Transcript Super Six Reading Strategies

Bilingual/ESL Department
Dr. Romeo Romero
Institute English/Reading
proficiency as the standard
for transition
Understanding the key areas of reading must be a
part of every aspect of teaching reading.
Comprehension or strategic understanding must
be the pillar of support for the other four;
vocabulary, fluency, phonics, and phonemic
awareness.
 Identify six key comprehension strategies to teach to
mastery
 Use multiple ways to teach the six strategies to
application and synthesis stage
 Utilize fiction and nonfiction text during the mastery
of comprehension strategies
 Understand the importance of using visual organizers
as a learning tool not a teaching tool
Teacher models the Monitoring Comprehension
Strategy so that students can monitor their own
reading and clarify what they do not understand.
a. Were the students provided opportunities to reread the
selection?
b. Were the students using visuals to help with
comprehension?
c. Were the students provided with opportunities to ask for
help when not understanding?
d. Were the students provided with opportunities to resolve
problems such as looking forward in the text to resolve the
difficulty?
Teacher models the Make Connections
Strategy so that students will add to their
understanding of the passage
a.
b.
c.
Were students provided with opportunities to practice
text to text connections?
Were students provided with opportunities to practice
text to world connections?
Were students provided with opportunities to practice
text to text to self?
Teacher models the Visualization Strategy so
that students can visualize the actions and
ideas of a text.
a.
b.
c.
Were students provided with opportunities to draw using
story maps, story boards/chain of events and Venndiagrams?
Were students orally retelling what they saw when reading
a passage?
Were students provided with listings of sensory images to
help with visualization?
Teacher models the Self-Questioning
Strategy so that students can have deeper
processing of information.
Were students provided opportunities to practice
questioning the text before reading for better
understanding of the selection?
b. During reading?
c. After reading?
a.
Teacher models Predict and Infer Strategy to build
students’ expectations, clarify their thoughts and
promote deep engagement.
a.
b.
c.
Were students provided opportunities to practice making
predictions (such as, “I think that …will happen next.”
before reading?
During reading?
After reading?
Teacher models the Summarizing Strategy so
that students can sum up important
information as they read.
a. Were students provided with opportunities to
identify the most important information?
b. Were students provided with opportunities to
recognize the less important information?
c. Were students provided with opportunities to
paraphrase?
Ms. Linda Furey, National Educational Consultant
Comprehension Clinic: Diagnosis, Remedies, Results