Comprehension Flashcards
Venn Diagram
Used to compare and contrast
T-chart
Used to compare, but they do not provide a space to collect similarities. Commonly used to plan for persuasive writing by collecting support for one argument on the first side and the opposing argument on the other side
Cluster, Mind Map, or Idea Web
Most often used as a brainstorming tool. The main idea or topic is written in the center circle, and students write their related ideas in the surrounding circles
Concept Map
Concept maps have some characteristics in common with idea webs but are more hierarchical and deliberately structured. More appropriate for prewriting that occurs after a topic has been selected
Sequencing Chart
Used to support the planning or analysis of a chronologically organized text. Each event or each step of a process is written in a box
Cause and Effect Diagram
Similar in structure to the sequencing chart, this graphic organizer is used to reflect cause and effect relationships, not just the order of them
Linear Array Diagram
Linear arrays are used to show the degree of change between words with similar or related meaning
ELA Group Activities
literature circles - small groups of students discussing literature previously read; can be teacher or student directed.
small groups - groups of 2-4 students collaborating on an assignment or discussion.
workshops - concentrated stations where students focus on one skill or element of a lesson.
reading centers - similar to workshops, but focused solely on reading skills, such as comprehension, fluency, vocabulary, discussion, and/or written response.
muti-age groups - working with students from other grade levels on a skill.
think-pair-share - students work with a partner to discuss and evaluate the topic.
Homogenous Group
Similar. Best for differentiation to work on a skill.
Heterogeneous Group
Different. Best for collaboration.
4 areas that effect reading comprehension
- Fluency
- Vocabulary
- Background Knowledge
- Skills
KWL chart
(what we KNOW, what we WANT to know, and what we LEARNED). Students complete the first two columns before reading and the final column after reading.
Anticipatory Sets
Example: In a science class, the teacher provides a list of statements for the students to agree or disagree with before reading the text. After reading the text, the students compare their initial opinions with the opinions of the author.
Before Reading – SCAN
S= Survey headings and turn them into questions to answer while reading
C= Capture the captions and visuals and try to understand their meanings
A= Attach boldface words and find the meanings
N=Note and read the chapter questions before reading
While Reading – RUN
R= Read and adjust speed depending on difficulty level.
U= Use word identification skills such as sounding it out, looking for other words clues in the sentence, or breaking words into parts for unknown words.
N= Notice and check parts you don’t understand and reread or skip and go back.
Activities for building vocabulary:
Vocabulary Notebook
Word Walls
Concept or Vocabulary Map
Before Reading Informational Text Activities
Activate Prior Knowledge
Anticipatory Sets
Scan Text to Recognize Organizational Cues and Make Predictions
During Reading Informational Text Activities
Build Vocabulary
Cluster Concepts
Compare and Contrast
Text Frames
Close Reading
Reciprocal Teaching
Model a Think Aloud
Annotate
Two column notes
Think-pair-share
After Reading Informational Text Activities
Directed Activities Related to Text (DARTS)
Re-creating text in a different form
Determine fact and opinion
Complete a Main Idea Graphic Organizer
Summarizing
Ask higher order questions with Bloom’s Taxonomy
3 levels of reading comprehension
- Literal
- Inferential
- Evaluative
Literal comprehension
Readers understand the facts from the text
Inferential comprehension
Readers can infer or understand parts of what has been read without it being stated explicitly
Evaluative comprehension
Readers evaluate or analyze the text through questioning
Before Reading All Text Activities
Develop Schema
- Viewing and discussing relevant videos, pictures, etc.
- Ask pre-reading questions
Preview
Start a KWL
During Reading All Text Activities
Self-monitoring
questioning
graphic organizers
After Reading All Text Activities
Summarize
Drawing conclusions/making inferences
Strategies for students who struggle to read informational texts
Rereading
Questioning (during any stage)
Utilize resources within the text
Ways writing can support reading comprehension:
journaling
annotation
outlining
written response
graphic organizer
Issues that effect comprehension:
Fluency
Schema/background knowledge
Differentiated Instruction activities for comprehension
Graphic organizers (some can have sentence stems)
think alouds
text options
teacher readings of grade-level texts
audiobooks
Literary Analysis
The careful examination of a text or one element of a text in order to determine why and how the particular text was written
Structural elements to help develop the text and contribute to the reader’s understanding and enjoyment
Paragraph breaks
Chapter breaks
Following a plot structure (exposition, rising action, climax, falling action, resolution)
Using dialogue
Sentence structure variation
Story Map
Graphic organizer used to help students identify elements to analyze
Strategies for students with limited vocabulary
Pre-teaching vocabulary
Visual supports
Teaching structural analysis (recognizing common prefixes and suffixes)
