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READING COMPREHENSION STRATEGIES By: Adam Di Giovanni
Presentation Outline I. Reading Comprehension Strategies
Overview II. Framing Questions for Before, During,
and After Reading III. Q-Chart IV. Questions
Section I: Reading Comprehension Strategies Overview Four Key Instructional Strategies • Read Aloud • Shared Reading • Guided Reading • Independent Reading
Section I: Reading Comprehension Strategies Overview
High support: Read-Aloud • Demonstration • Minilessons • Teacher-authored • “I do, you watch”
Moderate Support: Shared Reading • Whole class • Shared tasks • Student-authored
strategies / brainstorms
• “I do, you help”
Lower Support: Guided Reading • Small groups • Blended approach
to reading and response
• “You do, I help”
Lowest Support: Independent Reading • Independent • Reader Response
Activities • “You do, I watch”
Section II: Framing Questions for Before, During, and After Reading Before Reading • Set the stage for understanding the text
• Make predictions; text features • Model how to ask questions that may be answered by reading the text
• Connect to background knowledge
Section II: Framing Questions for Before, During, and After Reading During Reading • Model/implement reading strategies
• Connect the text to other materials, experiences (e.g., “This reminds me of…”)
• Make predictions/inferences (e.g., “I wonder…”)
• Check for understanding (e.g., confirm events)
Section II: Framing Questions for Before, During, and After Reading After Reading • Reinforce comprehension skills
• Make connection to self, other texts, the world
• Activities that allow for retell • Reader response journals focusing on specific skills
Section III: Q-Chart Overview Purpose of Using Q-Charts • Develop questioning skills • Enhance comprehension skills • Improve predicting skills • Provide a rich way to discuss texts • Provide opportunities to develop higher order thinking skills
• Tool to model what proficient readers do
Section III: Q-Chart Overview Importance of Student Talk • Oral language skills are critical for effective reading
• Strong oral language skills enable students to express their responses to texts they have read (http://www.eworkshop.on.ca/edu/resources/guides/Reading_K_3_English.pdf, p. 3.4)
Section III: Q-Chart Overview
• (http://www.eworkshop.on.ca/edu/resources/guides/
• Reading_K_3_English.pdf, p.3.5)
Section III: Q-Chart Overview IS DID CAN WOULD WILL MIGHT
WHAT
WHEN/WHERE WHICH
WHO
WHY
HOW
Section III: Q-Chart Overview IS DID CAN WOULD WILL MIGHT
WHAT
WHEN/WHERE WHICH
WHO
WHY
HOW
FACTUAL PREDICTIVE
ANALYTICAL APPLICATION/SYNTHESIS
Section III: Q-Chart Overview Trying the Q-Chart
• Review the picture book • Think about a question from each section (i.e., factual, predictive, analytical, application/synthesis)
• When could you use the question (before, during, after reading)?
• Present ideas
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