READING COMPREHENSION STRATEGIES By: Adam Di Giovanni

Presentation Outline I.  Reading Comprehension Strategies

Overview II.  Framing Questions for Before, During,

and After Reading III. Q-Chart IV. Questions

Section I: Reading Comprehension Strategies Overview Four Key Instructional Strategies • Read Aloud • Shared Reading • Guided Reading • Independent Reading

Section I: Reading Comprehension Strategies Overview

High support: Read-Aloud •  Demonstration •  Minilessons •  Teacher-authored •  “I do, you watch”

Moderate Support: Shared Reading • Whole class • Shared tasks • Student-authored

strategies / brainstorms

•  “I do, you help”

Lower Support: Guided Reading •  Small groups •  Blended approach

to reading and response

•  “You do, I help”

Lowest Support: Independent Reading •  Independent •  Reader Response

Activities •  “You do, I watch”

Section II: Framing Questions for Before, During, and After Reading Before Reading • Set the stage for understanding the text

• Make predictions; text features • Model how to ask questions that may be answered by reading the text

• Connect to background knowledge

Section II: Framing Questions for Before, During, and After Reading During Reading • Model/implement reading strategies

• Connect the text to other materials, experiences (e.g., “This reminds me of…”)

• Make predictions/inferences (e.g., “I wonder…”)

• Check for understanding (e.g., confirm events)

Section II: Framing Questions for Before, During, and After Reading After Reading • Reinforce comprehension skills

• Make connection to self, other texts, the world

• Activities that allow for retell • Reader response journals focusing on specific skills

Section III: Q-Chart Overview Purpose of Using Q-Charts • Develop questioning skills • Enhance comprehension skills • Improve predicting skills • Provide a rich way to discuss texts • Provide opportunities to develop higher order thinking skills

• Tool to model what proficient readers do

Section III: Q-Chart Overview Importance of Student Talk • Oral language skills are critical for effective reading

• Strong oral language skills enable students to express their responses to texts they have read (http://www.eworkshop.on.ca/edu/resources/guides/Reading_K_3_English.pdf, p. 3.4)

Section III: Q-Chart Overview

•  (http://www.eworkshop.on.ca/edu/resources/guides/

• Reading_K_3_English.pdf, p.3.5)

Section III: Q-Chart Overview IS DID CAN WOULD WILL MIGHT

WHAT

WHEN/WHERE WHICH

WHO

WHY

HOW

Section III: Q-Chart Overview IS DID CAN WOULD WILL MIGHT

WHAT

WHEN/WHERE WHICH

WHO

WHY

HOW

FACTUAL PREDICTIVE

ANALYTICAL APPLICATION/SYNTHESIS

Section III: Q-Chart Overview Trying the Q-Chart

• Review the picture book • Think about a question from each section (i.e., factual, predictive, analytical, application/synthesis)

• When could you use the question (before, during, after reading)?

• Present ideas