The Magnificent Seven Reading Comprehension Strategies Richard Staton

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. 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 eat description *

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. k 12. va. us Tiffany Johnson Title I Reading Instructional Specialist 780 -7797 tjohnson 5@richmond. k 12. va. us

The Magnificent Seven Reading Comprehension Strategies Richard Staton Language Arts Instructional Specialist & Tiffany Johnson Title I Reading- Instructional Specialist