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- ~Comprehension Tools for Upper Grades
- J. Mulholland
- Reading Specialist, Jefferson County Schools
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- 26 = L. of the A.
- 7 = W. of the A.W.
- 1001 = A.N.
- 12 = S. of the Z.
- 54 = C. in a D. (with the J.)
- 9 = P. in the S.S.
- 88 = P.K.
- 13 = S. on the A.F.
- 32 = D.F. at which W.F.
- 18 = H. on a G.C.
- 200 = D. for P.G. in M.
- 90 = D. in a R.A.
- 8 = S. on a S.S.
- 3 = B.M.(S.H.T.R.)
- 4 = Q. in a G.
- 24 = H. in a D.
- 1 = W. on a U.
- 5 = D. in a Z.C.
- 57 = H.V.
- 11 = P. on a F.T.
- 1000 = W. that a P. is W.
- 29 = D. in F. in a L.Y.
- 4 = P. on a C.
- 40 = D. and N. of the G.F.
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- Comprehension is understanding text using many strategies (conscious
plans or procedures).
- Comprehension is recognized today as an active, constructive process
rather than a passive process of only answering questions generated by
others.
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- Essential to every lesson.
- Students must learn to use Graphic Organizers by themselves.
- Brain thinks graphically and visually.
- Organization is key to understanding.
- Presentation Books or Shutter Books as study tools. (Dinah Zike, K.
Fulweiler)
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- A three-dimensional, hands-on learning tool that can help children group
facts together in categories for easier recall.
- Enhances comprehension with a visual representation of connections.
- Creative way for students to document units of study.
- Alternate authentic assessment when combined with a rubric.
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- Flexible and multi-level.
- Reaches a different modality.
- Appropriate for ELL, Gifted, Special needs children.
- Allows the student to own the information.
- Students are responsible for making decisions (What’s important here?)
- Tangible (space-saving) project to share.
- Fun.
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8
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- A is for Armstrong.
- From Space to Presidents and Beyond.
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10
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- Subject-specific vocabulary.
- Need for increased, worldly background knowledge.
- “Busy” Bold print, text boxes, graphs, charts, Chapter Headings,
Italics, Colored text, etc
- Where to start to read?
- Process info from across curriculum areas.
- No Beginning, Middle, End (Sequence)
- No story elements.
- Read slower.
- Skim for information.
- Substantiate within the text.
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- Explicitly pre-teach unfamiliar words important to comprehension.
- Lowers frustration
- Pre-teach less as year progresses.
- Teach where vocabulary is located in the text. (Colored text, text
boxes, captions, glossary)
- Do NOT read connected text first!
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- The greater the pull of __________ the more something weighs on that
planet.
- Balls of ice and dust which travel around some planets are called ______________.
- Clouds on Venus trap the sun’s heat, creating the _____________ _______________.
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- Context
- Structure
- Sound
- Reference
- Developed by Martha H. Ruddell
- Download the Wall Chart for your classroom.
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- Ruddell’s Vocabulary Self-Collection Strategy ((VSS)
- 2-5 member teams that select new and important words from the text.
- Vote for 5. Add to Vocabulary
Wall.
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- Limited background knowledge.
- Lack of student motivation/interest.
- Unfamiliar text structure. (story elements)
- More complex and subject specific vocabulary.
- No transition words or connectors.
- Need to seek out additional information.
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- Tap prior knowledge.
- Build background knowledge.
- Hands-on experiences before reading.
- Teacher Read-Alouds.
- Read for a purpose.(ERT)
- Provide supplementary materials.
- Encourage affective responses.
- Promote discussions.
- Connect reading and writing.
- Use Pre/During/After Reading activities.
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- Target major concepts.
- Include general concepts.
- Activate student’s prior knowledge.
- Challenge the child’s current thinking about the topic.
- Foster the ability to make predictions and verify predictions in the
text.
- See Literacy Lane (Guided Reading) for Anticipation template and
explanation.
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- Agree
Statement
Disagree
- _________The Earth's crust has remained the unchanged ________
- for millions of years.
- __________ Millions of years ago, the Earth was one giant ________
- continent.
- _________ Plates are only found on large land masses _________
- such as continents.
- _________ When volcanoes erupt,
there is always a __________
- loud noise preceding the
lava flow.
- _________ When magma comes to the Earth's surface __________
- it is called lava.
- 6. _______ Earthquakes are caused by breaking plates. _________
- 7. _______ Earthquakes rarely last more than one minute. _________
- 8. _______An earthquake only takes place on land. __________
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- Chapter title -- brainstorm what the students know about the chapter.
(web)
- Write names of chapter headings and subheadings -- elaborate on the
previous web.
- Students now open books to the chapter and look over illustrations,
headings and subheadings. Add additional info. Every students now makes
a copy.
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- Children silently read targeted section and verify/modify web.
- Guided by the teacher, children discuss pre -reading web and discuss
additions and/or changes. Class reworks pre-reading brainstorming web.
- Repeat steps 3-5 for each chapter section.
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24
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25
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26
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- K = What I already knew.
- N = One new fact or word or concept that I learned.
- Q = One question that I still have or something that I still do not
understand.
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- Monitoring understanding
- Cooperative learning
- Graphic organizers
- Story structure/Story elements
- Question answering
- Question generating
- Summarizing/Retelling
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- Over-simplified texts for lower grades may actually be more difficult to
read.
- To fit readability formulas:
- Break down complex sentences
- Eliminate connecting words and transitions
- Vocabulary substitutions
- Concept and text relationships become unclear
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Notes
