Comprehension. Sentence Structure and Meaning C.001. Objective The student will identify key parts of the text.
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- Magdalene Cox
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1 C.001 Sentence Structure and Meaning Sentence-Picture Match Objective The student will identify key parts of the text. Materials Pocket chart Picture cards Use picture cards from core reading program or print media. Sentence strips Write sentences that correspond with the pictures. Activity Students match sentences with pictures on a pocket chart. 1. Place pictures vertically on the left side of the pocket chart and sentence strips in a stack. 2. The student selects a sentence strip, reads the sentence, finds the matching picture on the pocket chart, and places the sentence next to the picture. 3. Continues until all sentences and pictures are matched. 4. Self-check Extensions and Adaptations Write other sentences to match pictures. Extend the sentence using descriptive words. K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
2 Sentence Structure and Meaning Name That Story C.002 Objective The student will identify key parts of the text. Materials Nursery rhyme title cards (Activity Master C.002.AM1) Copy, laminate, and cut out. Nursery rhyme event sentence strips (Activity Master C.002.AM2) Activity Students match nursery rhyme titles with events. 1. Place nursery rhyme title cards and event sentence strips on a flat surface. 2. Working in pairs, student one selects a nursery rhyme title card and reads it. 3. Student two finds the matching event sentence strip, reads it, and places the strip and title card together. 4. Reverse roles and continue until all nursery rhyme title cards are matched with the correct event sentence strip. 5. Peer evaluation Extensions and Adaptations Draw a title card from a stack and retell the story. Use expository titles with factual sentences The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
3 C.002.AM1 Comprehension Name That Story K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
4 Name That Story C.002.AM The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
5 C.003 Sentence Structure and Meaning Picture Cube Objective The student will arrange words to make a complete sentence. Materials Picture cube (Activity Master C.003.AM1) Copy on card stock, cut out, and assemble. Word cards (Activity Master C.003.AM2a - C.003.AM2b) Copy on card stock, laminate, and cut out. Paper Pencils Activity Students roll a picture cube, describe what is happening, and arrange the word cards to make a matching sentence. 1. Place the picture cube and word cards on a flat surface. 2. Taking turns, the students roll the cube, look at the picture, and say a sentence that describes the picture. For example, The three bears went for a walk. 3. Choose the word cards that describe the picture and arrange in a complete sentence. 4. Write and read the sentence. Then return the cards to their original positions. 5. Continue the activity until all the pictures are described and all the sentences are written. 6. Teacher evaluation Extensions and Adaptations Arrange or number the sentences in order of the story. Make other story or picture cubes (Activity Master C.003.AM3). Make other word cards to extend the sentences in the story. Make other sentences using the word cards. K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
6 Picture Cube C.003.AM The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
7 C.003.AM2a Comprehension Picture Cube K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
8 Picture Cube C.003.AM2b 2005 The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
9 C.003.AM3 Comprehension Picture Cube K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
10 Sentence Structure and Meaning Silly Sentence Mix-Up C.004 Objective The student will arrange words to make a complete sentence. Materials Sentence Strips (Activity Master C.004.AM1) Underline the phrases (indicated by the dotted lines) to color code. For example, The student (underline first phrase with blue marker) ate cookies (second phrase with red marker) at the table (third phrase with green marker). Cut each sentence strip along dotted lines. Trays Color code and label three trays to correspond with the strips: blue, red, green. Sort strips onto trays by color. Paper Markers or crayons Pencils Activity Students arrange groups of two or more words to make a sentence. 1. Place the paper, markers and three color-coded trays of phrases on a flat surface. 2. Taking turns, the students choose one strip from each tray, place the strips in sentence order, and read the sentence. State if the sentence is silly or not. Place sentence aside. 3. Select new strips from the color-coded trays. Make a new sentence and read the sentence. 4. Continue making sentences selecting strips from each tray. 5. Write and illustrate favorite silly sentence. 6. Teacher evaluation Extensions and Adaptations Make other sentence strips and exchange with partner to make sentences The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
11 C.004.AM1 Comprehension Silly Sentence Mix-Up K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
12 Sentence Structure and Meaning Sentence Pantomime C.005 Objective The student will identify key parts of the text. Materials Sentence cards (Activity Master C.005.AM1a - C.005.AM1b) Copy on card stock, laminate, and cut out. Activity Students read and pantomime (silently act out) sentences. 1. Spread sentence cards face up. 2. Working in a group, student one looks at the sentence cards (without touching the cards), reads one card silently, and pantomimes the sentence. 3. The other students watch the pantomime. The first student to recognize the pantomime selects and reads the card that matches student one s pantomime. 4. If correct, places the card in a pile. If incorrect, returns card to face up position on the table. 5. Continue until all sentences are acted out and correctly identified. 6. Peer evaluation Extensions and Adaptations Use puppets to act out the sentences. Make other sentence cards to act out. Illustrate a sentence and exchange with a partner who writes the sentence The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
13 C.005.AM1a Comprehension Sentence Pantomime K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
14 Sentence Pantomime C.005.AM1b 2005 The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
15 C.006 Story Structure Single Character Map Objective The student will identify characters in a story. Materials Narrative text Choose text within students instructional-independent reading level range or teacher read-aloud. Character map student sheet (Activity Master C.006.SS) Pencil Activity Students use a graphic organizer to describe a character. 1. Place text at the center. Provide the student with a student sheet. 2. The student reads the text or reviews a teacher read-aloud. 3. Names the main character in the story and writes the name in the circle on the character map. On the lines writes words that describe the actions of the character. 4. Teacher evaluation Extensions and Adaptations Use the lines to write other descriptive words (e.g., feeling words, physical characteristics). K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
16 Name Single Character Map C.006.SS 2005 The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
17 C.007 Story Structure Character Map Objective The student will identify similarities and differences in text. Materials Narrative text Choose text within students instructional-independent reading level range or teacher read-aloud. Character Map student sheet (Activity Master C.007.SS) Pencil Activity Students use a graphic organizer to compare characters. 1. Place text and markers at the center. Provide the student with a student sheet. 2. The student reads the text or reviews a teacher read-aloud. 3. Names the two main characters in the story and writes each name at the top of the character map. 4. Writes specific character attributes on the lines under the pictures of the characters and then writes the shared characteristics on the lines between the boxes. 5. Teacher evaluation Extensions and Adaptations Compare characters in two different stories. K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
18 Name Character Map C.007.SS 2005 The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
19 C.008 Story Structure Story Banner Objective The student will sequence events in a story. Materials Narrative text Choose text within students instructional-independent reading level range or teacher read-aloud. 12 x 18 construction paper Cut paper in half lengthwise to make 6 x 18 strips. Fold strips in half twice (making four sections). Label: Beginning, Middle, and End Markers or crayons Pencil Activity Students write and draw the main events of a narrative story making a story banner. 1. Place text, construction paper, and markers at the center. 2. The student reads the text or reviews a teacher read-aloud. 3. In the first square on the sectioned paper writes the title and author. In the following squares writes and draws what happens in the beginning, middle, and end of the story. 4. Teacher evaluation Extensions and Adaptations Exchange story banners with partner and read aloud. Use the story events to make a comic strip (Activity Master C.008.SS). K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
20 Name Story Banner C.008.SS 2005 The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
21 C.009 Story Structure Story Sequence Organizer Objective The student will sequence events in a story. Materials Narrative text Choose text within students instructional-independent reading level range or teacher read-aloud. Story Sequence Organizer student sheet (Activity Master C.009.SS1 or C.009.SS2) Choose a graphic organizer. Markers or crayons Pencil Activity The student uses a story sequence graphic organizer to structure the beginning, middle, and end of a story. 1. Place text and markers at the center. Provide the student with a student sheet. 2. The student reads the text or reviews a teacher read-aloud. 3. Identifies the beginning, middle, and end of the story and writes corresponding sentences on graphic organizer. 4. Teacher evaluation Extensions and Adaptations Read a story with a partner and discuss the story sequence. K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
22 Name Story Sequence Organizer C.009.SS The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
23 Name C.009.SS2 Story Sequence Organizer 1. Cut on dotted lines. 2. Hot dog fold on the fold line. 3. Lift each section, write sentence, and draw picture that corresponds to the beginning, middle, and end of the story. K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
24 Story Structure Narrative Text Wheel C.010 Objective The student will sequence events in a story. Materials Narrative text Choose text within students instructional-independent reading level range or teacher read-aloud. Text Wheel student sheets (Activity Master C.010.AM1a - C.010.AM1b) Scissors Hole punch Brads Markers or crayons Pencil Activity Students sequence story events on a narrative text wheel. 1. Place text, scissors, hole punch, brads, and markers on a flat surface. Provide the student with both sections of the text wheel. 2. The student reads the text or reviews a teacher read-aloud. 3. Cuts out both text wheels. 4. Writes the title and author of the story on the front wheel. 5. Writes and draws the main characters and setting in the first section on the back wheel. Continues with beginning, middle, and end of the story in the following sections. 6. Attaches pieces by punching a hole in the center of the wheels and inserting a brad. 7. Teacher evaluation Extensions and Adaptations Use to draw and label the characters in the story. Construct another text wheel to draw and label other characters from the story The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
25 C.010.AM1a Comprehension Narrative Text Wheel Title Author K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
26 Narrative Text Wheel C.010.AM1b 2005 The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
27 C.011 Story Structure Story Rolls Objective The student will sequence events in a story. Materials Narrative text Choose text within students instructional-independent reading level range or teacher read-aloud. Adding machine paper rolls Markers or crayons Pencils Activity Students sequence story events on a paper roll. 1. Place text, adding machine paper rolls, and crayons at the center. 2. Working in pairs, students read the text or review a teacher read-aloud. Discuss the story events. 3. Students roll out a length of paper. Student one writes the title and author of the text on the paper roll while student two writes and draws the first story event. 4. Continue unrolling the paper, writing, and drawing events until the story is complete. 5. Teacher evaluation Extensions and Adaptations Read and discuss with partner. Attach each end of the story paper to a small paper tube to make a scroll. K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
28 Story Structure Story Chain C.012 Objective The student will sequence events in a story. Materials Narrative text Choose text within students instructional-independent reading level range or teacher read-aloud. Strips of paper Cut strips approximately 2 ½ x 8 ½. Markers or crayons Glue or tape Pencil Activity Students record story events on strips and place in sequential order making a paper chain. 1. Place text, paper strips, markers, and glue on a flat surface. 2. The student reads the text or reviews a teacher read-aloud. 3. Writes the title and author on a paper strip. 4. Continues to use paper strips to write and draw important story events. 5. Sequences the strips in story order, starting with the title and author strip. Keeps the words on the outside and glues the strips together in an interlocking chain. 6. Continues until all the strips are glued in sequential story order. 7. Teacher evaluation The Boy and his Dog By: Brooke Daniels A little boy looked for his dog. Surprise, the dog jumped on the boy! Then, he looked behind a tree. First, he looked under the bed. Extensions and Adaptations Exchange paper strips with a partner and place in sequential order. Use paper chain sentences as clues to guess the story title The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
29 C.013 Story Structure Sequence-A-Story Objective The student will sequence events in a story. Materials Pocket chart Sentence strips Choose a familiar story and write the story title on a sentence strip. Write the story events on sentence strips. Paper Activity Students retell a story while sequencing sentences on a pocket chart. 1. Place the pocket chart and scrambled sentence strips at the center. 2. Working in pairs, students read the sentences and select the title strip. Place the title in the top pocket of the chart. 3. Select the sentence strip that tells about the first event in the story, reread the sentence, and place in the next row of the pocket chart. 4. Continue until all sentence strips are in sequential order. 5. Read the sentence strips in order. 6. Peer evaluation Extensions and Adaptations Use other stories to make sentence strips. Write a sentence and draw a picture that illustrates favorite event. K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
30 Story Structure Felt Board Story C.014 Objective The student will retell a story. Materials Narrative text Choose text within students instructional-independent reading level range or teacher read-aloud. Felt board Story pieces Use felt story character and setting pieces or glue pictures from coloring or old picture books to felt backing. Basket Place the story pieces in the basket. Activity Students retell a story using a felt board and story pieces. 1. Place text, felt board, and basket of story pieces at the center. 2. Working in pairs, the students read the text or review a teacher read-aloud. 3. Select the characters in the story and place on the bottom left side of the felt board. 4. Select the setting pieces and place on the bottom right side of the felt board. 5. Read or review the text and retell the story in sequence using the appropriate characters and setting pieces. 6. Peer evaluation Extensions and Adaptations Create a new story using the same characters and setting pieces. Illustrate other stories, attach to felt, and retell. Retell a story using a tape recorder The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
31 C.015 Story Structure Story Question Cube Objective The student will identify characters, setting, and events in a story. Materials Narrative text Choose text within students instructional-independent reading level range or teacher read-aloud. Question cube (Activity Master C.015.AM1) Question cube student sheet (Activity Master C.015.SS) Markers or crayons Pencils Activity Students use a question cube to discuss a story. 1. Place text, question cube, and markers at the center. Provide each student with a student sheet. 2. Taking turns, the students read the text or review a teacher read-aloud. 3. Roll the question cube, read the question, and answer it in relation to the text. 4. Discuss and write the answer on the student sheet or draw a picture that illustrates the answer. 5. Continue the activity until all the questions are answered. 6. Teacher evaluation Extensions and Adaptations Read other stories and discuss the story using the cube. K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
32 Story Question Cube C.015.AM The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
33 Name C.015.SS Story Question Cube K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
34 Story Structure Story Grammar C.016 Objective The student will identify characters, setting, and events of a story. Materials Narrative text Choose text within students instructional-independent reading level range or teacher read-aloud. Story Grammar student sheet (Activity Master C.016.SS) Pencil Activity Students record story details using a story grammar organizer. 1. Place text at the center and provide each student with a student sheet. 2. The student reads the narrative text or reviews teacher read-aloud. 3. Identifies and writes the setting, characters, problem, events, and solution on the student sheet. 4. Teacher evaluation A storm is coming and Gus is lost. Mom searched in the car and Steven and Dad searched by walking around and knocking on doors. Gus was found in the garage right before the storm arrived. Extensions and Adaptations Work with a partner to retell the story using the graphic organizer The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
35 Name C.016.SS Story Grammar K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
36 Story Structure Hoop-A-Story Venn Diagram C.017 Objective The student will identify similarities and differences in text. Materials Narrative texts Choose text within students instructional-independent reading level range or teacher read-aloud. Hoop-A-Story Venn Diagram student sheet (Activity Master C.017.SS) Pencils Activity Students use a Venn diagram to identify similarities and differences of story characters and setting. 1. Provide each student with texts and a student sheet. 2. Working in pairs, students read texts or review teacher read-alouds. Write the story titles and authors in separate circles on the Venn diagram. 3. Student one names a character, setting, or event and asks student two, Where should this go?" 4. Student two writes the answer under the corresponding story title if different from the other story or in the overlapping area if similar to (or shared by) the other story. 5. Peer evaluation Title Author Title Author Extensions and Adaptations Use Venn diagrams to describe and compare the elements and characteristics of pairs of events, people, ideas, or concepts The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
37 Name C.017.SS Hoop-A-Story Venn Diagram K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
38 Notes 2005 The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
39 C.018 Monitoring for Meaning Fiction and Nonfiction Sort Objective The student will identify fiction and nonfiction text. Materials Pocket chart Sentence strips Make two header cards: Fiction and Nonfiction. Index cards Books Fiction and nonfiction books Basket Place books in the basket. Pencils Activity Students sort story titles into fiction and nonfiction categories on a pocket chart. 1. Place the header cards at the top of the pocket chart. Put the index cards and basket of books at the center. 2. Taking turns, the students select a book, review it, and determine if it is fiction or nonfiction. 3. Write the title of the book on an index card and place it under the appropriate header on the pocket chart. 4. Continue until all the books have been reviewed and titles have been placed on the pocket chart. 5. Peer evaluation Nonfiction Extensions and Adaptations Sort additional books by genre (e.g., biography, poetry, folktale, fairy tale). K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
40 Monitoring for Meaning Make-and-Check-A-Prediction C.019 Objective The student will use prediction to identify meaning. Materials Expository or narrative text Choose text within students instructional-independent reading level range. Sticky notes Divide the text into passages using sticky notes to indicate where students are to stop and make a prediction. Prediction student sheet (Activity Master C.019.SS) Markers or crayons Pencil Activity Students make, write, draw, and check story predictions. 1. Place divided text and markers at the center. Provide the student with a student sheet. 2. The student reads the first selected passage (up to the first sticky note). 3. Makes and writes or illustrates prediction on the left-hand side of the student sheet. 4. Continues reading the text and writes or illustrates what actually happens in the story on the right-hand side of the student sheet. 5. Continues until the text is complete. 6. Teacher evaluation Extensions and Adaptations Review predictions and results with a partner The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
41 Name C.019.SS Make-and-Check-A-Prediction K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
42 Monitoring for Meaning Expository Fact Strip C.020 Objective The student will identify information in text. Materials Expository text Choose text within students instructional-independent reading level range or teacher read-aloud. 12 x 18 construction paper Cut paper in half lengthwise to make 6 x 18 strips. Fold into desired number of sections. Markers or crayons Pencil Activity Students make connections in text by writing and/or drawing facts. 1. Place text, construction paper, and markers at the center. 2. The student reads the text or reviews a teacher read-aloud. 3. Identifies the important facts in the text. 4. Writes the topic in the first square. Writes facts from the text and/or draws pictures of the facts in the following squares. 5. Teacher evaluation Extensions and Adaptations Use fact graphic organizer to record the facts (Activity Master C.020.SS) The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
43 Name C.020.SS Expository Fact Strip K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
44 Monitoring for Meaning Fact Versus Opinion C.021 Objective The student will identify fact and opinion. Materials Fact and Opinion cards (Activity Master C.021.AM1a - C.021.AM1b) Copy, laminate, and cut out. Pocket chart Label one side of the pocket chart with the Fact card and the other side with the Opinion" card. Activity Students read statement cards and determine if the statement is fact or opinion. 1. Place the pocket chart at the center. Label one side of the pocket chart with the "Fact" card and the other side with the "Opinion" card. Mix the fact and opinion cards into one stack and place beside the pocket chart. 2. Working in pairs, student one selects and reads a card. 3. Student two determines if the statement on the card is fact or opinion and places the card under the appropriate header. 4. Reverse roles and continue the activity until all the cards are identified. 5. Peer evaluation Extensions and Adaptations Make other fact and opinion cards, exchange, and identify The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
45 C.021.AM1a Comprehension Fact Versus Opinion K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
46 Fact Versus Opinion C.021.AM1b 2005 The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
47 C.022 Monitoring for Meaning Cause and Effect Roll Objective The student will identify the relationship between cause and effect. Materials Cause cards (Activity Master C.022.AM1a - C.022.AM1b) Small ball Paper Markers or crayons Pencils Activity Students play a ball game and recognize the relationship between cause and effect. 1. Place cause cards, ball, paper, and markers at the center. 2. Working in a group, student one selects a cause card and reads the card. For example, When the sun is shining you..., and the student rolls the ball to another group member who states an effect,... go to the beach. 3. Continue the activity until all cards are read. 4. Each student folds a paper in half. Writes and illustrates a cause on the left-hand side and an effect on the right-hand side. 5. Exchange and discuss. 6. Teacher evaluation Extensions and Adaptations Make other cause cards. Read a story. Then write and draw some of the causes and effects in the story. K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
48 Cause and Effect Roll C.022.AM1a 2005 The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
49 C.022.AM1b Comprehension Cause and Effect Roll K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
50 Monitoring for Meaning Cause and Effect Organizer C.023 Objective The student will identify the relationship between cause and effect. Materials Cause and Effect Organizer student sheet (Activity Master C.023.SS) Narrative text Choose text that is appropriate for this skill within students instructional-independent reading level range. Sticky notes Divide the text into passages using sticky notes to indicate where students are to stop and identify cause and effect relationships. Pencil Activity Students identify cause and effect relationships in a story and record on a graphic organizer. 1. Place text at the center. Provide the student with a student sheet. 2. The student reads the selected passage (up to the first sticky note). 3. Identifies the cause and effect relationships. 4. Draws a picture and/or writes the cause (in the cause box) and the effect (in the effect box) on the student sheet. 5. Continues until all cause and effect relationships are identified. 6. Teacher evaluation Extensions and Adaptations Write possible alternative effects The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
51 Name C.023.SS Cause and Effect Organizer K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
52 Monitoring for Meaning Classifying Information C.024 Objective The student will classify information. Materials Expository text Choose text within students instructional-independent reading level range or teacher read-aloud. Web organizer student sheet (Activity Master C.024.SS) Write the initial topic in the center of the organizer and the categories relating to the topic on the line in the four squares around the circle. Pencil Activity Students write words that relate to and describe a category. 1. Place text at the center. Provide the student with a student sheet. 2. The student reads the text or reviews a teacher read-aloud. 3. Writes words to describe or relate to the categories in each box. 4. Teacher evaluation Extensions and Adaptations Provide a category relating to the topic in each of the four squares around the circle. Use to classify narrative text The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
53 Name C.024.SS Classifying Information K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
54 Monitoring for Meaning K-W-L (Adapted from Just Read, Florida! K-3 Reading Academy) Objective The student will classify information. C.025 Materials Expository text Choose text within students instructional-independent reading level range. K-W-L student sheet (Activity Master C.025.SS) Pencil Activity Students use a K-W-L chart to monitor comprehension before, during, and after reading a text. 1. Place text at the center. Provide the student with a K-W-L student sheet. 2. The student selects a text. Reads the text cover and records known facts about the topic on the student sheet in the "What I Know" column. 3. Thinks about the topic, generates questions, and records them in the "What I Want to Know" column. 4. Reads the text and records what has been learned in the "What I Have Learned" column. 5. Teacher evaluation Extensions and Adaptations Check off questions that were answered. Write Where I could find the answers for unanswered questions The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
55 Name C.025.SS K-W-L K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
56 Notes 2005 The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
57 C.026 Comprehension Get The Gist (Adapted from Just Read, Florida! K-3 Reading Academy) Objective The student will identify main idea and supporting details of text. Materials Narrative text Choose text within students instructional-independent reading level range. Summarizing cards (Activity Master C.026.AM1) Paper Pencils Activity Students read passages, answer questions, discuss, and summarize a story. 1. Place text, summarizing cards, and paper at the center. 2. Taking turns, student one reads a passage, stops, and asks his partner the questions on the summarizing cards. 3. Student two answers the questions and the students discuss the passage. 4. The students write the main idea of the passage on paper. 5. Reverse roles and continue until entire text is read. 6. Review the main ideas of the passages and write a summary of the story using less than ten words. 7. Teacher evaluation Main Idea Extensions and Adaptations Draw a picture that illustrates the written summary. Summarize other texts. K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
58 Get The Gist C.026.AM The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
59 C.027 Main Idea Projected Paragraphs Objective The student will identify main idea and supporting details of text. Materials Expository text Choose text within students instructional-independent reading level range. Overhead projector Overhead transparencies Copy multiple paragraphs from the text on the transparencies. File folders Place transparencies in the file folders. Vis-à-Vis markers Activity Students identify the main idea and story details in paragraphs on an overhead projector. 1. Place the file folders of transparencies and Vis-à-Vis markers near the overhead projector. 2. Taking turns, the students select and read a paragraph. Use a Vis-à-Vis marker to circle the main idea and underline supporting details. 3. Write the main idea and supporting details of the paragraph on the bottom of the transparency. 4. Peer evaluation Extensions and Adaptations Use a poem and write the main idea. K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
60 Main Idea Story Hand C.028 Objective The student will identify main idea and supporting details of text. Materials Narrative text Choose text within students instructional-independent reading level range or teacher read-aloud. 9 x 12 construction paper Pencil Activity Students record the main idea and other story details on an organizer. 1. Place text and construction paper at the center. 2. The student reads the text or reviews teacher read-aloud. 3. Traces hand on construction paper. Writes story title and author on the thumb. Writes story details in sequential order on the fingers. Writes the main idea on the palm. 4. Teacher evaluation Extensions and Adaptations Trace both hands for additional details. Read the details and change one or more to write a new story The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
61 C.029 Main Idea Story Train Objective The student will identify main idea and supporting details of text. Materials Expository text Choose text within students instructional-independent reading level range or teacher read-aloud. Story Train student sheet (Activity Master C.029.SS) Markers or crayons Scissors Glue Pencil Activity Students write the main idea and supporting details of a story on a story train. 1. Place the text, scissors, glue, and markers at the center. Provide the student with a student sheet. 2. The student reads the text or reviews a teacher read-aloud. 3. Identifies and writes the main idea on the Story Train engine and supporting details on the train cars. 4. Cuts out train cars and assembles with glue. 5. Teacher evaluation Extensions and Adaptations Use the train to record narrative story elements. K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
62 Name Story Train C.029.SS 2005 The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
63 C.030 Main Idea Expository Text Wheel Objective The student will identify information in text. Materials Expository text Choose text within students instructional-independent reading level range or teacher read-aloud. Text wheel (Activity Master C.030.AM1a - C.030.AM1b) Scissors Hole punch Brads Markers Pencil Activity Students make connections in text on a text wheel by drawing and labeling pictures. 1. Place text, scissors, hole punch, brads, and markers on a flat surface. Provide the students with both sections of the text wheel. 2. The student reads the expository text or reviews teacher read-aloud. 3. Cuts out both sections of the text wheels. 4. Writes the title and author of the story on the front of the wheel. Identifies the main idea and supporting details in the text. 5. Writes and draws the main idea and supporting details in the text in each corresponding section on the back wheel. 6. Attaches pieces by punching a hole in the center of the wheels and inserting a brad. 7. Teacher evaluation Extensions and Adaptations Use a web graphic organizer (Activity Master C.024.SS). K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
64 Expository Text Wheel C.030.AM1a 2005 The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
65 C.030.AM1b Comprehension Expository Text Wheel K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
66 Notes 2005 The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
67 C.031 Objective The student will summarize a story. Comprehension Summarizing Summarizing (Adapted from Just Read, Florida! K-3 Reading Academy) Materials Expository text Choose text within students instructional-independent reading level range or teacher read-aloud. Summarizing student sheet (Activity Master C.031.SS) Paper Markers or crayons Pencil Activity Students read expository text and record the main idea and supporting details. 1. Place text, paper, and markers at the center. Provide the student with a student sheet. 2. The student reads the entire text or reviews the teacher read-aloud. 3. Rereads the first paragraph of the text and records the main idea and supporting details. 4. Continues the activity rereading each paragraph and recording the main idea and supporting details. 5. Reviews recorded information and writes a summary of the entire text using less than ten words. 6. Teacher evaluation Extensions and Adaptations Draw a picture that illustrates the written summary. Use a graphic organizer to record text facts (Activity Master C.020.SS). K-1 Student Center Activities: Comprehension 2005 The Florida Center for Reading Research (Revised July, 2007)
68 Name Summarizing C.031.SS 2005 The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Comprehension
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