More on Strategies for Scaffolding Comprehension

Remember…Comprehension is the main purpose of reading.Reading is the process of constructing

meaning from print.Comprehension is a constructive, interactive

process involving:The readerThe textThe context in which the text is read

Don’t forget…Build background,Give students material on the appropriate level, andTeach strategies, such as generating questions as

they read, to help your students make connections

Strategy Instruction Works Best When…Students evidence a need for a strategy.The strategy is taught and applied to a

selection.The teacher repeatedly models and

explains the strategy.When assessment is based on

comprehension of the text and use of the strategy.

Louisiana Literacy StrategiesBrainstormingDR-TAGISTingGraphic OrganizersLearning LogsOpinionnaires/

Anticipation GuidesProfessor Know-It-AllProcess GuideQuestioning the Author

(QtA)

RAFT writingReciprocal TeachingSPAWN writingSplit-Page NotetakingSQPL-Student Questions

for Purposeful LearningStory ChainsVocabulary Cards (AKA

Frayer Model)Vocabulary Self-AwarenessWord Grid (AKA Semantic

Feature Analysis)

Good Resource--Vermilion Parish Literacy Strategies--http://www.vrml.k12.la.us/cc/18str/18str.htm

More Strategies…ABC BrainstormingQuick Write/ListQuick TalkFoldablesFlying High with

AcademicsGISTing

Opinionnaires/ Anticipation Guide

i-ChartVocabulary Cards

AKA Frayer ModelRAFTList-Group-LabelProfessor-Know-It-

All

ABC BrainstormingActivate students’ background knowledge

before talking about a topic by using ABC Brainstorming.

Students are asked to think of a word or phrase related to the topic by matching it to each letter of the alphabet.

http://www.readingquest.org/strat/abc.html

Quick Write or Quick TalkAsk students to talk about or write down as

many ideas they can think of about a given topic.

The ideas can be single words or phrases.Give students 60 seconds to write. ReadWriteThink overview of quick

write/quick talk.Also… http://

www.litandlearn.lpb.org/strategies/strat_quick.pdf

Foldableshttp://foldables.wikispaces.com/http://

www.catawba.k12.nc.us/C_i_resources/Foldables.htm

Flying High with AcademicsFrom Dr. Cummins…

Strategy to get students moving

Requires students to think critically as develop clues for

“teaching”

Legal to make paper airplanes

Do it…

Read passage

Make an airplane

Write a question about the passage

Fly your plane

Pick up a plane and answer the question

GISTingA technique to help students to read text for

main ideas.Students are asked to summarize selected

sections into a designated number of clear, concise words.

http://www2.etown.edu/bap/Resources/gisting.pdf

Opinionnaires/ Anticipation GuideA series of statements where students note

whether they agree or disagree with each one.

Students then read a selection then compare what they said with what was in the text.

http://www.greece.k12.ny.us/instruction/ela/6-12/reading/Reading%20Strategies/anticipation%20guide.htm

I-ChartA planned framework for answering

questions about a topic.http://

forpd.ucf.edu/strategies/stratIChart.html

Frayer Model/ Vocabulary Cards

Illustrations

Connect

DefinitionTo join or fasten together

CharacteristicsLinkInterlockingAssociateRelate

ExamplesBridgePaper clips linked togetherNonexamplesUnlatched Gate

Illustrations

RAFTStudents respond in writing by thinking

about a topic from various perspectives. Role of the Writer: Who are you as the writer?

A pilgrim? A soldier? The President?Audience: To whom are you writing? A political

rally? A potential employer?Format: In what format are you writing? A

letter? An advertisement? A speech?Topic: What are you writing about?From http://www.adlit.org/strategies/19783.

List-Group-LabelA brainstorming activity that helps students

see how words can belong in a variety of groups while activating and building background knowledge prior to beginning a unit of study.

Labeled GroupsJungle Forest/Woods House Farm

ZebraTigerLionGiraffeElephantAntelope

DeerPossumRaccoonCoyoteBlue Jay

CatDogGoldfishParrot

PigHorseCowMuleSheepGoat

Initial List of AnimalsZebraDeerPigCatHorseDogTiger

CowMuleAntelopeLionSheepGoatRaccoon

PossumParrotBlue JayGoldfishElephantCoyoteGiraffe

Professor Know-It-AllProvides students with opportunities to be the “expert” on a

topic studied in class.1. Establish groups of three or four students.2. Students review the content just covered and generate three to

four content related questions they anticipate being asked. The group discusses these topics in detail in preparation for later class discussion.

3. Come to the front of the room, one at a time, face the class and respond to questions posed by their classmates. Students should ask their proposed questions first and then others if more information is desired. The teacher should remind students to challenge and/or correct the professor-know-it-alls if needed.

4. Process continues until all groups have served as “professors” and/or until all content has been thoroughly and critically discussed. Ties, graduation caps, lab coats, clipboards, and other accessories can be used by the “professors” to add a touch of novelty.

Process GuidesProcess Guides scaffold students’

comprehension from literal level processing to more critical and applied content knowledge.

Leveled formats designed by the teacher to match the content being studied helps guide students’ thinking.

Guides can be designed in a variety of ways to accompany the content being studied and/or the purpose and level of active learning to be implemented.

Process Guide ExampleFrom LA Literacy Strategies…