LITERACY WORKGROUP

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READING:Applies Comprehension Strategies

 

Model, teach, and have children practice strategies for making sense of text.


--understanding the organization of different kinds of texts (books, magazines, newspapers, poetry, websites, comics, maps, charts, lists, schedules, etc.)
--understanding organization within text (headings, bullets, bold type, organizational patterns such as cause & effect, flashback, if..then, etc.)
--making connections (text, reader, and knowledge)
--organizing one's understanding of text (graphic organizers, notetaking, drawing pictures, etc.)
--reflecting/monitoring (e.g., making and checking predictions, questioning)

 

RECOMMENDED INSTRUCTIONAL STRATEGIES

 

INSTRUCTIONAL CONTRIBUTION

Pre-school
(ages 3-5, not yet in K)

Kindergarten- Grade1
 
 
Grades 2-3
 
  • Model, teach, and have children practice strategies for making sense of text
  • expose children to texts with different kinds of organization (books, magazines, newspapers, poetry, websites, comics, maps, charts, lists, schedules, etc.)
  • point out and discuss with children organization within text (organizational patterns such as cause & effect, sequence, if..then, etc.)
  • help children make connections (e.g., text-self, text-world, text-to-text)
  • help children

reflect and monitor (e.g., making and checking predictions, asking and answering questions, summarizing)

  • engage children in representing what they are learning  (e.g., retelling, conversing, role-playing, using manipulatives, drawing, 'writing,' etc.)

 

  • engage children in shared reading at home and in school to practice making sense of text
  • model and teach organization of different kinds of texts (books, magazines, newspapers, poetry, websites, comics, maps, charts, lists, schedules, etc.)
  • model and teach organization within text (headings, bullets, bold type, organizational patterns such as cause & effect, sequence, flashback, if..then, etc.)
  • help children
    make connections (e.g., text-self, text-world, text-to-text)
  • help children organize their understanding of text (graphic organizers, notetaking, drawing pictures, etc.)
  • help children

    reflect and self-monitor (e.g., making and checking predictions, asking and answering questions, summarizing)

  • engage children in representing what they are learning  (e.g., retelling, conversing, role-playing, using manipulatives, drawing, 'writing,' etc.)
  • have children practice comprehension strategies through reading material on their own (at home and in school) at their independent reading level.
  • model and teach organization of different kinds of texts (books, magazines, newspapers, poetry, websites, comics, maps, charts, lists, schedules, etc.)
  • model and teach organization within text (headings, bullets, bold type, organizational patterns such as cause & effect, sequence, flashback, if..then, etc.)
  • help children
    make connections (e.g., text-self, text-world, text-to-text)
  • help children organize their understanding of text (graphic organizers, notetaking, drawing pictures, etc.)
  • help children

    reflect and self-monitor (e.g., making and checking predictions, asking and answering questions, summarizing)

  • engage children in representing what they are learning  (e.g., retelling, conversing, role-playing, using manipulatives, drawing, 'writing,' etc.)
  • have children practice comprehension strategies through reading material on their own (at home and in school) at their independent reading level.
 
RESOURCES: