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C h iC h iComprehension Comprehension StrategiesStrategiesStrategiesStrategies
for Classroomsfor Classrooms
Sarah SuchySarah SuchyLakes Country Service CooperativeLakes Country Service Cooperative
August 2012August 2012
Does Reading Really Matter?Does Reading Really Matter?g yg y
R di R b K ll G ll hReading Reasons by, Kelly Gallagher
“Time spent reading correlates strongly with higher test scores…the more students read, the higher they scored on standardized reading exams.” (Gallagher 7).
Percentile Rank Minutes of reading/day Estimated number of words read/year
98 90.7 4,733,00090 40.4 2,357,00070 21.7 1,168,00050 12.9 601,00020 3 1 134 00020 3.1 134,00010 1.6 51,000
PRACTICE READINGPRACTICE READINGPRACTICE READINGPRACTICE READING
What did you do?What did you do?yy
Good Readers:Good Readers:
M it f M iMonitor for MeaningUse and create new knowledge to connect
ith i k l dwith prior knowledgeAsk questionsDetermine importanceInferCreate mental imagesSummarize and synthesizeSummarize and synthesize
Teaching Comprehension Teaching Comprehension g pg pStudents do,
teacher t hwatches
teacher
Students do, teacher helps
modeling
teacher guided, students help
p
modeling and HEAVY
teacher supportsupport
Reading ComprehensionReading Comprehensionead g Co p e e s oead g Co p e e s o
Making ConnectionsQuestioningQuestioningInferringVisualizingDetermining ImportanceDetermining ImportanceSynthesizing
Making ConnectionsMaking Connectionsgg
3 Types
Text to SelfText to WorldText to Text
(characters, plot, setting, nonfiction/fiction)( , p , g, )
Making ConnectionsMaking Connectionsgg
“M b th d th d I ll li d ith“My brother and our mother and I all lived with my grandparents on their farm in Union City, Michigan. Now my babushka, my grandmother, knew lots of ordinary y , y g , ythings. She know how to tell a good story. She knew how to make ordinary things magical. And she knew how to make the best chocolate cake in Michigan After she toldmake the best chocolate cake in Michigan. After she told my brother and me a grand tale from her homeland, we’d always ask, ‘Bubbie, is that true?’ She’d answer, ‘Of
i t b t it t h h d!’ Th h ’dcourse is true, but it may not have happened!’ Then she’d laugh.”
-Patricia PolaccoMy Rotten Redheaded Older Brother
Turn and TalkTurn and Talk
Tell your neighbor-what your 3 connections were.
Sh h t h thi iShare how you can teach this in your classroom.
Authors to teach Making Authors to teach Making C tiC tiConnectionsConnections
Kevin HenkesPatricia PolaccoArnold LobelTome dePaoloaTome dePaoloaRosemary WellsMem FoxCynthia Rylant
MAKING INFERENCESMAKING INFERENCES
InferringInferringgg
Using prior knowledge and information from g gmedia (i.e. text, pictures, phrases) to predict
and make conclusions
Wh t d i f ?Wh t d i f ?What do you infer?What do you infer?
Wh t d i f ?Wh t d i f ?What do you infer?What do you infer?
Objects to support inferencesObjects to support inferencesj ppj pp
Picture BooksPicture Books
Authors to support inferencesChris Van AllsburgEve BuntingCynthia Rylant
SynthesisSynthesisyy
“The process of ordering, recalling, retelling, and recreating into a coherent whole the
information with which our minds are bombarded every day. It is the uniquely
human trait that permits us to sift through a myriad of details and focus on those pieces
we need to know and remember.”
(Keene/Zimmerman)Mosaic of Thought
SYNTHESIZE – Beyond SummarySYNTHESIZE – Beyond Summary
togetherThe putting
together
so as toof parts or
so as to form a wholeor
elements“I combine new ideas with what I already know to get something new and
different ”
MultiMulti--Strategy Comprehension Strategy Comprehension S tS tSupportSupport
Reciprocal TeachingGist/6 word essayyDebates
Reciprocal TeachingReciprocal Teachingp gp g
As a class…Key vocabularyCreate associationsBrainstorm possibilities
The Book Whisperer: Reading, What’s Love Got to The Book Whisperer: Reading, What’s Love Got to Do With It?Do With It?Do With It?Do With It?
As a groupAs a group…
Identify your role: summarizer, questioner, clarifier,Identify your role: summarizer, questioner, clarifier, predictor
Read and discuss article using the reciprocalRead and discuss article using the reciprocal teaching method
As a group, discuss:What was importantWhat inferences you madeyQuestions you have
QUESTIONSQUESTIONSQUESTIONSQUESTIONS
C t t !Contact [email protected]