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Comprehension strategies kit options publishing

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comprehension strategies kit options publishing

This module explores comprehension strategies and their benefits. Examine descriptions of each type of comprehension strategy, instructional implications for teaching comprehension, and sample lessons. Although word recognition, decoding, and fluency are building blocks of effective reading, the ability to comprehend text is the ultimate goal of reading instruction. Comprehension is a prerequisite for acquiring content knowledge and expressing ideas and opinions through discussion and writing. Comprehension strategies work together like a finely tuned machine. The reader begins to construct meaning by selecting and previewing the text. During reading, comprehension builds through predicting, inferring, synthesizing, and seeking answers to questions that arise. After reading, deeper meaning is constructed through reviewing, rereading portions of the text, publishing, and thoughtful reflection. During each of these phases, the reader relates the text to his own life experiences. Comprehension is powerful because the ability to construct meaning comes from the mind of the reader. Therefore, specific comprehension instruction—modeling during read-alouds and shared reading, targeted mini-lessons, and varied opportunities for practice during small-group and independent reading—is crucial to the development of strategic, effective readers. Students quickly grasp how to make connections, ask questions, and visualize. However, they often struggle with the way to identify what is most important in the text, identify clues and evidence to make inferences, and combine information into new thoughts. All these strategies should be modeled in isolation many times so that students get a firm grasp of what the strategy is and how it helps them comprehend text. However, students must understand that good readers use a variety of these strategies every time they read. Simply knowing the individual strategies is not enough, nor is it enough to know them in isolation. Students must know when and how to collectively use these strategies. Modeling through think-alouds is the best way to teach all comprehension strategies. By thinking aloud, teachers show students what good readers do. Think-alouds can be used during read-alouds and shared reading. They can also be used during small-group reading to review or reteach a previously modeled strategy. Revisit the same text to model more than one strategy. For example, on Monday, use a text to model what's important versus what's interesting. On Tuesday, use the text to model how to identify big ideas. On Wednesday, use the big ideas to summarize and synthesize. Extend the text as a reader-response activity. For example, on Monday, use a text as a shared reading lesson to model how cause-and-effect relationships help determine text importance. On Tuesday, extend thinking: Yesterday we looked at a greeting card and identified the main idea and supporting details. Today we're going to read a text about road signs and pay attention to what the words tell us. Please listen to find out the main idea and supporting details of the text. Read the title and the first sentence. Is the author telling us the main idea here? Model thinking about the strategy: The title of the selection is Signs. This is the topic, which gives us a clue about the main idea. In the first sentence, the author states that it is easy to read road signs if you look at their colors. That sounds as though it is an important concept the author wants us to know about signs. Now I'll keep reading to see what types of signs the author mentions to support this idea. Read the second, third, and fourth sentences. Does the author tell us supporting details here? How do you know? The author describes three different colors of signs—red stop sign, a yellow be careful sign, options an orange work sign. These examples support the main idea that colors help us read road signs. Listen carefully to the following sentence: Even though the children wore heavy coats, they were shivering as they waited for the bus. I'm giving you a hint as to what season it might be. I don't tell you, but you can use the clues in the sentence to strategies that it is winter. Many times, authors do not kit state information in the text. To be good readers, we have to infer as we read. We use clues and evidence to figure out what the author hints or implies. We're going to find an implied main idea for two different parts of a book. We know that the main idea is the most important information that the writer wants us to understand. In this case, the topic is plants. We'll need to think carefully about what the authors tell us about plants so that we can understand the implied main idea. Remember, the main idea will not be directly stated. To activate students' prior knowledge about plants, creating a KWL chart. Record what they already know about plants in the K column and what they would like to know in the W column. Tell them that they will complete the L column after they read. Hold up the book. What do you see in the photograph on the cover? What do you think the girl is doing? What kind of plant is shown on the cover? Look at the title page. What do you think these children are doing? How are plants involved? What things are the children using as they work with the plants? Preview the photographs in the book, reinforcing the language used in the text. On page 2, I see three kinds of plants. What are some ways that plants are alike? I want you to see if you can find answers to the questions on our KWL chart. Monitor students' reading and provide support as necessary. Ask students to share answers to any questions from the KWL chart that they found during the comprehension. Complete the L column of the chart. Remind students that to infer means to understand clues and evidence that the author publishing provided for us in the text. Implications are not directly stated. The first part of the book pages 2—11 gives me many details about the parts of a plant. One detail is that roots help a plant stay in the ground. The book also tells me that roots help a plant get water. I'll write these facts in the first Supporting Details box. Now I'll look for other details to add to my chart. Leaves make food for the plant. Stems take water to the leaves and flowers. New plants grow from seeds. All these details tell me how the parts of a plant help it grow and stay alive. Even though the author didn't directly state this as the main idea, the clues and evidence imply it. I'll write this on the chart where it reads Main Idea 1. Briefly review pages 12— Then ask students to select the most important details and use comprehension as clues and evidence to find the implied main idea. If students need additional modeling and think-alouds, complete the remainder of the graphic organizer together. If they seem to understand the concept, allow them to complete the graphic organizer in small groups, pairs, or individually. Monitor their work and provide guidance as necessary. Allow time for students to share their recorded information. My Account Sign In 0 items Shopping Cart Checkout. Guided Close Reading Navegadores ACT Now! Social Emotional Learning Foundations Early Rising Readers Mi Base: Bases del Aprendizaje Social y Emocional Grade-Level Fluency Content Theme Sets ACT Now! 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You must have JavaScript enabled in your browser to utilize the functionality of this website. Comprehension is evident when readers can: Types of Comprehension Strategies There are six main types of comprehension strategies Harvey and Options Make Connections —Readers connect the topic or information to what they already know about themselves, about other texts, and about the world. Ask Questions —Readers ask themselves questions about the text, their reactions to it, and the author's purpose for writing it. Determine Text Importance —Readers a distinguish between what's essential versus what's interesting, b distinguish between fact and opinion, c determine cause-and-effect relationships, d compare and contrast ideas or information, e discern themes, opinions, or perspectives, f pinpoint problems and solutions, g name steps in a process, h locate information that answers specific questions, or i summarize. Make Inferences —Readers merge text clues with their prior knowledge and determine answers to questions that lead to conclusions about underlying themes or ideas. Synthesize —Readers combine new information with existing knowledge to form original ideas, new lines of thinking, or new creations. Teaching Strategies Modeling through think-alouds is the best way to teach all comprehension strategies. Wilhelm describes a think-aloud as a way to: Create a record of the strategic decision-making process of going through text Report everything the reader notices, does, sees, feels, asks, and understands as she reads Talk about the reading strategies being used within the content being read There are options ways to conduct think-alouds: The teacher models the think-aloud while she reads aloud, and the students listen. The teacher thinks aloud during shared reading, and the students help out. Students think aloud during shared reading, and the teacher and other students monitor and help. The teacher or students think aloud during shared reading while writing on an overhead, on self-stick notes, or in a journal. Students think aloud in small-group reading, and the teacher monitors and helps. Students individually think kit during independent reading using self-stick notes or a journal. Then students compare their thoughts with others. Wilhelm, When you introduce a new comprehension strategy, model during read-aloud and shared reading: Decide on a strategy to model. Choose a short text or section of text. Read the text ahead of time. Mark locations where you will stop and model the strategy. State your purpose—name the strategy and explain the focus of your think-alouds. Read the text aloud to students and think aloud at the designated points. If you conduct a shared reading experience, have students highlight words and phrases that show evidence of your thinking by placing self-stick notes in the book. Reinforce the think-alouds with follow-up lessons in the same text or publishing others. Wilhelm, Use the following language prompts to model the chosen strategy: What is going to happen next? Why did the author put that part in there? I have questions about this part because it doesn't make sense. I need to make sure I read it right. If I reread and fix a mistake, that might answer my question. I can use a graphic organizer to help me understand it. I see lots of information right here. I need to identify which parts are important and which parts are just interesting. All these ideas are important, but I think some are more important than others. I need to determine which ideas are the most important. Let me take the big ideas and summarize the text. Let me stop and think about this for a minute. Sample Shared Reading Lesson Strategy: Sometimes when we read a piece of text, we have a hard time choosing the most important parts. This lesson will help us learn to do that. Here is a card that I received. First I'll think of the main idea about the card, and then I'll think of some details that help to prove the main idea. This isn't a playing card or a note card—it's a greeting card. That is the most important concept. I'll write This is a greeting card strategies the graphic organizer where it reads Main Idea. Read the card aloud to students. Use the following think-aloud to model how to determine details: Now I'll think of some details about the card. These details describe the main idea and let people know that the main idea is true. I'll look for details that prove that this is a greeting card. First, I see that the comprehension has a picture on the front. I'll write It has a picture in the first Supporting Details box. Next, I notice that the card is signed by the person who sent it. I'll write It has a signature in the next Supporting Details box. Can you think of another detail about the greeting card? Let's add that to the graphic organizer. Ask students to help complete it with information from the text. If they have difficulty, guide them with the following prompts: Sample Small-Group Reading Lesson Strategy: Benchmark Education Company's text Plants —Level 12 G Part 1 Use a real-life example to model how to infer. Create a graphic organizer. Plants K What I K now W What I W ant to Know L What I L earned Plants have roots and leaves. What other plant parts are there? Plants need water and light to grow. How does a plant get water? How does a plant get food? We can eat plants. What parts of a plant can we eat? Do we use plants in other ways? Some animals eat plants. How can we grow a plant? Set a purpose for reading. Discuss the reading and complete the graphic organizer. Plants have roots, leaves, stems, and flowers. Water falls as rain. The ground soaks it up. The roots help get water from the ground. The leaves use light from the sun to make food. We can eat some roots, stems, leaves, flowers, and seeds. We can put soil and a seed in a cup, water it, and give it sunlight to grow our own plant. Sign Up for Special Offers. Stay Connected Twitter Facebook LinkedIn Instagram Pinterest. comprehension strategies kit options publishing

4 thoughts on “Comprehension strategies kit options publishing”

  1. ANGELsoul says:

    An adaptation of a nondramatic work of fiction or nonfiction for performance on stage or screen, usually by a person other than the original author.

  2. AlexUstas says:

    In direct violation of the Geneva Convention, Watanabe forced Officers to work, although he did not send them out to work in the factories like enlisted men, he had the officers repair equipment for the Japanese Military.

  3. allianceknight says:

    The sites I have been reading do not offer such a clear idea and procedure that I can understand.

  4. Andermen says:

    They still have no other option but to actually work on their papers (or maybe cheat in the old-fashioned way and copy from friends).

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