Transcript HIGH FIVE” Reading Comprehension Strategies

COMPREHENSION: THE ABILITY TO
UNDERSTAND WHAT YOU ARE
READING
“ADD THE QUOTE” (PIPER, 2010,
P.)
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!
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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
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Too Little
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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.
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ACTIVATING PRIOR KNOWLEDGE
STRATEGIES
KWL
Charts
Anticipation Guides
Prediction Guides
Background Knowledge
Research
Think Alouds
QUESTIONING
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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.
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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
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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_tax
onomy_chart.pdf.
Orcutt, K. Teaching Text Structure and More[Powerpoint
Slides]. Retrieved from literacyleader.com.
West Virginia Department of Education. (2011). Keys to
Comprehension. Retrieved from
http://wvde.state.wv.us/strategybank/KeystoComprehensi
on.html