Transcript The Magnificent Seven - Richmond Public Schools

The Magnificent Seven
Reading Comprehension Strategies
Richard Staton
Language Arts Instructional Specialist
&
Tiffany Johnson
Title I Reading- Instructional Specialist
Effective Reading Program
Five Components of Reading
• Phonemic awareness
• Phonics*
• Fluency*
• Vocabulary*
• Comprehension*
Strategy vs. Skill vs. Activity
• What is the difference?
Strategy:
actions
readers do to
solve a
problem
while reading
Skill: what
readers need
to
understand
to follow the
plot
Strategy vs. Skill
Skills are
used with
specific
texts.
Strategies are
used daily &
can be
applied to all
texts.
Strategies
Language
Arts
Science
Math
All
content
areas
All day
Social
Studies
Magnificent Seven
• Make
connections
• Ask questions
• Visualize
• Infer
• Determine
important
information
• Synthesize
• Monitor
comprehension
Making connections
•
•
•
•
Pay more attention
Need a hook
Growth when there is a connection
Other reading material, movies, TV,
events, other people
Making connections
Making connections
Students say to themselves
• That reminds me of . . .
• It made me think of . . .
• I read another book where . . .
• This is different from . . .
• I remember when . . .
*
Ask Questions
• Reading is thinking
• Ask questions before, during and
after reading
• Clarify and gain understanding
• Of author and of themselves
Students ask themselves . . .
• What is the author saying here?
• I wonder what I would have done in
this situation?
• What is the author’s message?
• What is the author talking about?
• What does the author mean here?
• Does the author explain this clearly?
Bloom’s Taxonomy
•
•
•
•
•
•
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
*
Visualize
• Create a picture in your head
• What
– are you doing?
– do you see?
– do you smell?
– do you feel?
Visualize
live
Dolphins by Sylvia M. James
30
25
20
Dolphins
Oceans
15
Rivers
10
eat
5
description
0
Dolphins
*
Drawing inferences
• What is known + clues from
the text = judgment
• Reading
• Must find proof
Drawing inferences
• QAR- Question
Answer
Relationships
• What might you
infer about this
man from the
picture?
Drawing
Inferences
Background
Knowledge
+
Text
Drawing
vs.
Conclusions
MUST
Text
FIND
+
PROOF
Text
+
Text
*
Determining Important Ideas
• Weed out unimportant details
• Including but not limited to
– Main idea
– Theme
– Major events
– Facts the author wants the
reader to know
Determining Important Ideas
The students will ask themselves . . .
• The big idea is . . .
• The most important ideas are . . .
• So far I have learned that . . .
• This is important because . . .
• I can use this information to help me . . .
• This idea is similar to . . .
• This idea changed my mind because . . .
Determining Important Ideas
Text features
• Titles & headings
• Bold print
• Pictures &
captions
• Graphs & charts
• Chapter objectives
& questions
Post-it notes
* = interesting or
important
L = learned
something new
SM = summary
R = research
*
Synthesize Information
• New information + existing
knowledge = new ideas
• Summarizing and predicting
• Employers want this
Synthesize Information
Students will ask themselves
• Do I compare and contrast what I’m
reading with what I already know?
• Do I think of new ways to use this
information?
• Do the connections I make across text
help me to create new generalizations
or new perspectives?
*
Monitor Comprehension
That doesn’t
make sense.
Student fix up
process
•I am confused by
or because . . .
•I will try . . .
Fix-it List
•
•
•
•
Make connections
Make predictions
Stop and think
Ask and answer
questions
• Reflect in writing
Fix-it List
•
•
•
•
Use text clues
Retell
Reread
Look for text
patterns
• Adjust reading
speed
Instructional flowchart
tell the
strategy
model the
strategy
guided
practice
independent
practice
Students write
down how they
applied the
strategy
Students should . . .
conscious
unconscious
AUTOMATICITY
Instructional Specialists
Richard Staton
Language Arts
Instructional
Specialist
780-7776
rstaton@richmond.
k12.va.us
Tiffany Johnson
Title I Reading
Instructional
Specialist
780-7797
tjohnson5@richmond.
k12.va.us
The Magnificent Seven
Reading Comprehension Strategies
Richard Staton
Language Arts Instructional Specialist
&
Tiffany Johnson
Title I Reading- Instructional Specialist