1 [Type text] Guiding Comprehension Teaching for Meaning
2 Guiding Comprehension Teaching For Meaning Comprehension is a process in which readers construct meaning by interacting with text through the combination of prior knowledge and previous experience, information in the text and the stance the reader takes in relationship to the text Pardo, 2004 The teaching of reading needs to include a range of comprehension strategies. Comprehension strategies can be defined as the mental processes that good readers use to understand text. Comprehension strategies need to be explicitly taught. The diagram below illustrates the 3 levels of comprehension, ranging from the lower order literal type to the higher order evaluative type. Evaluative Synthesising Determining Importance Summarising and Paraphrasing Self Questioning Strategy Definitions and Activities to Support Inferential Connecting Comparing Inferring Predicting Literal Creating Images Skimming Scanning Self Questioning
3 Reading Strategies Definitions and activities to support implementation ( denotes task card template located at end of resource book) Creating Images Readers create images using the senses to help them to draw conclusions, make predictions, interpret information, remember details and assist with overall comprehension Activities for Creating Images Picture This: Teacher reads a section of a text without showing any illustrations and children draw a visual representation of their interpretation of character/ setting/ event from that piece of text. Sensory Chart: Pairs of children select section of text and record pictorially or using key words what text looks like/ feels like/sounds like. Post Your Senses: Pupils record brief details on post it notes based on images they form as they read text. They stick the post it notes onto the appropriate part of the text. Changing Images: Teacher reads a section of a text without showing any illustrations. Teacher stops reading at a selected place in the text and asks children to sketch or write the mental image they have created. Children label this, Image 1- My First Image. Teacher reads more of the text and children are given time to re-create their image based on the new information. Children label this, Image 2- My Second Image. Children should be asked to discuss any changes made to the second image.
4 Open Mind Portrait: Children are asked to create character portraits and include key words to describe the character s thoughts and feelings. Information Images: Children create key images based on informational text i.e. in a science or nonfiction book. Self questioning Self-Questioning encourages readers to constantly think of questions before, during and after reading to assist them to comprehend text. Self-formulated questions provide a framework for active reading and engagement as students go in search of the answers. Activities for Self Questioning Clouds of wonder: Pupils discuss text and generate I wonder questions represented on cloud shapes on a sheet. This can be done at regular intervals throughout the reading of a text. Stop and Think Cards: Children are given prompt cards with questions directing them to reflect on their understanding of section of text. i.e. Do I understand what that part was about? Could I explain that part to somebody else? Before, During, After Question Sheets: Children compose and record questions in 3 separate columns on a sheet: Before Reading, During Reading, After Reading. Written Conversation: Pairs of children exchange their thoughts and explanations of events in a text with each other in written form- no talking allowed.
5 Skimming This involves glancing quickly through a text to gain a general impression of the content. Graphics, italics and headings are useful cues when skimming a text. Activities for Skimming Picture Flick: Children are given an opportunity to flick through illustrations to get an initial sense of the contents, characters and settings. They make predictions based on this quick glance at the text. Graphic Overlays: Pupils overlay text with tracing paper/ acetate, and outline chunks of text/ graphs/ headings etc. These sections are labelled on the overlay. This helps with the gathering of information where text is presented in columns interspersed with graphs/ pictures. Sneak Preview: Pupils complete Sneak Preview sheet to gain information before they read the text fully. The sheet can have sections for cover, headings, illustrations, author etc. Children fill in brief details in each section based on a quick skim through the text. After reading the text the children should discuss how their sneak preview prepared them for the text.
6 Scanning Scanning involves glancing through material to locate specific details, such as names, dates, places or some particular content. Activities for Scanning Hunt the Text Challenge: A set of quiz cards are created with questions seeking specific information i.e. page number, date, heading, title etc. Teacher reads out questions and asks children to locate the information as quickly as they can. Beat the Buzzer: Pupils can devise questions as above and record these on cards. Teacher collects all questions and asks them to the entire class. Children giving answers must also locate the page number and/or paragraph in which the answer appears. Retrieval cards: In advance of reading the text the children get a list of headings from the teacher about a piece of text i.e. habitat, food, size. Children scan the text to get this information and make generalisations before reading the text fully. This works well for informational texts i.e. species of dinosaurs, animals that hibernate etc. Interesting Words Charts: Pupils skim text for new / interesting vocabulary. Teacher records words on Interesting Word Chart along with page and paragraph number. Children are asked to look for clues in the text that might help explain what the word means. They record this contextual clue beside the new word. They can also record their own interpretation of what it means. Finally they are asked to check the meaning in a dictionary/ thesaurus/ glossary.
7 Predicting Prediction helps readers to activate their prior knowledge about a topic, so they begin to combine what they know with the new material in the text. Predictions are based on clues in the text such as pictures, illustrations, subtitles and plot. Activities for Predicting Split Images: Students work in pairs. Child A describes and elaborates on illustrations in the text. Child B is not permitted to look. Child B looks at the next picture and builds on Child s A description and prediction. The process of alternating predictions continues until text is completed. Personal Prediction: Children predict using title, author, cover page etc. Children are then given key words from the text and asked to refine their earlier predictions. Check the Text: Teacher hides text and shows only illustrations, diagrams, pictures. Children predict and create their own text to match the illustrations. Crystal Ball : Whole text has been read. Divide children into groups, each group is allocated a character from the text. Each group brainstorms information about their character, i.e. likes, dislikes, interests, personality traits that were stated explicitly or implicitly in the text. Then each group predicts the future for their character based on evidence from the original text and shares with other groups. Think Sheets: Key headings and chapter titles are used to construct questions based on the text. Allow children to think/pair/share and suggest answers prior to reading and compare these after having read the text. True/False - Statements about events in the story are recorded by children before reading the text. Children then compare the statements after reading for confirmation/ rejection.
8 Connecting Connecting allows readers to comprehend text by making strong connections between their prior knowledge and the new information presented in text. Activities for Connecting Connecting with the text: Children mark areas in the text with post it notes to show places in the text with which they have made a personal connection i.e. own experience, previous reading material, similar characters. Before and After Chart: Information is organised on a chart into 3 columns What we know before reading the text What we now know after reading the text What other information we would like to find out Think and share: children list key events in the story on one side of a page/chart. Each child takes on a character from the text and considers how this character was feeling during each event. These thoughts are recorded on the right hand side opposite the particular event. Linking texts: After a number of texts are read, children are asked to list these and illustrate the commonalties between the texts by drawing in linking lines. The similarity is recorded on the linking line. What s in a Text? : A group of children are given a common text to read. Teacher provides a list of questions about the text which encourage children to make connections with other texts i.e. What other texts have you read that were fairytales? What do you know about fairytales? What kind of characters are found in fairytales?
9 Comparing This strategy is closely linked to Connecting. When making connections to the text, self, other texts and the outside world, pupils also make comparisons. There is an emphasis on identifying similarities and differences. Activities for Comparing Venn Diagram: Children use 2 overlapping circles to record features that are unique to each text on each circle. Common features are recorded in the overlapping section. Features to be compared could include topics, characters, plots, facts etc. Just Like: Children compare characters with themselves, with similar characters in other texts (witch in various stories) or with people child knows e.g. Grandma. Double Entry Journal: Children record key events from the text on one side of a journal page and on the other they note down connections with real life events or other books. Inferring This strategy allows the reader to move beyond the literal text and make assumptions about what is not explicitly stated in the text. It can involve predictions, conclusions and interpretations that are neither confirmed nor rejected. Activities for Inferring Character Self Portrait: Child adopts role of character, and using sentence starters given by the teacher, they create a profile for that character using explicit and implicit cues from text i.e. I live in a..., I like...
10 Interviews: Children in pairs conduct interviews where one child takes on a character and the other composes questions to ask the character. Teachers should model the type of questions required ones which will focus on finding out more about the character than is explicit in the text. Rating Scales: Children choose a character to rate. The characters traits are discussed and recorded. i.e. Rude, Cowardly, Kind. Using a simple rating scale: Very, Quite, Not at all, the children tick the appropriate rating. Children need to justify their rating with evidence from the text. This activity should be done at regular intervals throughout the text to record changes in characters behaviour etc. Report Card: Children prepare a report card for a character in the text based on a number of subjects i.e. cooking, making friends, helping out. Children decide on a grade to give the character for that trait and provide a supporting comment that shows engagement with the text. What s my Point of View?: Class identifies four or five key events from a text. In groups children adopt a character and discuss each of the key events through the perspective of their adopted character. Teacher re organises groups so that each character is represented in each group. Each character s point of view gets heard in each group. Developing Dialogue: In pairs children each choose a character and one key event. The children compose a dialogue in relation to that event which encourages them to draw inferences about the characters. Dialogues are shared with the class and children discuss the various dialogues that were created.
11 Synthesising This strategy allows a reader to bring together information that may come from a variety of sources. It involves readers piecing information together, like putting together a jigsaw. Activities for Synthesising Turn on the Lights: While reading a piece of text, children are asked to make note of any point in the text where something is clarified or has helped increase their understanding. These points represent the AH HA! moments that all readers have during reading. Plot Profile: Having read the text thoroughly children are asked to list the main events in the story in sequence. Each event is then rated for its impact or excitement level in the story, say 1 to 10. Each event can be plotted along a horizontal axis and matched with its excitement level on the vertical axis. The points are joined up to form a trend of excitement levels in the story from beginning to end. Great Debate: Teacher presents the class with an open-ended statement related to topic/text read. In groups children formulate affirmative or negative responses to the statement and justify their position on the matter. Children should share and compare their standpoints towards eventually drawing conclusions. Synthesis Journal: Pupils gather information on selected topic from several sources i.e. various textbooks or reference books chronicling the same topic. Children record key information from each source to build up a comprehensive picture on a topic. This works particularly well for History when children need to view events from the perspectives of different authors or writers.
12 Determining importance This strategy encourages readers to constantly ask themselves what is important in a phrase, sentence, paragraph, chapter or whole text. Activities for Determining Importance What s Your Story: Having read the text fully first, children record on a sheet key pieces of information from the text in categories i.e. Setting, Main characters, Events. If this is done for different texts, the sheets can be used to compare texts. Famous Five Key Word Search: Children are asked to identify five key words in a text. They record these on post it notes and call them VIPs- Very Important Points. In small groups children compare their VIPs and provide justifications for choosing these words. Main Idea Pyramid: Having read a text the class brainstorm important facts and record these on post it notes. The notes are grouped into categories or topics and placed at the bottom of a 3 tiered pyramid. Each group of notes are consolidated to make a shared point and this is recorded in the next layer up of the pyramid. The idea is that finally one main message will be recorded at the top of the pyramid.
13 Summarising and paraphrasing Summarising is the ability to reduce a larger piece of text so the focus is on the most important elements in the text. The restating or re-writing of text into other words is referred to as paraphrasing. Summarising and paraphrasing involve using the key words and phrases to capture the main focus of the text. Activities for Summarising and Paraphrasing Oral Summaries: Taking one section of text at a time groups are asked to read silently and collectively generate a summary of text through discussion and substantiation. Reciprocal Retells: As above but in this activity children in small groups take a specific event each from the text. They each retell the main points of their chosen event. Child A begins with a summary of their event and passes the story onto Child B etc. The whole summary is then shared with the class. Main Idea Sort: Works well with information texts. Teacher records key words / phrases onto cards. Pupils then arrange these to create an outline of the text and re-tell in summary form. Newspaper Report: Familiarise pupils with organisation of newspaper article beforehand. Using a piece of text, children organise the information according to the newspaper format i.e. Headline, date and place, main happenings, conclusion. 66 Words: Children are challenged to read a text and create a summary in 66 words or less. The children are given a grid of 66 rectangles to record the summary- one word per rectangle. This makes children more judicious about choosing words and encourages them to only use the main ones. Children compare their 66 word grid in groups and try to come to a group consensus about the final 66 words. When complete they should discuss why they included/omitted certain words.
14 How to teach Comprehension Strategies Pearson & Gallagher, 1984 Gills Questions Planning for comprehension 1. What do my students know about this topic? 2. What specific vocabulary or concepts do they need to understand before they can understand this passage? 3. How can I get my students interested in this topic? 4. What purpose can I provide for the reading? 5. What activities will help my students engage in this text? 6. Do parts of this text allow for purposeful repeated readings? 7. Is there potential for teaching word identification strategies in this text? 8. What strategies do my students need to learn? 9. What strategies can I demonstrate with this particular text?
15 Reading 1. Read to your child as often as you can. 2. Talk about books / characters / plots. 3. Enrol your child in the local library. 4. Provide a good role model by reading yourself / other family members. 5. Keep audio tapes of familiar stories to play in the car. 6. Vary the type of books read stories / poems / information. 7. Accept your child s efforts with praise. 8. Concentrate on what he /she got right. 9. Make reading together enjoyable. 10. Take part in school based initiatives like Shared Reading. Reading with your child Top Ten Tips for Parents /Guardians Infants 1 st Class 2 nd and 4 th Class 5 th and 6 th Class Reading 1. Continue to read to your child everyday. 2. Read some of the books your child enjoys so you can discuss them with him/her. 3. Encourage your child to read to younger brothers/ sisters. 4. Ensure that your child knows that you value and enjoy reading yourself. 5. Make sure there is a wide variety of reading material in your home newspapers, magazines, information, cookery books etc. 6. Enrol and encourage your child to visit the local library once a week Discuss favourite authors. 8. Encourage your child to read articles / headlines in newspapers. 9. Encourage your child to guess unknown words. 10. Take part in school based initiatives like Shared Reading Reading 1. Encourage your child to visit the local library as often as possible. 2. Recognise and praise your child s efforts in reading. 3. Ensure your child has access to a wide range of reading material newspapers, magazines, guides etc. 4. Take an interest in different children s authors. 5. Discuss ideas and points of view proposed by newspaper articles etc. 6. Provide a well lit study / reading area. 7. Ensure that you value and enjoy reading yourself. 8. Allow your child to choose his /her own reading material. 9. Encourage your child to read for information timetables / weather forecasts / menus 10. Encourage your child to try and guess unknown words.
16 PREDICTION Thinking about what might happen in the story and looking at the clues in the text and pictures will help me understand what it is about! I think this story is about I predict that will happen next From what I know...i don t think... Helpful hints... That s not what I thought would happen... SELF- QUESTIONING Asking questions helps me understand a text. Remember to ask questions before, during and after you read! I wonder... How could that be? Why do you think? Helpful hints... Who... What... Where... When... What did that mean? CREATING IMAGES Making a picture in my head as I read can help me understand a text better! Helpful hints... When I read this I can see I can smell, hear, taste, touch I can feel... I can see the picture in my head...it looks like...
17 Creating Images Self-Questioning Prediction
18 MAKING CONNECTIONS Sometimes when I read I can make a connection to something I already know! Helpful hints... SKIMMING If I quickly flick through the text I can get an overall idea of what the text is about. Helpful hints... INFERRING Sometimes as I read I need to make inferences. When the author doesn t answer my questions I must infer. Helpful hints... That reminds me of a time when That reminds me of somebody That reminds me of another book where When I was young I remember...and this sounds very similar... By quickly flicking through the text I know that... I think this will be useful because I can see by the headings that it includes... Using these different clues I can infer that... After reading that text I think that... Maybe... It could mean that... Perhaps...
19 Inferring Skimming Making Connections
20 SUMMARISING When I summarise I can think about what I have read and then focus on the important elements Helpful hints... COMPARING When I am comparing I can look and see what is the same or different! Helpful hints... SYNTHESISING When I use all my strategies to combine what I know with new information to understand the text I am synthesising. Helpful hints... First, next, finally, then... I think the purpose of this text was to... I can think about the most important parts and retell them in my own words... I can compare characters, events, settings... If I make a connection I can compare it to something I know already... I know that this is the same... I know that this is different to... Now, I get it! This makes me think of... I learned that... I understand this because... Using all the strategies I know, I think this is about... So, this bit helps me understand...
21 Synthesising Comparing Summarising
22 MONITORING COMPREHENSION Helpful hints... I know how to use different ways to help me when I get stuck on what the meaning of a text is. Helpful hints... When I get stuck on a word or when I get confused I can:...use what I know to think about the word...reread...read on...use my questions and connections DETERMINING IMPORTANCE I can understand the main ideas of the text and what the author s message is. Helpful hints... The text was mostly about... The important details were... I will underline the key words... I think... and...are important SCANNING Scanning helps me find information in a text, such as contents, illustrations and index. Helpful hints... I look for information, like names and dates... By looking closely at the text I have discovered that... I can also look for headings and/or information that might be highlighted...
23 Scanning Determining Importance egy Demonstration Plan Monitoring Comprehension
25 Inferring I think that he is thinking this because I think the character is because Scanning I scan for important information. If I am scanning for who I look for capital letters (names), if I scan for when I look for days (capital letters), dates, years, times (numbers) Creating Images When I read this I can see I can smell, hear, taste, touch Determining Importance The main points are This is really important because Who, What, When, Where, Why
26 Predicting I think this story is about I predict that will happen next Connecting That reminds me of a time when That reminds me of somebody That reminds me of another book where
27 Comprehension Strategy Task Sheets The following task cards can be used to consolidate strategies for children.
28 At A Glance Text: Author: Illustrator: What I notice about the cover: What I notice about the illustrations: What I notice about the title and headings: What I notice about the author: Questions I have about the text:
29 Text: Topic: Ideas from Text: Double Entry Journal Author: Connection or comparison:
30 Text: Topic: From the Text: (Quote) Double Entry Journal Page No. Author: Connection or comparison: (Questions; Connections; reactions; predictions...)
31 Text: Topic: Quotation: Double Entry Journal Page No. Author: Why I find this quotation interesting or important:
32 What a Story! Title: Author: Text Type and Topic Setting Events or Action Characters
33 [Type text] BDA Activity Sheet Text Author Illustrator My Questions BEFORE Reading My Questions DURING Reading My Questions AFTER Reading
34 Before and After Statements. Text: Selected Statements from the Text Before Reading After Reading True False True False Reference Explain your answer referring to the text
35 Changing Images Worksheet Name My first image Date My Image after talking with My image after hearing more of the text. My image at the end of the text.
36 Just Like... Character: Text: Character Trait Just like me: Like someone I know: Reminds me of character:
37 Rating scale Text: Character or person: Trait Very Quite No information Quite Very Opposite trait Justification: Trait Very Quite No information Quite Very Opposite trait Justification: Trait Very Quite No information Quite Very Opposite trait Justification: Trait Very Quite No information Quite Very Opposite trait Justification: Trait Very Quite No information Quite Very Opposite trait Justification:
38 [Type text] My Crystal Ball. Character:
39 Personal Predictions Take a close look at the title, author and cover of your text. Use this information to make a prediction about the text. My Personal Prediction 1 Sort the following key words into a category below. Characters Setting Events or Action Use this information to add to your prediction. My Personal Prediction 2 Share and compare this prediction with a friend.
40 Sensory Chart Looks like Sounds like like Feels
41 Text: Author: Illustrator: Sneak Preview What I notice about the ILLUSTRATIONS What I notice about the COVER What I notice about the AUTHOR What I notice about the HEADINGS/TITLES QUESTIONS I have about the text...
42 Stop and think card Do I understand what that was about? Were there any parts I did not understand? Could I explain what I have just read to someone else? What might the next part be about? Are there any questions I need to have answered? Congratulations! Read ON! Stop and think card Do I understand what that was about? Were there any parts I did not understand? Could I explain what I have just read to someone else? What might the next part be about? Are there any questions I need to have answered? Congratulations! Read ON! Stop and think card Do I understand what that was about? Were there any parts I did not understand? Could I explain what I have just read to someone else? What might the next part be about? Are there any questions I need to have answered? Congratulations! Read ON! Stop and think card Do I understand what that was about? Were there any parts I did not understand? Could I explain what I have just read to someone else? What might the next part be about? Are there any questions I need to have answered? Congratulations! Read ON!
43 [Type text] I Wonder... I wonder... I wonder... I wonder... I wonder... I wonder... I wonder...
44 [Type text] Word Interesting Words Chart Page and/or Any help Your explanation Paragraph given in the text Meaning from another source
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Contents A Word About This Guide............................... 3 Why Is It Important for My Child to Read?................ 4 How Will My Child Learn to Read?....................... 4 How Can I Help My
Our Approach to the Teaching of Reading PUTTERIDGE PRIMARY SCHOOL Summer 2015 Authored by: Nicki Walker and Rob Weightman Putteridge Primary School Learning to Read at Putteridge Primary School The best
STAGE 1 (Desired Results) Unit Summary: Transversal Themes: Integration Ideas: In this unit, the student will analyze characters from stories and pictures using effective strategies of good readers: making
WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT The English Language Learner CAN DO Booklet Grades 9-12 Includes: Performance Definitions CAN DO Descriptors For use in conjunction with the WIDA English
A Guide For Studying Physical Science Follow these steps for maximum benefits from this course (and a high grade): 1. Attend Lecture and Lab every day!!!! 2. Read the assigned text chapters and lab exercises
Why Do Authors Use Text Features? Text Features Sticker Lesson Use this lesson as an introduction or review of what text features are and why authors use them. IRA/NCTE Standard Students apply a wide range
Reading: Literature Writing: Narrative RL.6.1 RL.6.2 RL.6.3 RL.6.4 RL.6.5 RL.6.6 RL.6.7 W.6.3 SIXTH GRADE UNIT 1 Key Ideas and Details Cite textual evidence to support analysis of what the text says explicitly
This list of teaching strategies and activities was developed out of a focused brainstorming process conducted with general education, special education and English as a Second Language teachers in Minnesota
F OR USE WITH F OCUS L ESSON 1: PLOT, SETTING, AND T HEME 1a Plot is the series of events in a story. Exposition is the author s introduction to the characters and setting. The conflict, or problem, sets
2.5: Inquiry Tutor/Student Handout 2.5.1 (1 of 2) Three-Story House (Costa s Levels of Questioning) To better understand the content being presented in their core subject areas, it is essential for students
FORMATIVE ASSESSMENT STRATEGIES, DEFINITIONS, EXAMPLES 1 Minute Essay Give students an open-ended question and one to three minutes to write their answers. Good questions: What is the most important thing
Correlation to the Series, Grades K 2 Common Core State Standards, 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. College
English Language Arts Targeted Tutoring Plan For Middle and High Schools Lafayette Parish Schools Developed in 2009-2010 Table of Contents Introduction........... 1 Research Findings.......... 2 Procedures
Research Based Interventions/Strategies The following interventions/strategies are broken into Reading Comprehension, Reading Fluency, Math Computation, and Math Reasoning. These are examples, not a list
Alignment of Taxonomies Bloom s Taxonomy of Cognitive Domain Bloom s Taxonomy Cognitive Domain Revised Cognitive Demand Mathematics Cognitive Demand English Language Arts Webb s Depth of Knowledge Knowledge
100 NEWSPAPER CRITICAL THINKING ACTIVITIES by: Randee Simon CRITICAL THINKING SKILLS ACTIVITIES 1. Have students find the movie listing's page and study the movies that are presently being shown at theatres
Language Arts Literacy : Grade 5 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
Louisiana English Language Arts Content Standards BENCHMARKS FOR 5 8 BOOK TITLE: Houghton Mifflin Reading 2001, Level 5 Teacher s Books Grade 5 PUBLISHER: Houghton Mifflin Company STANDARD 1 ELA-1-M1 ELA-1-M2
Heads Up! Step 2: Gather Evidence Response to Literature - Step 2: Heads Up! By now, students have selected a theme to expand upon in writing. Through close analysis of short stories, students find examples
Background to the new Staffordshire Grids The removal of levels for most pupils in 2014-15 and all pupils in 2015-16, has posed a problem for schools in how to assess children s progress in the New National
Language Arts Literacy : Grade 6 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
Level C/3 Science Teacher s Guide Skills & Strategies Anchor Comprehension Strategies Identify Cause and Effect Summarize Information Phonemic Awareness Listening for words with /i/ Phonics Short i Concepts