HIGH_FIVE - aea11gtmelcherdallas
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COMPREHENSION: THE ABILITY TO
UNDERSTAND WHAT ONE IS READING
“THEY MUST BE ABLE TO RECREATE MEANING FROM PRINTED
TEXT” (PIPER, 2010, P.257)
STRATEGY: A PLAN OR
TECHNIQUE USED BY STUDENTS TO
GET INFORMATION FROM TEXT
“STRATEGIES SHOULD BE EXPLICITLY
TAUGHT” (DYMOCK, NICHOLSON, 2010)
“HIGH FIVE” READING
COMPREHENSION
STRATEGIES
FIVE IS ENOUGH!
Activate Background Knowledge
Questioning
Analyzing Text Structure
Creating Mental Images
Summarizing
(Dymock & Nicholson, 2010)
Too Much
Give too many options
Students will be
unsure which methods
to apply where
Too Little
Does not necessarily
apply to all learners
ACTIVATING PRIOR KNOWLEDGE
In order for students to make a connection of
information from what they know to learning
new knowledge, teachers can activate prior
knowledge in order to help students make those
connections.
This is also helpful in getting rid of any
preconceived notions the reader has that may be
incomplete or incorrect.
ACTIVATING PRIOR KNOWLEDGE
STRATEGIES
KWL
Charts
Anticipation Guides
Prediction Guides
Background Knowledge
Research
Think Alouds
QUESTIONING
Dymock and Nicholson suggest that instead of
teachers asking questions, that students should
be instructed on how to question what they are
reading.
QUESTIONING STRATEGIES
Use
question stems to guide the
reader to create questions.
Why was …….?
How did ……….feel about……….?
What caused ……….. to ………..?
What do you think will happen next?
How would you have felt if you were
………….?
QUESTIONING STRATEGIES
Use
Bloom’s taxonomy to help
students create higher level
thinking questions.
ANALYZING TEXT STRUCTURE
Reading
text that is not narrative is
often difficult for students because they
are unable to recognize the different
patterns of text. Dymock and Nicholson
think that teaching students the
different text structures will greatly
increase their abilities to comprehend
the reading of texts.
CREATING MENTAL IMAGES
Creating
mental images allows readers
to see what they are reading. With
expository text, this is often more
difficult with narrative text. Narrative
text allows readers to use their senses to
experience the reading. Expository text
may be more difficult to picture, so using
the graphic organizers from the text
structure section may help students to
visualize the text and better understand
what the author is trying to portray.
SUMMARIZING
Important
for Two Things:
Finding Main Ideas: Students need
to be able to pick out the main
points in what they read.
Discussing the Text : Students
should be able to talk about what
they read with other students, by
doing this they show that
understanding.
FINDING MAIN IDEA STRATEGIES
Use
of graphic organizers
Highlighting main points
FQR Chart
Wonder Questions
Venn Diagrams
DISCUSSION STRATEGIES
Turn
to Your Neighbor
Think-Pair-Share
Line Ups: Students move for
answers and then discuss why.
Jigsaw
USE THEM ALL!
Activate
Background Knowledge
Questioning
Analyzing Text Structure
Creating Mental Images
Summarizing
REFERENCES
Block, C. C.., & Duffy, G. (2008). Research on teaching comprehension. In C. C. Block & S. R.
Parris (Eds.). Comprehension instruction: Research-based best practices (pp. 19-37). New York:
Guilford Press.
Dymock, S., & Nicholson, T. (2010). "High 5!" Strategies to Enhance Comprehension of Expository
Text. Reading Teacher, 64(3), 166-178. Retrieved from EBSCOhost.
Grieve, Warren. (2008). Bloom’s Taxonomy Chart. Retrieved from
http://www.in2edu.com/downloads/thinking/blooms_taxonomy_chart.pdf.
Orcutt, K. Teaching Text Structure and More[Powerpoint Slides]. Retrieved from
literacyleader.com.
Piper, Terry. (2010). Language and Learning: The Home and School Years. Columbus, Ohio:
Pearson.
Smith, Frank. (2003). Unspeakable Acts, Unnatural Practices. Portsmouth, New Hampshire:
Heinemann.
West Virginia Department of Education. (2011). Keys to Comprehension. Retrieved from
http://wvde.state.wv.us/strategybank/KeystoComprehension.html