comprehension strategies
This year we will focus on several different comprehension strategies when working with first graders. Below is a list of each strategy and an explanation.
Metacognition - Thinking about our thinking.
-We will model for students that readers have to think while they are reading, not just read the words. If you are not thinking while you are reading, it is difficult to talk about the story after reading.
Schema (Background Knowledge) - Making connections using our prior knowledge.
-We will share with students some thinking stems they might use when reading such as That reminds me of...., I'm remembering....., I have a conection to..., I have schema for..., and I can relate to....
Determining Importance - Thinking about what matters most.
-We will model for students how readers have to pick out the most important information when they are reading. For example, when reading a non-fiction text, you need to focus on what the author wants you to learn and how the text features can help you. Some thinking stems are: What is important here?, What matters to me?, What does the author want me to learn?, What is my purpose for reading this?, What has the author done to signal what is important to remember?, and I want to remember...
Inferring - Using clues to make a good guess.
-We will discuss with students that when you infer you are using your schema (background knowledge) and what the author tells you to make a good guess. This is sort of like "reading between the lines". Some thinking stems for this strategy are: Maybe, Perhaps, It could be that, I predict, and Perhaps.
Questioning - Asking Questions Before, During, & After Reading
-We will discuss how important it is for readers to ask questions before, during, and after reading. We will use post-it notes and tree maps to sort the questions and then discuss whether or not the questions were answered in the text or if you would need to use another source to answer the question.
-Five W's & H - Who?, What?, Where?, When?, Why? (We will practice asking questions that start with all of these words.)
-Thinking Stems: I wonder, What if, Why, I don't understand, It confused, How could
Text Features-Non Fiction Text Features
-We will discuss many of the text features in non-fiction text that help readers understand the text better.
-Table of Contents - Helps the reader identify key topics in the book in the order they are presented.
-Headings -Helps the reader identify the key topic of the section.
-Photographs - Helps the reader understand exactly what something looks like.
-Captions - Helps the reader gather more information about the photograph.
-Diagrams & Labels - Gives the reader a picture and helps identify its parts.
-Graphs & Charts - Helps the reader see information in an organized way.
-Maps - Helps the reader understand where things are located.
-Types of Font - Helps the reader notice important words in text.
-Glossary - Helps the reader define words in the text in alphabetical order.
-Index - Helps the reader locate key information in the text on alphabetical with page numbers.
Metacognition - Thinking about our thinking.
-We will model for students that readers have to think while they are reading, not just read the words. If you are not thinking while you are reading, it is difficult to talk about the story after reading.
Schema (Background Knowledge) - Making connections using our prior knowledge.
-We will share with students some thinking stems they might use when reading such as That reminds me of...., I'm remembering....., I have a conection to..., I have schema for..., and I can relate to....
Determining Importance - Thinking about what matters most.
-We will model for students how readers have to pick out the most important information when they are reading. For example, when reading a non-fiction text, you need to focus on what the author wants you to learn and how the text features can help you. Some thinking stems are: What is important here?, What matters to me?, What does the author want me to learn?, What is my purpose for reading this?, What has the author done to signal what is important to remember?, and I want to remember...
Inferring - Using clues to make a good guess.
-We will discuss with students that when you infer you are using your schema (background knowledge) and what the author tells you to make a good guess. This is sort of like "reading between the lines". Some thinking stems for this strategy are: Maybe, Perhaps, It could be that, I predict, and Perhaps.
Questioning - Asking Questions Before, During, & After Reading
-We will discuss how important it is for readers to ask questions before, during, and after reading. We will use post-it notes and tree maps to sort the questions and then discuss whether or not the questions were answered in the text or if you would need to use another source to answer the question.
-Five W's & H - Who?, What?, Where?, When?, Why? (We will practice asking questions that start with all of these words.)
-Thinking Stems: I wonder, What if, Why, I don't understand, It confused, How could
Text Features-Non Fiction Text Features
-We will discuss many of the text features in non-fiction text that help readers understand the text better.
-Table of Contents - Helps the reader identify key topics in the book in the order they are presented.
-Headings -Helps the reader identify the key topic of the section.
-Photographs - Helps the reader understand exactly what something looks like.
-Captions - Helps the reader gather more information about the photograph.
-Diagrams & Labels - Gives the reader a picture and helps identify its parts.
-Graphs & Charts - Helps the reader see information in an organized way.
-Maps - Helps the reader understand where things are located.
-Types of Font - Helps the reader notice important words in text.
-Glossary - Helps the reader define words in the text in alphabetical order.
-Index - Helps the reader locate key information in the text on alphabetical with page numbers.