Comprehension and Reading Strategies
Gayle's teaching program and learning resources
Building Comprehension Strategies for the primary years(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)
Super 6 Comprehension Strategies: 35 lessons and more for reading success (Lori Oczkus)
The Big Book of Reading Response Activities (Michael Gravois)
The Reading Activity Handbook (Sheena Cameron)
Teaching Reading Comprehension Strategies (Sheena Cameron)
Reading Comprehension Downloads
Comprehension Strategies Posters
Comprehension Strategies booklets
Busy Teachers Cafe
Into the Book
Teaching Reading and Viewing (Comprehension strategies and activities for Years 1-9)
Teaching Comprehension Strategies
Comprehension Strategies- Reading equals thinking
Reading Between the Lines
Comprehension Strategies rubric
Super 6 cards
Reading Comprehension Tips
Comprehension Teaching for Meaning
Ohio Resource Centre- AdLIT
Teacher Vision- Graphic Organisers
Interactive Literacy Continuum
Description (from Into the Book)
Activating Prior Knowledge
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.
Good readers think about what is going to happen based on what they already know and what they have read.
Cause and Effect
Compare and Contrast
If students can master comparing and contrasting to will allow them to bring order to concepts, which in turn makes the information memorable and leads to successful learning across the curriculum
What is the same and what is different?
Readers judge, justify and or defend understanding to determine importance based on stated criteria.
Making judgements about what I have read and explain why.
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
Readers extract the key words and phrases from the text to develop understanding of the whole text. The words or phrases can be literal or inferential
I can find the most important word or phrase to summarise the text.
Readers relate what they read to personal experiences (text-to-self), to
from other text (to-to-text) and to
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.
Self- monitoring implies readers to think about what they are reading as they are reading, to ensure they understand what the words mean.
Good readers stop to think about what they are reading, and they know what to do when they do not understand.
Predicting and Previewing
Predicting is a strategy that turns reading into an active process that engages students. Rather than a rote process in which the students just read words. Predicting sets the stage for comprehension.
I can use information from what I know and from illustrations, graphics and text anticipate what will be read/ viewed/heard.
Point of View
The perspective from which the narrator tells the story.
I can identify if the story is being told from the first second or third person.
Readers ask questions about the text and the author’s intentions and
to clarify and extend their thinking before, during and after reading.
Ask questions to understand what I am reading.
Good readers ask themselves questions while they read.
Setting a Purpose
Setting a purpose for reading is the process of identifying and stating clearly why you want to read.
Knowing the sequence of events in a story helps us to picture what is happening and when. It helps
make the story clear and easy to follow. When events are not in order, the story becomes blurry and
hard to follow.
Good readers know that the sequence of events helps them to create a picture of what is happening and when.
Readers 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.
Readers create original insights, perspectives and understandings by reflecting in texts and merging elements from text and existing schema.
I can put the pieces together and see them in a new way.
My reading grows and changes as I read.
Readers 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.
Good readers picture what is happening while they read.
Vocabulary knowledge is the
most important factor in contributing to reading comprehension.
Vocabulary is a reader’s knowledge of words and word meanings.- print and oral
Use the sentence to
out the meaning of new words.
Know that words may have lots of meanings.
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