Super Six Strategies Predicting Predicting Learners use information
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Super Six Strategies Predicting
Predicting • Learners use information from graphics, text and experiences to anticipate what will be read / viewed / heard and to actively adjust comprehension while reading / viewing / listening. Teaching Comprehension Strategies Booklet originally developed as part of the Focus on Reading 3 -6 program
Predicting -Example Questions / Statements: -What do I / you think will happen next? -What words / images do I / you expect to see or hear in this text? -What might happen next? Why do I / you think that? What helped me / you make that prediction? -Were my / your predictions accurate? How did I / you confirm my / your predictions? -Have I / you read / seen / heard about this topic anywhere else? Teaching Comprehension Strategies Booklet originally developed as part of the Focus on Reading 3 -6 program
Predicting • Before and After Chart: • Students list predictions before and during reading. As they read, students either confirm or reject their predictions. Teaching Comprehension Strategies Booklet originally developed as part of the Focus on Reading 3 -6 program.
Predicting • • Partner Read and Think: Partner read and think is based on the research that so effectively supports reciprocal teaching, but it requires fewer social skills as it is completed by partners instead of teams of four. The process engages partners in applying six distinct steps to each segment of text that is read. The combination of steps helps students engage at several levels of comprehension and encourages language use as partners navigate a selection. Partner Read, Think guides partner pairs in: a) Placing a stop sign b) Predicting words they think are likely to appear c) Reading the section d) Identifying words they find confusing or interesting e) Summarising the learning. Teaching Comprehension Strategies Booklet originally developed as part of the Focus on Reading 3 -6 program
Partner Read and Think
Predicting • Predict – O – Gram: • Select vocabulary from the story to stimulate predictions. Vocabulary should represent the story elements: characters, setting, problem, action and solution. Have students decide which story element the word tells about and write each word on the Predict-O-Gram in the appropriate place. Have students read the story. Revisit the original predictions with students and make changes as necessary. Use the resulting information to summarise or retell the story. Revisit Reflect Retell Time – Tested Strategies for Teaching Reading Comprehension Linda Hoyt
Predicting • Anticipation / Reaction Guide: • Select a text for the students to read. Create three to five general statements for the students to respond to with agree or disagree. Create statements that are intuitively sound but may be disconfirmed by reading the text or appear intuitively incorrect but may be proven true by reading the text. Have the students indicate agreement or disagreement. Have students read the text to confirm or disconfirm their original responses. Revisit Reflect Retell Time – Tested Strategies for Teaching Reading Comprehension Linda Hoyt
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