one by one. Predict the word.


Scuba diving into New Words

Sound it Out Building Reading Comprehension habits (p 157-158)

Check the cluesUse the main ideaBreak the words into partsAsk for help

Self-selected Vacab Quizzes

Students choose 5-7 words from the text. They write the words on two pages in their book. Page 1 is for words and meanings. Page 2 is for word only.

Building Reading Comprehension Habits p 159

Quiz- students copy the words. They then write the word meaning, or a sentence with the word in it.

They assess themselves, using the definitions in the book.

Semantic Feature Analysis

Choose some words and categories related to the text. List the words in the Semantic Feature Analysis chart.


Identify the characteristics for each word.

Spot the clues P

Two word Reflection P

P P P

Using pictorial and syntactic context P

Vocabulary Bank Notes P P

BLM p 170-171

Vocabulary by Analogy P

Word surgeryP

Explicitly teach the students how to use the context to predict the meaning of unknown words.


After reading a text, the students choose two words (unrelated) which represent the key idea. The students then justify their choice. They then write a sentence explaining how the words are related to the topic.

Two Word Reflection

Two-Word Sentence Stickies

Students write two new words they want to learn on sticky notes.


Write a sentence that uses both words.

Using Context with Signals

Building Reading Comprehension habits (p144)

Choose words that have value in the classroom.


Create a list of bank notes using those words.

Students can earn the notes when they use the words in writing and talking

Teach students the common meanings of roots, prefixes and suffices.


Model how to use the parts of words to work out unknown words.


Vocabulary Self-Collection Strategy VSS

Select words that the students would like to learn more about.

Guided Comprehension in grades 3-8 (p 217-218)Share the word, the context, where

it was found, what they think it means, shy the class should study it.

Display the list of words and encourage students to use them


✓

Topic words can also be used.Wheel of Fortune Divide the class into 2 teams. P P

Word Bank ✓ ✓

Word bluff ✓

Word chart

Word Cline P P

P

What’ s the meaning of this?

Each pair of students find a new/interesting words in the dictionary. They write the meaning on one card, and the word on the other.


Give out the cards randomly. Students walk around the room reading their card until they find a match.


Teacher draws a line to represent each letter in the word.

Each team chooses a letter. Teacher fills in the blanks.

The team who guesses the word is the winner.

The word bank (word wall) should be categorised, ie topic words, words from Chpt 5, long words.


Write the word on card in large letters. Write the definition in small letters underneath.

Students work in small groups. They find a new and interesting word. They write the true definition, plus two false definitions.


Take turns reading their definitions aloud once. The other groups choose the correct meaning

Define the word. Give examples and non-examples

Word chartWord chart 2Word chart 3Word chart 5Word chart 6

Clines focus in the intensity of meaning of words. They can be written on cards or sticky notes. Students place them on the cline according to their strength of meaning.


Word Investigation chart

When a student comes to an unknown word, they note it on the chart.


http://www.educationoasis.com/curriculum/GO/GO_pdf/word_chart1.pdf


http://www.educationoasis.com/curriculum/GO/GO_pdf/Word_chart_ec.pdf

http://www.educationoasis.com/curriculum/GO/GO_pdf/word_chart_illus.pdf

http://www.educationoasis.com/curriculum/GO/GO_pdf/word_map.pdf

Word map P P

Word Match ✓

Word of the Week ✓ ✓ ✓

Word of the Week

Word Remembering Pronounce the word several times. P P

Relate it to similar words.Create a visual image in your mind.

Word remembering ✓ ✓

2. Relate it to a similar word

Word Search P

Word Sort P P P

Strategies p 168

A graphic organiser Includes the word, definition, synonyms, word in a sentence and an illustration


The teacher selects vocabulary that may be challenging. Words and their meanings are in two columns. Students match the words

The Reading Activity Handbook p 22

Choose a new word. Students are encouraged to use the word throughout the week.


Teacher chooses the word of the week models how to present the new word. Students try to use the word in context. Students then take turns to choose a word of the week.



Draw or find a picture to illustrate the word.

Make up a sentence or rhyme for the word.

1. Pronounce the words several times


3. Create a visual image or connection in your mind

4. Draw or find a picture that illustrates the word

5. Make up a sentence or rhyme that uses the word and helps you remember the meaning

Students plot words form the story onto a grid, (or use Puzzlemaker.com). Swap word searches to solve. The words could have a particular focus.


Students sort words associated with the topic.

Teaching Reading Comprehensions

1. Open- students decide on the categories

Word Sort P P P

Word Webs P P

2. Teacher decides on the categories

3. Teacher gives the students the categories and the students write the words as they are called out

Choose a topic word and write it in the centre of the page. Then create offshoots- definition, antonyms, synonyms, part of speech etc.

Word Webs





Revisit, Reflect, Retell p m94


Revisit, Reflect, Retell pm95

Activating Prior knowledge


Befo

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Bus-stop P P














Draw it! P


Last word P

Stand and Share P

Table talk P P P














Befo

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Alphaboxes P



I remember P

Book Review P

Alphaboxes P

The character and me ✓VIP ✓
























Novel Reflections ✓ Revisit, Reflect, Retell p 87Problem, solutions, settingLiterary devicesMood3 key events

points of tension









Predicting/previewingStrategy Explanation

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Predict-o-Gram P


Walk and Talk P

















Befo

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I wonder P

Magic Jigsaw P P P

Questioning P P

P P P

Survey P P












The hot seat ✓

Q-chart

The 5 Ws and How




Q-chart

5 Ws and How



Activating Prior knowledge


Befo

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After Reference




Bus-stop P P














Draw it! P


Last word P

Stand and Share P

Table talk P P P


Befo

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After Reference

Alphaboxes P

















I remember P

Book Review P

Alphaboxes P

The character and me ✓VIP ✓
























Novel Reflections ✓ Revisit, Reflect, Retell p 87Problem, solutions, settingLiterary devicesMood3 key events

points of tension














Predicting/previewingStrategy Explanation

Befo

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After Reference






















Predict-o-Gram P


Walk and Talk P




















Walk and Talk P




Befo

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After Reference

I wonder P












Magic Jigsaw P P P

Questioning P P

P P P

Survey P P

The hot seat ✓

Q-chart

The 5 Ws and How













Q-chart

5 Ws and How




Befo

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After Reference

ABC Brainstorming ✓ ✓ ✓AlphaBoxesAffix cards

Alliteration P

AlphaAntics P


Best Word P





Alliteration



AlphaAntics













Clarification P P

Class dictionary

P P


BLM p 164






Clarification























Word bluff



Example Web P P P

FigFigs P P

BLM p 165


BLM p 166


















Keyword Web P P

BLM p 167























More and Lesses P P P


Less- Teach vocab out of context- Words lists unrelated to topic- Rote memorization of definitions



BLM p 168


P

















P



Possible sentence P


Rivet P P P


P

Poster p 169

✓ ✓ ✓























P P


Spot the clues P


P P P



BLM p 170-171


Word surgeryP








Two Word Reflection



















P

✓


Word Bank ✓ ✓

Word bluff ✓

Word chart


























Word Cline P P

P

Word map P P

Word Match ✓


Word of the Week


























Word Search P

Word Sort P P P

Strategies p 168

Word Webs P P









Word Webs



Befo

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After Reference

ABC Brainstorming ✓ ✓ ✓AlphaBoxesAffix cards

Alliteration P

AlphaAntics P


Best Word P





Alliteration



AlphaAntics













Clarification P P

Class dictionary

P P


BLM p 164






Clarification























Word bluff



Example Web P P P

FigFigs P P

BLM p 165


BLM p 166


















Keyword Web P P

BLM p 167























More and Lesses P P P


Less- Teach vocab out of context- Words lists unrelated to topic- Rote memorization of definitions



BLM p 168


P

















P



Possible sentence P


Rivet P P P


P

Poster p 169

✓ ✓ ✓























P P


Spot the clues P


P P P



BLM p 170-171


Word surgeryP








Two Word Reflection



















P

✓


Word Bank ✓ ✓

Word bluff ✓

Word chart


























Word Cline P P

P

Word map P P

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ResourcesBuilding Comprehension Strategies (Alison Davis)Building Reading Comprehension Habits in Grades 6-12 (Jeff Zwiers)Guided Comprehension Grades 3-8 (Maureen McLaughlin and Mary Beth Allen)Revisit, Reflect, Retell (Linda Hoyt)The Reading Activity Handbook (Sheena Cameron)Teaching Reading Comprehension Strategies (Sheena Cameron)Busy Teachers CafeReading ladyEducation oasisInto the BookInstructional Strategies

Interactive Literacy Continuum

Comprehension StrategiesStrategy

Description (from Into the Book)

Kids’ Language

Activating Prior KnowledgeReaders activate what they currently understand or misunderstand about the topic, and use this knowledge before, during and after reading to clarify misconceptions and understand the text.

To use what I already know to help me understand something new.

http://www.busyteacherscafe.com/literacy/comprehension_strategies.html

http://www.readinglady.com/mosaic/tools/tools.htm#5

http://www.educationoasis.com/

http://reading.ecb.org/

http://www.learner.org/jnorth/tm/InstrucStrats_40Best.html

http://www.marchdigital.com/continuum/index.html.older


Activating Prior KnowledgeReaders activate what they currently understand or misunderstand about the topic, and use this knowledge before, during and after reading to clarify misconceptions and understand the text.

Good readers think about what is going to happen based on what they already know and what they have read.

Determining ImportanceReaders judge, justify and or defend understanding to determine importance based on stated criteria.

Making judgements about what I have read and explain why.

(evaluating)


http://supercomprehensionstrategies.wikispaces.com/Determining+Importance

Inferring Readers think about and search the text, and sometimes use personal knowledge to construct meaning beyond what is literally stated.

Use clues to find out what the author really means.

Locate Key Words and Phrases

http://supercomprehensionstrategies.wikispaces.com/Inferring

http://supercomprehensionstrategies.wikispaces.com/Locate+Key+Words+and+Phrases

Making ConnectionsReaders relate what they read to personal experiences (text-to-self), to information from other text 9to-to-text) and to information about the world (text-to-world) in order to enhance understanding of self, text and life.

Making connections between different things I read

Good readers connect what they know to what they have read.

http://supercomprehensionstrategies.wikispaces.com/Making+Connections

Monitoring Good readers stop to think about what they are reading, and they know what to do when they do not understand.

Predicting and Previewing

QuestioningReaders ask questions about the text and the author’s intentions and seek information to clarify and extend their thinking before, during and after reading.

Ask questions to understand what I am reading.

http://supercomprehensionstrategies.wikispaces.com/Monitoring

http://supercomprehensionstrategies.wikispaces.com/Predicting+and+Previewing


QuestioningReaders ask questions about the text and the author’s intentions and seek information to clarify and extend their thinking before, during and after reading.

Good readers ask themselves questions while they read.

Sequencing

SummarisingReaders identify key elements and condense important information into their own words during and after reading to solidify meaning.

Tell what is important.

Good readers identify the most important points and restate them in their own words.


http://supercomprehensionstrategies.wikispaces.com/Sequencing

http://supercomprehensionstrategies.wikispaces.com/Summarising

SynthesisingReaders create original insights, perspectives and understandings by reflecting in texts and merging elements from text and existing schema.

Put the pieces together and see them in a new way.

VisualisingReaders create images in their minds that reflect or represent the ideas in the text. These images may include any of the five senses and serve to enhance understanding of the text.

Create a movie in my mind while I am reading.

http://supercomprehensionstrategies.wikispaces.com/Synthesising


VisualisingReaders create images in their minds that reflect or represent the ideas in the text. These images may include any of the five senses and serve to enhance understanding of the text.

Good readers picture what is happening while they read.

Vocabulary DevelopmentVocabulary knowledge is the single most important factor in contributing to reading comprehension.

Use the sentence to work out the meaning of new words.

Vocabulary is a reader’s knowledge of words and word meanings.- print and oral

Know that words may have lots of meanings.


http://supercomprehensionstrategies.wikispaces.com/Vocabulary+Development

Comprehension Strategies

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Transcript of Comprehension Strategies