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Reading and Writing Hat Stories: "Say Something" about Comprehension Strategies

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Props and an engaging story help students use comprehension strategies during small group instruction. Go to http://www.LitDiet.org for hundreds of free lesson plans and for virtual tours of classrooms.

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This is a presentation for my English Language Learners for 12 Reading Comprehension Strategies in reading.-- Created using PowToon -- Free sign up at http://www.powtoon.com/youtube/ -- Create animated videos and animated presentations for free.

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References

Click the "References" link above to hide these references.

Adapted from: Calderón, M., August, D., Durán, D., Madden, N., R. Slavin & M. Gil (2003 and in press). Spanish to English Transitional Reading: Teacher's Manual. Baltimore, MD: The Success for All Foundation.

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Click the "References" link above to hide these references. Adapted from: Calderón, M., August, D., Durán, D., Madden, N., R. Slavin & M. Gil (2003 and in press). Spanish to English Transitional Reading: Teacher's Manual. Baltimore, MD: The Success for All Foundation.

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Supporting Comprehension Strategies for English Language Learners

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Supporting Comprehension Strategies for English Language Learners

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Supporting Comprehension Strategies for English Language Learners | Read Write Think

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Assessment of Reading Comprehension | LD OnLine

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LD OnLine is the leading website on learning disabilities, learning disorders and differences. Parents and teachers of learning disabled children will find authoritative guidance on attention deficit disorder, ADD, ADHD, dyslexia, dysgraphia, dyscalculia, dysnomia, reading difficulties, speech and related disorders.

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Reading and Writing Hat Stories: "Say Something" about Comprehension Strategies

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Props and an engaging story help students use comprehension strategies during small group instruction. Go to http://www.LitDiet.org for hundreds of free lesson plans and for virtual tours of classrooms.

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Survey, Question, Read, Recite, Review

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This month's video clip from PD In Focus shows how a middle school civics teacher guides students to read textbooks more actively using the SQ3R (Survey - Question - Read - Recite -Review) strategy.

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This module outlines the benefits of implementing PALS for Grades 2-6, a peer tutoring strategy in which students work in pairs to strengthen their reading skills. Also included are step-by-step instructions for each of the three PALS activities as well as printable PALS materials (est. completion time: 1 hour).

Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

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This module outlines the benefits of implementing PALS for Grades 2-6, a peer tutoring strategy in which students work in pairs to strengthen their reading skills. Also included are step-by-step instructions for each of the three PALS activities as well as printable PALS materials (est. completion time: 1 hour).

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IRIS | PALS: A Reading Strategy for Grades K–1

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This module outlines the benefits of implementing PALS for Grades K–1, a peer tutoring strategy in which students work in pairs to strengthen their reading skills. Also included are step-by-step instructions for each of the PALS activities as well as printable PALS materials (est. completion time: 1…

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Dr. Calderon defines types of peer-assisted learning, describes the benefits for English learners, and shares practical tips for instruction.

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Website contains multiple strategies - check them out!

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Discussion and Supporting Materials

Thought starters

1. How does focusing on one element of the text encourage close reading?

2. Notice how the groups share their findings with the class. How does this deepen understanding for both the sharers and the listeners?

3. In what ways is the jigsaw a time-saving strategy?

School Details

Chinook Middle School
2001 98th Ave NE
Bellevue WA 98004

Data Provided By:

Teachers

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Jigsaws: A Strategy for Understanding Texts

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As an introduction to learning about persuasive speeches, 8th grade ELA teacher Julie Manley has her students analyze how the argumentative elements appear in a piece of persuasive writing. She divides her class into groups and has each group look at the text through the lens of one argumentative element, noting how that element is used.

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By: Elaine K. McEwan

One way to scaffold mindful silent reading is by teaching students a set of prompts or procedures to use as they read. This type of scaffolding helps students to engage in mindful reading but gradually releases to them the responsibility for using a variety of cognitive strategies, such as activating prior knowledge and questioning the author. A sample lesson is shown below.

Another way to scaffold silent reading for comprehension is to teach six signals that indicate a need for comprehension repair. These signals function as prompts for struggling readers to help them internalize and routinize comprehension monitoring.

6 Signals

The inner voice inside the reader's head stops its conversation with the text and only the reader's voice is heard pronouncing the words.

The camera inside the reader's head shuts off, and the reader can no longer visualize what is happening.

The reader's mind begins to wander, and the reader becomes aware of thinking about something far removed from the text.

The reader cannot remember or retell what has been read.

The reader is not getting clarifying questions answered.

Characters are reappearing in the text and the reader doesn't recall who they are.

Source: Adapted from Heibert (2003) and Heibert and Fisher (2002).

One caveat before you are tempted to give your struggling students a handout with these six signals listed and announce that whenever these things happen, they need to refocus their attention. Struggling readers won't know what you are talking about. They hear no inner voices. They see no cameras or video recorders. Start from scratch and think aloud for students about one signal at a time. Explain very clearly what your inner voice is saying to you at various times. Tell them precisely where you zoned out and started thinking about what you were going to have for lunch. Then as you work with them in scaffolded silent reading groups, stop the reading every five minutes to talk about what their inner voices were saying when you called time. After spending a week or two with the inner-voice prompt, try the camera prompt. These will be new insights for your students and perhaps even for you as a reader.

McEwan, E.K. (2009). Teach them all to read. Thousand Oaks, CA: Corwin Press.

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By: Elaine K. McEwan One way to scaffold mindful silent reading is by teaching students a set of prompts or procedures to use as they read. This type of scaffolding helps students to engage in mindful reading but gradually releases to them the responsibility for using a variety of cognitive strategies, such as activating prior knowledge and questioning the author.

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Reading (and Scaffolding) Narrative Texts | LD Topics | LD OnLine

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LD OnLine is the leading website on learning disabilities, learning disorders and differences. Parents and teachers of learning disabled children will find authoritative guidance on attention deficit disorder, ADD, ADHD, dyslexia, dysgraphia, dyscalculia, dysnomia, reading difficulties, speech and related disorders.

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The Keys to Remembering What You Read | LD Topics | LD OnLine

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Taking good notes while reading can help students improve concentration and actively engage with what they are reading. This excerpt from Homework Made Simple: Tips, Tools and Solutions for Stress-Free Homework describes a number of effective note-taking methods.