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Comprehension
Teaching comprehension & active reading strategies
| Question | Answer |
|---|---|
| What are two strategies for pre-reading? | Activating Background Knowledge or Schema Anticipation guides (students read a series of statements related to the reading's topic, agreeing or disagreeing. After reading, students return and discuss whether their opinions have changed) |
| What is metacognition? | Awareness of one's own thought processes while reading |
| What type of strategy is metacognition? | During-Reading |
| How do students need to process metacognition? How can you teach metacognition? | Students need scaffolding and modeled instruction. You can read aloud to students, pausing to ask a question or make a note on a specific part of the text. |
| What are some active reading strategies? | Activities (like graphic organizers) and teacher-led questioning. Model how to use text features (headings, chapter titles, or images/graphics) in the text. Skimming allows students to recognize the main ideas and structure of a text close reading. |
| What do after-reading strategies help with? | summarizing, reflecting, and questioning what they have just read |
| What are some after-reading strategies? | Retelling or Recounting in their own words Summarizing - main idea in their own words Responding - students respond to questions Discussions or Debates |
| What basic reading skills should you address with struggling learners? | Decoding skills, reading fluency, limited academic language |
| Decoding skills focus on... | Phonics, morphology, and vocabulary building Accurately pronounce and sound out grade-level vocabulary and understand the definition in context |
| Reading fluency focuses on... | Individual fluency lessons Stumbling through the text or misreading challenging words and replacing with easier vocabulary = difficulty in comprehension |
| Limited Academic Language focuses on... | Providing a list of key terms, definitions, and possibly an activity to help demonstrate the terms in context before starting the reading to help students with limited knowledge |
| What aspects (6) of a text can cause comprehension issues? | Author's Assumption of Prior Knowledge, Vocabulary Challenges (technical jargon or antiquated vocabulary), Text Complexity (unique and challenging writing styles), Subtle Character Relationships, Literary Devices, & Genre-Specific Elements |
| What are three other strategies to help with metacognition? | Annotations Making connections to the text Think Alouds |
| How can annotations help scaffold reading? | Help shift from basic reactions like, "Interesting!" or "Is this true?" to more complex or insightful comments in the margins of the text. |
| What are the three types of connections students can make towards a text? | Text to Text - to ideas read in other texts Text to Self - to their own thoughts and experiences Text to World - to what is happening in the world or society outside of themselves Ex. The community should do this to help with that. |
| How can you model a think aloud? | Stopping periodically while reading a text to share your thoughts |
| How can you implement think alouds for students? | Use pairs or small groups. Teachers can mark specific locations in the text for students to stop and share their thoughts about it aloud. |
| What is metacognition associated with on exams? | Ensuring students are actively engaged and monitoring their content comprehension. |
| What is another skill that helps students? | Pick the best summary |
| What does a summary include (2)? | Retelling of the beginning, middle, and end of a text One to a few sentences |
| What do students typically confuse with a summary? What is the difference? | Main ideas. Main ideas do not include events. Summaries include the events of the story and often the main idea. |
| What is active reading? | engaging with the text through questioning and summarizing |
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