Reading ComprehensionReading Comprehension

VisualizeVisualize

• Students must create images as they read.

• Critical as they begin reading text.

• Provides a framework so they can learn to self monitor.

• Students must create images as they read.

• Critical as they begin reading text.

• Provides a framework so they can learn to self monitor.

Activate Prior Knowledge

Activate Prior Knowledge

• With setting• With topic/content• With characters

• Also assists in self monitoring

• With setting• With topic/content• With characters

• Also assists in self monitoring

Create ConnectionsCreate Connections

• Text to self• Text to text• Text to world

• Text to self• Text to text• Text to world

Make PredictionsMake Predictions

• What makes sense?• Support your thoughts• Is it realistic?• Alter predictions as you read

• What makes sense?• Support your thoughts• Is it realistic?• Alter predictions as you read

Remember…Remember…

• Chunking text is critical• There is no right number of words!

• Keep an active pace• Not too slow, not too fast

• Monitor student involvement• Look at their faces!

• Chunking text is critical• There is no right number of words!

• Keep an active pace• Not too slow, not too fast

• Monitor student involvement• Look at their faces!

ScaffoldingScaffolding

• Small group discussions• Model different ways of

responding to text• Ask probing questions that lead to

deeper understanding. Questions do not have a yes/no answer.

• Small group discussions• Model different ways of

responding to text• Ask probing questions that lead to

deeper understanding. Questions do not have a yes/no answer.

• Paraphrase student comments• Ask why or how• Promote student discussions on

readings• Provide honest, supportive

feedback• Provide WAIT TIME!!!

• Paraphrase student comments• Ask why or how• Promote student discussions on

readings• Provide honest, supportive

feedback• Provide WAIT TIME!!!

Graphic OrganizersGraphic Organizers

• Story map for fiction• Sequencing/Time Lines• Cause - Effect• Main Idea & Important Details• Outlines

• Story map for fiction• Sequencing/Time Lines• Cause - Effect• Main Idea & Important Details• Outlines

Think AloudsThink Alouds• Showing students how you process

information• Modeling your thought processes• YET letting students know there is more

than one way to process information• Modeling how to reread for information

• Showing students how you process information

• Modeling your thought processes• YET letting students know there is more

than one way to process information• Modeling how to reread for information

Levels of QuestionsLevels of Questions

• Refer to Bloom’s power point• It is ESSENTIAL to move beyond

lower level questioning and discussion.

• Refer to Bloom’s power point• It is ESSENTIAL to move beyond

lower level questioning and discussion.

Reciprocal TeachingReciprocal Teaching

• Refer to handout• First teach students how to

summarize• Then teach clarification• Next how to ask questions• Finally review predictions &

support

• Refer to handout• First teach students how to

summarize• Then teach clarification• Next how to ask questions• Finally review predictions &

support

Strategies you can teach

Strategies you can teach

• How to self monitor• How to use context clues• How to determine main ideas

and important details

• Use partner reading effectively

• How to self monitor• How to use context clues• How to determine main ideas

and important details

• Use partner reading effectively

Lesson DesignLesson Design

• Focus on one strategy• Begin with understanding and

move to application and analyzing.

• The “A” should include evaluation and creation.

• Minimize worksheets

• Focus on one strategy• Begin with understanding and

move to application and analyzing.

• The “A” should include evaluation and creation.

• Minimize worksheets

• Lots of reading!!• Make writing interesting - not

mundane• Format should be consistent

• Lots of reading!!• Make writing interesting - not

mundane• Format should be consistent