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6 Strategies for Comprehension- Elizabeth Stevenson 

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6 Strategies for Comprehension- Elizabeth Stevenson 

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1. Graphic Organizer: Currently, we use different types of graphic organizers depending on what we are working on.  There are a variety based on what we are doing  T charts, Venn Diagrams, mind mapping…Using graphic organizers have really helped students with deeper understanding of the content in Science or Social Studies.

2. Writing Summaries – I tweek this strategy for Science and Social Studies by having students write C.E.R.’s. They do this for assessments in class and it gives me a good understanding of where students are in comprehending concepts or events covered for both Science and Social studies.  It also helps me to give more personalized feedback.

3. Vocabulary Bingo - I would like to use this strategy for my ELL students who struggle with Science and Social Studies content.

4. Word Walls: I use these in both science and Social Studies. As we come across new vocabulary terms each day for both subjects, we add to our list. I try to use the terms as much as possible in class so students can get used to hearing them and eventually using them.
5. Frayer Model: I have used this in Science and Social Studies. I have students paste it into their interactive journals.

6.  Story Frames - I use these for Social Studies mainly. With students learning about the American Revolution, I have them sequence events into story frames into a comic strip like way so students are more motivated to learn history!

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I am not sure how to respond on this app so I'll just do my best.   I see that many of us use word wall which I feel is a  best practice.   I've seen it used more in lower elementary than upper elementary.  As a 5th grade teacher I feel that word walls is something that should be used throughout grade school.   It is a great reference tool for students. I also see many of us use graphic organizers.  Because there are so many forms this to is a great tool to stretch the students thinking.
I did see that Darren mentioned "Passwords." This does sound like an interesting comprehension idea that can be done with a class to increase interrelated subject vocabulary.

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6 Strategies for Comprehension   Joe Teague

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6 Strategies for Comprehension   Joe Teague

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1. Word wall: I've started to incorporate word walls in the gym as a PE teacher. When teaching my students we review words like strike, underhand, and overhand to name a few. We review these every lesson at the start of class. Students may also have a quick exit ticket on the description of the word wall word of the day.

2.  Singing Routine: This looks a little different in the gym. My students in kindergarten who are learning to spell out words have to do push up shoulder touches while spelling. Collaborating with classroom teachers, I take the vocab words they are learning and I help the students spell them out while performing different fun exercises.

3.  Five step method process: This is great for my young five students. I only see these students for 20 minutes twice a week so I have to make every class count.  I do the five methods with these students with a huge emphasis on the kinesthetic part of learning.

4.  Question-answer relationship: I would really like to use this in the gym and incorporate it as soon as possible. I have some very great ideas for my 3-5th grade students.

5. Graphic Organizers: My colleagues and I are working on incorporating some type of kinesthetic graphic organizer learning this spring.

6. Vocab bingo: In this game the students make a giant bingo chart on the ground. When I say the word students have to run to the answer and read a exercise. When they have the exercise they perform it as quickly as possible. Example for 5th grade: when the small group runs onto the bingo board they have to find the answer and next to each answer is a exercise (ex. 15 mountain climbers). They have to count out the mountain climbers to see who finishes first. This gets so competitive but my students love it!

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6 Strategies for Comprehension - Annette Kent

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6 Strategies for Comprehension - Annette Kent

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As a teacher of 3, 4, and 5 year old children in an inclusive preschool classroom, I implement some of these strategies, but they look somewhat different that described in the text in order to meet the needs of the younger children.

1.       Making Words –After the majority of students in my classroom are able to correctly identify letters and produce the correct letter sounds, we begin making words.  Initially, this task is very heavy on adult support but there are always a few students that pick up the concept quickly.  There are times where I let the kids explore in an attempt to make their own words, but the majority of the time I give the students the word to make.  Obviously these students are very new to making words and therefore we typically do not go beyond CVC words.

2.       Word Walls –The word wall in my classroom consists of words along with a picture.  For example, a picture of a lemon along with the written word lemon.  In addition to various words, each student name and picture (same format for all the other words) is on the word wall.  Not all preschool classrooms utilize words walls, but I feel it is important because it helps students understand that strings of letters represent words which in turn represent meaning.  The word wall helps them learn the names of letters, ABC order, and letter-sound relationships. It also provides extra exposure and challenge for students who are at many different skill and interest levels.

3.       Vocabulary Bingo –Although I don’t play vocabulary bingo with my students, we play letter bingo and letter sound bingo.  In letter bingo, I will say the letter and students must determine if they have the letter on their board or not.  If so, they must cover it with a chip.  For letter sound bingo, I say the letter sound and the students must determine what letter makes that sound and then determine if they have that letter on their board.  Playing bingo at the preschool level takes many additional adults to assist the students in learning the skills initially but once they understand the game, the students love it!

4.       Five-Step Method-Since preschool students are constantly learning new vocabulary words but are not able to necessarily use all these words in a sentence of their own or provide a synonym or antonym, I utilize the five-step method by providing multiple modalities (listening, speaking, reading, writing, and kinesthetic) to help students learn.

5.       Singing Routine-My students LOVE to sing and learn!  There are so many songs that provide education yet are engaging to young children, that I believe this would be a strategy all early childhood teachers would implement.  In my classroom, the absolute favorite is the song “Who Let the Letters Out?”  During this song the uppercase and lowercase letters are projected next to one another on the screen and the song says, “Who let the A out?” And the students respond but saying the letter sound 3 times.  The song continues with all 26 letters.  I also have the students perform the ZooPhonics motion for each letter when it is shown on the screen so this provides them with movement and even more interaction with the song.

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6 Strategies for Comprehension (Darren Webb)

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6 Strategies for Comprehension (Darren Webb)

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1. Vocab Bingo: I think this would be fun to do in science and social studies to learn some key words or ideas about the topic. This would help reinforce words or ideas that students don't see or hear every day.
2. Word Walls: I have never used a traditional word wall using the the alphabet. I use a part of speech word wall. When we talk about the parts of speech we can new words under the correct part of speech.
3. Password: I would like to use this strategy because my classroom likes games and not to be in their seats for long periods of time. This would be a great game for them again to use in social studies and science to practice defining terms and reviewing important concepts.
4. Graphic organizers: I use graphic organizers in my class during writing. We have specific objectives where students have to pre-write certain papers (narrative, informational,  persuasive) using graphic organizers. I have never used them for with stories, but I am interested in trying them out to help with comprehension.
5. Hangman: I have used this game so many times to help with spelling words. I try not to overuse this games so kids don't get tired of playing the game.
6. Question-Answer Relationship (QAR): I have never used this strategy, but found it interesting. I would like to use this in my class when I ask students question so they understand what type of question I am asking and what to do to find the find the answer. I liked that it gave directions what to do and this would help make my students more independent as the year goes along. This would also help them answer questions on standardized tests.

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Strategies for Comprehension (Josh Ruihley)

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Strategies for Comprehension (Josh Ruihley)

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1. Word wall: In my preschool classroom, I have vocabulary that I pull out of every book that we read.  These become words that we add into a binder (lack of wall space in a portable).  As the year goes on, students want to learn to write new words such as, mom, dad, love, etc. we add those to the binder.  This is located at the writing center.
2. Making words: We are getting ready to do this next week. I have unifix cubes with letters on them and the students are going to make up their own words or use provided words to find the letters to make up the word.
3. Vocabulary Bingo: This sounds like it would be fun.  I would have to modify it and put pictures in place of the word for my students.  I think it would be a great way to look at beginning sounds though.  Having the student listen to a word and identify the letter that makes up that word.
4. I have used many graphic organizers in my classroom to build on comprehension, but never on the sequencing of a story.  This seems like it could be difficult for my students, but working with a smaller group would make it more beneficial.
5. Flashlight Fun: I have used flashlights to find things in the classroom related to letters and numbers.  It would be interesting to see if students would find words if asked.  Again, it might be beneficial to add pictures to assist students.
6. Singing Routine: I have posters that have songs on them. The posters are colorful and have motions that go along with the lyrics. When we first began a new song, I will either use a pointer or my finger to follow along. After several times I let the teacher helper use the pointer to help direct children. I like the suggestion in the text about looking at words in the song and talking about them.

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Word Wall: I have used a variety of different word walls over the past 10 years. I have used vocabulary word walls to enhance curriculum in both math and science. I have also used the word wall solely to showcase the sight words we have learned. Both this year and last year I have also included pictures of my students with their names next to them on the word wall. This has helped the children learn names more quickly to have a photo next to the name. I have also heard that this helps the guest teachers and visitors in our classroom be able to learn names quickly.

Graphic Organizers: My kindergarten students use and do so well with graphic organizers. For them it is a way to see how things relate and keep their thoughts organized. I think by using graphic organizers students often elaborate more.

Making Words: We do making words activities in our centers twice a week. It is so great to have time for the kids to use letter manipulatives to move and make new words. They are able to really advance their fluency when working with word families.

Hangman: I have used OSMO in the classroom and it has a great learning activity that is similar to hangman. What I love is you can take pictures (from stories or other thematic ideas) and use them to guide the word building. This is very engaging for the kids and a great group activity that can connect to anything you are working on.

Vocabulary Bingo: I have not used this in my classroom, but think it would be great to try. I think it would be a great way to review what we have learned in a fun and different way.

Singing Routine: We do a little singing in class, but I think this is a strategy I could use even more with my kindergarten students. Singing captures their attention and it is a way for them to practice concepts while being engaged.

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6 Literature Strategies (Laurie Van Dam)

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6 Literature Strategies (Laurie Van Dam)

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1) Making Words- I've used this strategy/program for a couple of years at various points. It hasn't become a consistent part of my classroom though. It was, of course, adapted to fit my 4th grade classroom. I've used it for word learning but mostly for spelling instruction.
2) Word Walls- I had one in my room for the first four years. Honestly, it fell apart because I didn't keep up on it. We also started using a portable (manila folder) "Word Wall" of no-excuse words.
3) Frayer Model- This strategy has been used quite often in my classroom. I appreciate that it draws on students' schema & can be used without a ton of prep.
4) Random-Order Lit Web- I've never heard of this strategy. I can see students enjoying this as it feels a little like a game while also focusing on story structure.
5) QAR- I've used this strategy a few times but I think that was likely when I was student teaching. We certainly use questioning all of the time in my classroom (we use Stoplight Questions for questioning literature, especially in book clubs) but I haven't used a process quite like the way the text shares.
6) Five-Step Method- Another strategy I've never heard of. I can see using this in my classroom, especially because anything with a whiteboard basically means automatic student engagement!

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1. Word Walls- This is something I could see myself using in both the health and physical education setting for all grade levels. I think this would be a great way to introduce a unit and could even be an ice breaker.
2. Vocabulary Bingo- I think this is a fun way to review for a unit with new vocabulary. Again, I feel that this could definitely be used at all grade levels with minor adjustments. It is a fun way to review and can reach a wide variety of learners.
3. Making words- This reminds me of Scrabble or Words with Friends. I think this is an excellent way to exercise our brain. The more vocabulary you know, the more words you can make! It is also interactive and I like that about it also.
4. Story Grammar Map- I really appreciate the variety of visual strategies. This can be helpful for many students. Creating a visual map or guide can be extremely helpful for deeper understanding of text.
5. Graphic Organizers- This is another strategy that is similar to the grammar map. The visual mapping of a story and the structure is a great idea. I like that the students can work in groups to discuss and get feedback from one another.
6. QARs- This activity seems to be a good way to get students to evaluate text. It also can help them with what to do when they have questions about the text but it also encourages asking questions to aid in student learning and understanding. I would use this in my classroom for sure. I think it is important to teach students to be resourceful and to think about what they are reading at a deeper level. This is a skill they will use throughout their life in their reading.

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6 Strategies for Comprehension - Annette Kent

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6 Strategies for Comprehension - Annette Kent

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6 Strategies for Comprehension - Stephanie Vail

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6 Strategies for Comprehension - Stephanie Vail

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1.    Word Walls – This is a strategy that I have used all 4 years of teaching. When introducing new words I have the students put their seat belts on (click). Start their engines (vroom, vroom). Then place their hands on the steering wheel. We then rotate the wheel from side to side as we spell the word. Then say the word as we honk our horns. They love it! We also refer to wall daily when we write in our journals.

2.   Vocabulary Bingo - I use this strategy with my students anytime we have some free time. We play bingo using our sight words. The students love it. I teach kindergarten and some of the students do not know all of their sight words. I say the word, spell the word, and say it one more time. The students can then search for the letters they hear to match with the word.

3.   Graphic Organizers for stories – I have used graphic organizers in my classroom but never for stories. After reading about this strategy I will definitely implement it. I am sure my students would have fun working together to put the story in order.

4.   Singing Routine – My students are very familiar with this strategy. We sing a lot in my classroom. Three times a year my students present at our morning assembly. We present our moral focus virtue for that month. We always learn and song that is associated with our moral focus virtue. In order to learn the song I always display it on the white board while we practice learning the words. I usually have a couple students that are strong readers that I have point to the words as we sing.

5.   Making Words – This is definitely a strategy that I will try in my classroom. I feel that my kindergarteners will be able to use this strategy during the second half of the school year.

6.   The Five-Step Method – This would be an excellent strategy to use for all students. This strategy uses an in-depth study of the new vocabulary word and would be easy to differentiate among students.

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Strategies for Teaching Literature- Brittney VanLuyn

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Strategies for Teaching Literature- Brittney VanLuyn

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1.Word wall
Word Wall is something I used last year. I added words as we learned them. I haven’t participated as much this year becauE our Phonics program has posters for sight words. The program also comes with cards to practice the sight words. These cards are practiced before each lesson and one lesson is taught daily.

2. Making words-
I love making words and use it often. This strategy I use during Daily Five small groups.

3. Story structure
I use forms of this strategy. I mainly used mapping and webs in our interactive reading journals. I do use the journals to also work on story elements and structure.

4. Close reading
My kids currently do close reading passages during Daily Five intervention with me.

5 Question and answer
This is a strategy that use during whole group as well as small. Mainly this is used during read alouds.

6. Vocab bingo
I used vocabulary bingo as well as phonics bingo during small group and large group instruction. This really helps for whole class practice and is great for my ELL.

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6 Strategies for Comprehension - Jon Henderson

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6 Strategies for Comprehension - Jon Henderson

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1. Word Wall - In PE, this is my most common use of incorporating literacy concepts daily. Not only do we use it to reinforce vocabulary words, we use it to highlight certain character traits, as well as any vocabulary words they might be using simultaneously in their classroom.
2. Vocabulary Bingo - I am a fan of any strategy involving more than one sensory input. Hearing the word plus being able to see the word is great, especially for ELL students.
3. Alphaboxes - These are great as a lead-in activity; setting up a variety of learning activities stemming from the words generated in each letter.
4. Say It Write It - Again, a multi-sensory learning activity. Bonus: students are now involving auditory and visual senses with movement. This potentially increases learning.
5. Nonsense Words - Providing a list of 3 words, 2 are real and 1 is nonsense gives me a chance to not only evaluate where they are phonetically, but also get a gauge on their comprehension.
6. Story Grammar Map - Another activity combining senses. As an advocate for movement, if I were a classroom teacher, I would try a version where we create space in our room which represents each “bubble”, then write the words on individual paper, allowing students to travel around the room to place or group the targeted/focused words.

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1. Making words-I have used a variation of this with my middle school group.  For example, we have used the words Valentine or Christmas and made 3,4,5 letter words using only the letters from these words.  They do well with 3 and 4 letter words--have a harder time with using 5 or 6 letters.
2.  Word Wall--I zeroed in on hangman--what a great  last minute activity that I have used lots!  It is a bit gruesome though (as the text says) so always looking for variations!
3.  Five Step Method--I have use a type of this activity when talking about new vocab.  I want to use the exact procedure given here, especially the writing part.  I don't always include this.
4.  Story Grammar--Would also like to try this strategy with my middle school group.  They have the concepts of setting, problem, etc. and the visual would help them to learn about the reading structure.    This would be great to break a story apart and help them with going back into the story if they get stuck on an answer.
5.  Graphic Organizer-Love graphic organizers!  The visuals help so much with students with special needs.  They still need assistance to complete but it really helps me with instruction and the student gets to "see" the parts of the story.  I would  also let them draw pictures.
6. QAR--Again, use a variation of this with students, mostly focused on the reading. I would like to add the "in my head" strategy. I liked the explanation of types of questions asked. Before reading, it's a questioning strategy to see what knowledge they have. Then after the reading is done, the focus is on comprehending the information.

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1. Making Words-We use this strategy during whole group with my preschool students using direct instruction. In a small group setting, they will build words with scrabble tiles in an open-ended structure. They can build their own words or copy words that are on the table.
2. Word Wall-We often use the words we make at large group to put on the word wall. Most of the words are CVC words they are interested in or words surrounding our topic of study. When we first teach the word wall, we start by adding their names and teachers' names. When students ask to spell peers' names, we refer to the word wall as much as we can. In the writing center, there is also a basket of names, sight words, CVC words, and high interest words that are for use at any time and conveniently, mobile.
3. Hangman-Most of the activities that correspond with the word wall are above my students' developmental level, but with accommodation some of them could work. I think they would love to do hangman and with scaffolding they would be successful.
4. Flashlight Fun-We will often use flashlights for word hunts or number hunts in my classroom. Most often, the words correspond with our unit of study, but I would like to do a CVC hunt to give students an additional opportunity to develop their reading skills. We sometimes, have them copy the word onto a clipboard. In partners, one student will hold the flashlight on a word, while the other student copies the word. Then, they will switch jobs.
5. Literature Web-I have done various graphic organizers for the development of comprehension skills, but one that I have not tried is a literature web. I would need to add pictures and have adults support the small groups like the text suggested, but it would be a great strategy to develop sequencing.
6. Singing Routine-I have modified this strategy for my preschoolers by having the lyrics in a pocket chart on the board. The lyrics are large for students to be able to follow along and have corresponding images on each line. When we first learn the song, I will use a pointer to bring their attention to the lyrics. After we practice it two to three times, the music manager will use the pointer to practice following text and using a return sweep. To improve this strategy, I would like to make a point to talk about words within the lyrics like the text suggests.

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1.       Word Wall – We develop our word wall as we move from story to story.  We keep previous words in circulation so that the kids will remember them and continue to use them when appropriate.

2.       Graphic Organizer – We use various types of graphic organizers depending on what we are working on.  For example if we are working with an informational text we may use a T-Chart, Venn diagram, or a concept map.  Using these have provided the students with a personal understanding because typically I’ll give them time to fill in the organizer and then we will go over it as a class to ensure that the correct information is in the organizer.

3.       KWL Chart – We use this when I know that we are about to read a story that I know that most of my students are unaware of the content.  It helps the students make personal connections so that they will understand what they are reading as questions are asked.

4.       Writing Summaries – We write summaries for every story.  This shows me where the students are in their understanding and helps me to guide their thinking to increase their understanding.

5.       Story Structure – We use this to ensure that the students are following what and who the story is about.  This strategy also helps the students to figure out the main points of the story and the sequence of the story.  Practicing this strategy also helps the students when they are writing their summaries.

6.       Close Read – This is a strategy that we practice often when reading.  Close read provides the time for the students to really focus on what they are reading and practice speed and pacing.   They begin to develop how to read so that they can understand.

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1-Word Wall- I use this strategy in my classroom and I have an ELA words wall and a math word wall.  This is a living wall meaning we add words to it as we learn them.  My kids like to use this as resources.
2-Making Words- I am thinking about adding this strategy to my ELA workshop work for my lower learners.  This would help them with identifying sounds, blends and creating a word based on all sounds of the letters.
3-Five-Step Method- This looks like a strategy I can add to my daily comprehension lessons.  We learn 5 new vocabulary words per week and this strategy might help them to identify and understand the words better.  We could do this as a worksheet or whole group with white boards.
4-Frayer Method-  I have used this strategy in the past with my third graders.  My second graders get a little confused with it which is why I have tried other methods to teach my students their weekly vocabulary words.
5-Graphic Organizers- We have used several different graphic organizers in my class since I teach comprehension to both 2nd grade classes.  It depends on the strategy I am teaching which organizer I am using.  However, I do like the one on page 315 in the text.
6-Question Answer Relationships- I use they strategy daily with my students. When I ask them a question they need to tell me how they know the answer. This strategy seems to be helpful when trying to figure out who understands the story and who needs more exposure.

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1. Word Wall- I use this strategy in my class room on a large whiteboard. I put high frequency words plus any words that the students use regularly. Using it on the white board is great because it is so easy to add new words.
2. Five Step Method- This is a strategy that I have used bits and pieces of but haven't used fully. I think this would be a great way to introduce vocabulary for science or social studies units and I would like to try this out in the near future.
3. Story Structure- This is a strategy that I definitely use but I like the graphic organizers that are presented in this chapter. This is definitely something I would like to start applying in my own classroom as soon as tomorrow! The discussion one would be interesting to try because sometimes 2nd graders don't always know what to say but they do want to participate.
4. Singing Routine- It may sound crazy, but I think I would really like to use this strategy in my classroom. It feels like we are always moving at 200mph in the classroom and we never have time for this kind of activity even though it is very valuable. It's also a strategy that will be very fun and engaging during March is Reading Month!
5. Yarning Circles- This one way interesting to me because I have never heard of it before. I like how it uses both the listening and speaking skills to work towards the comprehension of a text.
6. Vocabulary Bingo- This is a great strategy to use the introducing and reviewing words. I have used this before with sight words when I was in Developmental Kindergarten but I think a lot of students will get a lot out of it in every grade.

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Megan Jordan-Case (Rizzo) 6 Teaching Literature Strategies

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Megan Jordan-Case (Rizzo) 6 Teaching Literature Strategies

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1. I am interested in the ideas about increasing motivation during instruction. Letting kids choose their own books from some choices seems key. Discussion between those who picked the same book seems pretty fun! I would love to hear what 1st graders would talk about concerning a certain story.
2. I have used word walls when teaching kindergarten. I did use them mostly for sight words, but will definitely use them for words in stories, or new big words we learn as a class.
3. I love story mapping. Students learn to pick out story elements in a specific order and pick out some events that lead up to the solution.
4. I have used the concept of Yarn Circles, but with a talking stick during show and tell. I would like to try this when talking about books.
5. I like the idea of singing routine. Even with kids whose 1st language is English would love this. I would like to try having them tell the story from another character's point of view.
6. The literature Web seems similar to the story mapping, but visually organized differently. This style might strike a chord with some students rather than the other. I would be good to try them both.

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1. Making Words - I would like to start using this activity in my classroom. In the past I have given students the letters to make a word and I say the word out loud and the students work in pairs to arrange the letters into the order they think is right. I like the idea of students making all the words they can using the letters.

2. Word Wall - I use a slightly different version of this in my classroom. It is a mixture of sight words and unit related vocabulary. Words that are new and interesting are added to our wall and students use the word wall when writing and explaining their ideas.

3. Vocabulary Cluster - I think that I would like to start using this in my classroom during small group instruction. It would be really helpful with my ELL students to link a new vocabulary word to words that are similar that they already know.

4. Vocabulary Bingo - I have sight word bingo games in the classroom that the students will play when they have free time, but I like the idea of using the unit vocabulary with the definitions as a way to revisit and reinforce the meanings of the words.

5. Graphic Organizer - I liked the different graphic organizers in the text. I already use some graphic organizers in class to help students put their thoughts on paper, these would be more examples I could use to add some variety to the activity.

6. Yarning Circle - This is another strategy I would like to start using in small groups. I think it would be a good way to give students a chance to talk without worrying about being interrupted. I think I would start using it for just general topics so the students get use to the routine before trying it with a storybook.

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6 Strategies for Teaching Literature--Rose Starook

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6 Strategies for Teaching Literature--Rose Starook

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1. Interactions around Literature (Ch. 10, pg. 299):  some of the strategies I use on a daily basis can be found from the resource discussed in Chapter 10--Center for Research on Education, Diversity, and Excellence (CREDE).  These strategies are scaffolded according to the language proficiency levels within that particular hour.  I work with all ELL students in 6th, 7th and 8th grade.  Here are some of the strategies I use from this excellent resource:  joint productive activities (JPA), language and literacy development, contextualization, complex thinking, and instructional conversation/modeling.

2.   Five - Step Method (pg. 308):  Whenever we begin a new unit of study, I use this strategy.

However, I do not require my newcomers to create their own definitions for a new word,

but learn the definition provided within our curriculum.

3.  Frayer Model (pg. 309):  This strategy is also used frequently.  Since many of our lessons

focus on academic vocabulary and academic language development, I try to use various

strategies and methods as well as classics like this one.

4.  Vocabulary Bingo (pg. 311):  My students absolutely love this strategy to review

vocabulary before an assessment.  They are truly engaged, which is a blessing at the

middle school level.

5.  Story Grammar Instruction:  Learning about Story Structure (pg. 312):  I use a graphic

organizer that includes the parts shown in Figure 10.7 on page 313.  Modeling this

concept with and for the students enhances their comprehension and increases their oral

language development as they use these tools to retell/recall the sequence of events and

summarize the text.

6.  Graphic Organizers for Stories:  Seeing the Structure of Stories (pg. 314):  I have used a

variation of this strategy.  However, I really like the idea Reutzel and Fawson designed to

be used with predictable storybooks.  This is a strategy that I would like to add to the

current graphic organizer I use with my newcomers.  What a great way to enhance

student participation and discussion, as well as, encourage oral language development.

Two strategies that I look forward to adding to my classes are Schema Stories: Using Story

Structure Knowledge to Guide Text Comprehension and Yarning Circles.  I look forward to

incorporating Schema Stories strategy to one of my learning stations.  As I prepare my

students for the WIDA Access, I have used a variation of Yarning Circles; however, I haven’t

used a “message stick.”  I think this would be an excellent variation to an excellent strategy.

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Strategies for Teaching Literature - Sandy Schreur

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Strategies for Teaching Literature - Sandy Schreur

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1. Vocabulary Bingo

I would use this for students as we begin a new literature study. It is a good way to get students comfortable with new vocabulary words by matching them up with their meanings. I used a form of this when I taught Spanish in the elementary grades. I noticed they use this for ESL which would be definitely an interesting way to learn English.
2.  Word Wall

I used this when teaching Spanish in a variety of ways as well as an aide for teaching reading to elementary students. It helps the students to have a visual reminder on the wall as well as be able to read the words out-of-context as sight words.
3.Story Grammar Map

This looks like it would be a great tool to break a story apart so that students could see the various parts. It would not take much preparation on the part of a teacher and would also be a good discussion tool for the class.
4. Discussion Web

This is a great tool that I would like to use as to stimulate higher level thinking. It would help students understand the reasons why people make the decisions they do. It would also be interesting to see how the students might change the outcome of the story they are studying.
5. Hangman

This time-tested favorite is always a hit. It can be used for reteaching a variety of lessons as a whole class strategy or in small groups, collaboratively. This always seems to be an interest grabbing game with minimal teacher preparation.
6.Singing Routine

I love using songs to learn! The best thing about them as students remember the things they sing about FOREVER!! I can still remember the song my teacher taught us about adverbs and now, so do my students. We have also used this for learning the U.S. capitols, Spanish days of the week, and multiplication tables. It is described in Chapter 10 as a reading tool so I would definitely incorporate reading lyrics more than I have in the past.

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Strategies for Teaching Literature- Nicole Ceja

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Strategies for Teaching Literature- Nicole Ceja

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1.  Making Words-We use a variety of this in our building.  The students have letter they cut out and can physically manipulate on the path to the final word.  It makes a big difference for 1st graders to be able to physically move the letters around as they form words.

2. Word Wall-I have a word wall in my room.  In our phonics/spelling program we have “red words” we teach the students.  Red words are rule breakers, words they have to memorize because they don’t follow the rules.  There are red words we study and practice each week and they are then added to the word wall.  I do actually see students during independent writing time, venture to the word wall to find out to spell a particular word.

3. Vocabulary Bingo-I love to play review games with my class.  I had not thought of using bingo with vocabulary review.  This could be a fun Friday review of words and meaning.  I look forward to trying this strategy in my room.

4. Question-Answer Relationships (QAR)-I have come across this strategy in other classes.  I was drawn to the research that states children identify the connection between the type of questions asked and the resources needed to answer the questions.  You teach the 4 categories of right there, think and search, on my own, and author and me.  I think this would be an interesting strategy to try with some of my higher readers.

5. Yarning Circles-I had never heard of this strategy but was intrigued as I have many ELL’s and am pursuing my TESOL master’s.  Yarning circles includes listening and speaking.  It helps ELL’s discuss what is learned and relate the new learnings to their life experiences and culture as a form of comprehension.  It fosters retelling and listening skills.

6. Singing Routine-There is so much research related to singing and concept retention.  The text made a powerful statement relating not just singing, but reading the lyrics in combination with content retention.  I have been teaching my students their doubles facts.  We have a song with a verse for each fact.  The students have a copy of the lyrics and I always project the lyrics when we sing it.  I have seen cross over in math where students are referencing the song to help them immediately solve the doubles fact.  I think I need to be more purposeful in incorporating song and content in my teaching.

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1.       Word Wall – I have word-a-pillar in my classroom that is made up of the high frequency words from my students’ spelling tests each week. During the second half of the school year, their high frequency words are also their vocabulary words for the week so the word-a-pillar helps with spelling and word choice. I like the different ideas that were suggested to allow your students to continue to revisit and interact with those words.

2.       Making Words – I have done variations of this activity with themed words, but it was independent work, and in all honesty, it was just for fun and not as intentional as it could have been. After reading the chapter this week, I decided to do a making words activity with my small groups. One of our spelling words is daydream. It was the perfect “secret” word to start with, and my students absolutely loved it and were so engaged. It was especially great and enlightening to work with my ELL student on this activity. I definitely plan on make this a regular activity with my groups.

3.       Graphic Organizers for Stories – My students use at least one graphic organizer, if not more, a week with our stories. It might have to do with specific characteristics of the genre or it might have to do with sequencing, main idea/details, cause and effect, etc. Since our writing project each week also follows the genre of our story, it is great for the students to fill out the same graphic organizer for both the story we read as well as while writing their individual writing pieces.

4.       Vocabulary Cluster – I have not done vocabulary clusters before, but I would love to integrate this into my lessons with our vocabulary words each week. I also think it is great exposure to synonyms as well.

5.       QAR – I worked with my students on this when I taught 6th grade, but when I read about it this week, it reminded me that I need to intentionally go over the specific kinds of questions with my 2nd grade students. It has so many benefits including their approach to answering the question. I might need to recreate Figure 10.12 for my classroom.

6.       Story Grammar Map – We did something just like this in my classroom on Tuesday and I think there are so many benefits to it. It undoubtedly helps with the comprehension of a story, but it also transpires into their writing. The more and more they see the way stories are structured, the better they are at picking out the important events or creating their own story. We used our story grammar map to help us find the main idea and the details that supported it.

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1. Word Wall - I use this in the classroom when learning new material and put up the high frequency words that I want them to know and that they will see most often.  Most of the time my word wall words are going to be future spelling test with the definition.
2. Five-Step Method- I think this works well with high school students because they are able to do the majority of steps with higher level words.  My students are given sentences with highlighted words and they are to make an educated guess what the highlighted word is using context as a clue. Then we go over it as a class to make sure they understand the word and what clues they used to get the meaning.  I ask them to create sentences after and then synonyms for the word.
3. Vocabulary Bingo Card- I have not used this strategy, but I would like to because it sounds fun and engaging for the student.  I think that it is also good review because it  test their knowledge of the definition.
4. Graphic Organizers- I provide my students with a pre-printed graphic organizer that looks similar to the grammar one.  After reading, my students fill in the graphic organizer to write the setting, three events, and resolution.  I would like to try the story mapping graphic organizer with the pre-printed strips and the students put them in order.
5. QAR- I use this strategy a lot in my classroom because we read short passages and short stories a lot out loud as a class. As they are reading I ask questions that they can locate in the text or paraphrase. After, I have them group up into pairs and answer related comprehension questions where they have to critically think and infer from what they just read.
6. Summary Writing- I am familiar with this strategy and have been apart of it in one of my education classes for teaching social studies. However, I have not done it in my class yet, but it sounded very useful and I enjoy cooperative learning strategies because I feel that they are more engaging.

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Strategies for teaching literature- Ann Talen

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Strategies for teaching literature- Ann Talen

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1- vocab bingo- this is not something I have done, but it sounds like a fun and effective way to review new words! This is something I think I would try with some of my higher spelling groups, and with nonfiction texts.
2- graphic organizers- I use graphic organizers with all my book clubs. Whenever we are learning a new strategy, I create or find one that suits the level of my readers. We use them to keep track of story elements, give evidence for character traits, write summaries, etc. It's a useful assessment tool as well!
3- QAR- this is one that I do use, however after reading about I'm realizing how much I assume the students know how to do on their own! I'm reminded that I need to take more time to model this strategy with my guided reading groups.
4- word walls- I do not find myself using these much in my 4th grade classroom, but we use a version of it with vocab from other subjects. Relevant math, science, and social studies words are posted on a section of the whiteboard. I would love to use this more like a word wall though! It would be very beneficial to play some of the games suggested in the text to get the kids using the words more often, not just seeing them.
5- five step method- I like,the simplicity of this one. I feel like,this would be a great one to do with my guided reading groups as we come across new words in our books. It's so easy Tom just give the, the answers, but this forces us to take the time to teach the new word and allows students to actually use it in a new context.
6- story structure- as I read through the procedure for teaching story structure,  numbers 1-5 were things that sounded familiar; they are definitely strategies I use with my groups. However number 6 was interesting to me. This encouraged students to use what they learn about story structure and apply it to their own writing. It was a good reminder to me to make sure I'm using what we learn from authors as we become authors ourselves.

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1. Making Words- I do something similar to this with boggle spelling boards. The students use the letters on the sheet to make as many words as they can. They start off with 2 and 3 letter words and work their way to longer words. This is something I did last year and am hoping to use again.
3. Vocabulary Bingo- I have not played this with my class but definitely remember playing it when I was growing up. It was a great way to review words and things before big tests. This is something I would love to do with my kiddos.
4. Schema Stories- I have not used this before but it would be such a fun activity for them. I like the added layer of them having to justify why they think they have the a certain part of the story. I know it could be tricky for some of first graders to justify it but that is such great practice for arguments.
5.Word Wall- I had one last year but due to having spelling dictionaries for the students and them not using it very often I didn't put one up this year. I however, am rethinking that decision based on all the ideas that were given for the things you could use it for.
6. Yarning Circles- This is not one that I have tried but would be perfect for all of my ELL students. I have some kids who also need more practice in speaking. This will give everyone the tools they need and would be great for small group time.

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1.       Making words – I love this idea. I haven’t used it in my classroom, but I think it would be very beneficial to my students in order to increase their phonics abilities and vocabulary.

2.       Word wall – I have a word wall for sight words, but I do not use it or reference it enough. I was reminded in this chapter of how important words walls are, so I’m going to try to get back on track with my sight word wall! I also have a math bulletin board. For each unit, I typically post important math vocabulary that we will learn about. On my reading wall, I post words we are learning about such as setting, point of view, characters etc. The students and I frequently refer back to this wall, so I think it is very helpful for them to have a reference point for their learning.

3.       Five – step model – I don’t use this strategy, but I think it would be great for my second graders. I’ve been wanting to do more vocabulary instruction in my reading mini-lessons and guided reading groups, and I think this five-step method would be a great way to introduce and reinforce vocabulary that we find in the books we read.

4.       Story structure/story maps – I’ve actually been doing story maps with my students this week. So far, I’ve been modeling them, and we’ve been doing them together during read alouds. Thursday and Friday, they will do their own story maps during independent reading. I’m excited to see what they can do.

5.       QAR’s – I’ve used these when I was a title 1 reading parapro, but it has been a while. I’m glad to be reminded of QAR’s. I think teaching this to my students, especially how questions can be answered “in the book” or “in my head”, will be especially beneficial as we strive to increase our comprehension.

6.       Singing routine – I really like this idea because I enjoy singing with my students, and I find that they really remember information when we learn it to a song. I do a lot of poems with my students. We read them together, discuss phonics special sounds in the poem, etc. I think I could easily translate what we do with poems to songs.

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1. Word walls- I have a word wall currently with my Dolch sight words. I am going to change it to the alphabet and put them in order that way. I also want to add cooking words.
2. Graphic organizers- Many of my students have learning disabilities and difficulty with paying attention during stories. So graphic organizers have been a great way to help my students stay focused.
3.Word sort- I have never used these types of strategies in my classroom and I love it. I can use cooking words with sight words to word patterns. I can't wait to try it.
4. Vocab bingo- I love playing bingo in my classroom. I have done it monthly with our vocabulary to sight words. The students really respond well to these activities.
5. story frames- I have not done these yet very much in my classroom. I like how it helps students learn how stories fit together.
6. Singing routines- this helps you motivate students to stay on task and follow the routine. They also learn different words and how to put them together in a catchy way.

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1. Word Wall- I have used a word wall when I taught Social Studies.  I would put important vocabulary for the unit on it.  I would introduce the words and we would do a web including the definition, sentence and picture.  I would like to try playing hangman with students in the future.
2. Frayer Model is for Tier Two and Three words, which will help students understand new vocabulary and compare it to what they already know.  This seems to be a great strategy for science and social studies words.
3. Story Grammar Instruction helps struggling students get the story parts organized.  The teacher needs to use a well-formed story with the visual organizer to start so students can find all the parts of a story.  As they get better, you can use less well-organized stories.
4. Schema Stories help students to be able to recognize the setting, problem, key events, and solution of the story. The teacher prints a story and cuts the story parts into different pieces. The students have to put the story back in order.
5. Yarning Circles are great for students learning English.  All students sit in a circle and when a student wishes to speak they take the 'message stick' and can retell the story.  After the stick is replaced, another student may have a turn.
6. Singing Routine is a great way to motivate students. Students can learn the words by having the music help them.

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Making Words – I used a modified version of this strategy when I taught an elementary self-contained classroom. The students really enjoyed interacting with the letters and it seemed to help the readers expand their reading skills.

Word Wall – I also had one of these during my time in the elementary classroom. I followed a system I learned from Oakland Schools which introduced certain words that connected with the making word lessons.

Graphic Organizers – I used these during my time student teaching at the high school level. It was really helpful for students to see in a visual format how they can lay out a story both after reading one and when they are working on writing their own.

Singing Routine – We are constantly singing in my preschool classroom. Singing spans beyond young ages so I can totally see how this strategy would work with older children as well.

Yarning Circles – I work with ELL students although they have minimal verbal language I could see how this strategy could be used down the road when they get to elementary school.

Vocabulary Bingo- this seems like a very fun and interact way to get students to interact with specific words.

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Lisa Jackman
1. Word Walls - I keep an ongoing word wall for math, social studies, and science. As we continue through the year, we keep adding vocabulary that we encounter that are new to us. I try to refer back to these words throughout the year so that they become more familiar.
2. Vocabulary Bingo - I have not done this, but I love this strategy as a way of reviewing content vocabulary. I give a Social studies vocab quiz twice each unit.  This would be a great way to whole class review!
3. Story Map - I use a different shape story map, but the fill ins are the same. Students complete the map as we read the story to think about the characters, setting and plot of the story. I will try this shape to show students that there is more than one way to look at the structure of the story.
4.Schema stories - This would be a great exercise with some of my students who struggle to identify structure in stories.
5. Making words - I often choose a root/base - especially when we are studying Greek or Latin roots - and have students start to create words. I have all students write as many words as they can and then I do an activity where everyone stands. As people share their words, we write them on the board. We keep going until we have shared out all the words on everyone's cards.
6. Writing summaries - We do a lot of talking through a summary, but I like the idea of having to write. I like that there are "rules" or guidelines that students use to make their summary. It fits into our weekly writings - topic sentence, keep in clear and concise. This would be a great way to check student's understanding or topic sentences and details - as well as comprehension of the story in one assignment.

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1. Making Words: This is one of my favorite activities. I have used this whole group with a pocket chart and large letters and I have also used it in small groups with small letter tiles. I either give them the word to make or I have them trade out the beginning or ending letters to create new words.  They love this activity.
2. Word Wall: I have used several different activities with the word wall. One I have used daily is Clap, Chant, and Write. To switch things up we change the action that goes along with chanting the word.  I usually let the Star of the Day chose what motion we will do.  Sometimes we karate chop the words and other times we will pretend we are jumping rope.  This gets them moving and motivates them to work on their sight words daily.
3. Comprehension Map: The first few times I make the story map we do it as a class and as they get better at making their story structures I will have them do it with me or I will do one with my higher small group (in lower el).  Once they have it down pat I incorporate it in my comprehension station.
4. Yarning Circles: I am always looking for new ways to work on comprehension.  I think Yarning Circles is a great idea to do with the class.  Not only will it give students practice in retelling stories but it will also allow those that are brief in their retellings to hear details they may have over looked which will hopefully help their retelling in the future.
5. Flashlight Fun: This is another activity I would love to try.  It would be a fun quick game to do if there was a few extra minutes before dismissal or lunchtime as well.  Kids love any activity with a flashlight!
6.  Random-Order Literature Web: I think this is a great activity to do with upper elementary especially. I like the idea that they work in small groups and have to work together to decide what happens first, next, and last in the story.

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Ones I have used:
1. Word Walls: I often use these in both science and math. As we come across new vocabulary terms each day, we add to our list. I use the terms as much as possible each day in class to try and get the students used to hearing them and eventually using them.
2. Frayer Model: I have used this in science many times. We set ours up with four boxes surrounding the term in the middle. Sometimes I have each group do a different term, and then my students do a carousel to go around and learn the rest of the terms.
3.  Graphic Organizers: I use these in science and social studies when we have reading or writing assignments. This really helps my students organize their thinking and research.

Ones I would like to try:
1. Vocabulary Bingo: I have never done this before, but I think it would be a great way to get kids more involved and active in learning their vocabulary. My kids are very competitive this year, so finding fun games that involve learning is usually the way to go.
2. Question-Answer Relationships: I have never used these before, but I think they'd be extremely helpful. I think this would be especially beneficial for my lower readers because it would help them figure out how they need to use their resources (the text) to complete related questions.
3. Summary Writing: Students often use this strategy in their reading and writing class. However, I feel like I could incorporate it more into my science and social studies. This would be a great way to quickly check for understanding.

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1.       Word Walls: When I was teaching second grade I did a math word wall. Each unit of our math book had several key words. I defined them and added pictures/diagrams as well. I loved being able to refer to the wall when such words were repeated later down the road. Unfortunately, since I’ve been teaching third grade I’ve not had time to generate a new wall. I had laminated and made color prints of the words and do not have those resources on hand at my school.

2.       Word Sorts: I use Words Their Way in my school. We used closed word sorts in which student sort words based on different patterns. I think this is a great way for students to learn vocabulary and advance in their learning.

3.       Frayer Model: I’ve never used the Frayer Model in my own teaching, but I like the idea of having both essential and non-essential information and examples about the word. This seems like it would be a good challenge for students for deeper thinking.

4.       Yarning Circles: I think this would be a good idea to use in literature circles. Often my students interrupt each other while reading in small groups. Students that are more confident usually do all the talking. This would be something great to try to keep everyone involved.

5.       Singing Routine: This strategy sounds like a lot of fun! I never thought of learning a song as reading. While I think my students would get a little rowdy doing this, if it was a routine they would get used to it. I only wonder what songs would I choose?

6.       Using Story Structure Knowledge to Guide Text Comprehension: This seems like a great idea for discovering story elements. I think students would enjoy doing this as a small group activity. However, I think it would be too easy for my higher students. Maybe this could be a center activity for those that are more advanced.

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1.      Making Words-Often times, I will write a word on the easel, and the kids say the letters as I write them.  Sometimes we list other words with the same beginning/ending sounds or we write word families.  Also, we have some word games for kids to play.

2.      Word Wall- I love the idea of using a flashlight for the kids to find words on the wall.  I will probably try it with letters or names first and then some environmental print.

3.      Story Grammar-This is something I would like to work on.  We often do picture walks before reading a book and make predictions.  We talk about the characters and how they feel as well as the problem and resolution.  Using visuals along with it will be fun.

4.      QAR-I would use this strategy to look at the types of questions I am asking.  Preschoolers are very inventive in their thinking.  I want to make sure I’m not just asking basic questions.

5.      Yarning Circles-preschoolers naturally love being the center of attention.  I like the idea of re-telling stories this way or adding details to what has already been said.

6.      Singing Routine-While we sing daily in our classroom, the only visuals I have are a list of songs to pick from (the title and a symbol) and the line-up song.  I would like to incorporate some sentence strips with pictures to some of our favorite songs.

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1. Making Words – I love this learning strategy, and think it would be a great intervention to use with some of my students who need to strengthen their phonemic awareness skills. It would also work well to strengthen students’ vocabulary. I appreciate that this is hands-on activity, and students are able to manipulate “the letters to make words of two, three, four, and more letters using temporary spellings” (page 304). I have some magnetic letters in my classroom that I think would be great to use for this strategy!

2. Word Walls – I currently have a word wall set up in my classroom. To be honest though, I am not always very good at using it and don’t regularly post words to it. This is something that I would like to get better at! Typically, I use our word wall for high-frequency and sight words, but I love the idea of using it to teach new vocabulary words as well. This is a very versatile and easy to use strategy as long as I am intentional about using it!

3. Vocabulary Cluster – I love how visual this strategy is! My students love solving different things, so I think they would really enjoy this activity! It would be a great strategy for teaching synonyms as well. After completing this activity, the target word could also be added to our word wall!

4. Story Grammar Instruction: Learning about Story Structure – I love the visual representation of the major components of a story. My students use graphic organizers quite frequently with their writing, so I would love to incorporate this strategy with their reading as well. I think this strategy will engage students more in their reading, and give them a greater purpose for reading too.

5. Graphic Organizers for Stories: Seeing the Structure of Stories – it has been proven that “graphic organizers, like story maps or webs, have been used to effectively increase children’s comprehension” (page 314). I love how much this strategy engages students (with the sentence cards and pictures) and requires them to not only predict what will happen, but also check their predictions. I think my students would love this activity!

6. Summary Writing: Focus on Close Reading of Text – I can think of a few students in my class who do not stop themselves during reading to monitor or think about their comprehension and take corrective action when necessary (page 321). I think this strategy would help these readers have a greater understanding and recall of what they just read (page 321). This strategy does seem a little difficult for my students, but I think they could do well with it depending on what groups they are working in. I could also use a para-pro to assist during this activity.

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1. Word Wall - I have a word wall in my classroom this year. It is my first year doing it, and it is solely for Science. I can't believe how much my kids use this though. I can see them turning around and looking at the Word Wall during discussions and during quizzes and tests which I think is great.
2. 5 Step Model - I like this idea for some of the words in Science as well. If I can get the kids to draw pictures and visual the words I think they would remember them better.
3. Vocabulary Bingo - I would like to use this one for some of my ELL students who struggle with Science. I would especially try to tie the words to more than just Science because that is the best way to remember words if there is a lot of repetition.
4. Graphic Organizers - I use these in Writing actually. Right now my students are doing an Informational Unit where they are researching Teen Activists. I have been showing them the different graphic organizers to organize the research they like that they want to use in their Writing. I really like the use of the organizers because it helps them stay focused in their research but also is helpful in organizing their thoughts before Writing.
5. Summary Writing - I could start using this in Science. A lot of the lessons have a Reading that goes along with the lesson. Sometimes I feel like the questions they ask with the reading aren't as necessary as just the students being able to take the important parts of the reading and putting it in a quick summary.
6. Yarning Circles - might also be a strategy I would use with my ELLs in order to try to relate the harder Science vocabulary to more than just my classroom.

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6 Stretegies for Comprehension-Julie Druelle

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6 Stretegies for Comprehension-Julie Druelle

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1. Word Wall-I like the idea of a word wall because it is very versatile and can be used in a variety of ways.  Students can sort words, words can be easily moved or grouped.  The words are always visible to students giving them constant exposure to vocabulary.
2.  Vocablulary Bingo- I like this strategy because it would be a fun game for kids keeping their attention and motivation.
3.  Vocabulary Cluster- I like this strategy because it is a visual breakdown of vocabulary words.  It would be very beneficial for visual learners.  This also could be made into a game of solving the riddle of the missing word.
4. Story Grammar Map- I like this because it is a pictoral representation of the story elements in a story.  Again this would be a great strategy for visual learners.  This strategy also breaks down or groups the story elements in a story.
5.  Yarning Circles- I like this strategy because students get to move around.  I think movement is good in teaching.  Also it is I like the idea of students critiquing each other by adding to or filling in missing story details.  This is a great strategy for ELL students as well as preschool students.
6. Singing Routine- I like this strategy because it is great for young, preschool students. They seem to respond to singing and helps them to remember the story or vocabulary. Singing can help with a lot of different reading skills.

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6 Strategies for Comprehension in Early Childhood - Ashleigh Dean

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6 Strategies for Comprehension in Early Childhood - Ashleigh Dean

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1.) Increasing Motivation during Instruction: I read to my students everyday. At times we will act out the story with our bodies. The students see my excitement for books and want to pick up a book themselves.
2.) Word Walls: I use a word wall in my classroom during the second half of the year. Students are eager to learn to write each other's names and want to write simple sentences to their friends, teacher, and family members. Posting the words on the wall increases awareness of the words and familiarity.
3.) Making Words: Some of my higher level students are ready to begin learning some word family words. To challenge these students I cut up 2 -3 letters and help them make words by applying what they know about letter sounds.
4.) Vocabulary Bingo: I use this strategy with  words and pictures. Playing games has helped my students with comprehension.
5.) Question - Answer Relationships: I use this strategy mostly during bible time. I have several versions and devotional books to answers questions students have about God. Usually the questions are student-lead but there are times where I lead them in questioning and then we read several books to find meaning.

I would like to try:
1.) Story Grammar Map: I would like to try this strategy with my preschoolers using pictures. It could be fun to have them try to organize the parts of the story on their own using pictures as well to recognize the beginning, middle, and end of a story.

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6 Strategies for Comprehension - Carolyn Evans

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6 Strategies for Comprehension - Carolyn Evans

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1.  Story Grammar Instruction: Learning about Story Structure - I would like to begin using this within my resource room to continue deepening students’ ability to retell a story and focus on the main idea, important events, and the details. I often find that students with poor comprehension skills begin retelling a story with the information that they read last, usually the conclusion of the story. Using a strict and consistent format students can build their abilities in the area of retelling.

2.  Cloze Reading - We often use cloze reading, filling in the blanks while summarizing a story, to increase comprehension in my classroom. Using the smartboard students are able to write in the word choice or use a word bank and drag their choice to the correct place. This assist with understanding of vocabulary words and using context clues to draw conclusions and inferences.
3.  Discussion Web Graphic Organizer - This graphic organizer format would be great to assist helping my students start to link their background experiences and evolve their higher order thinking skills.

4.  Story Frames - I use these after reading short stories with my students to help students visually represent how a story fits together. Using their background knowledge and experiences students can provide basic information such as the problem and solution.
5.  Question-Answer Relationships (QAR): Answering Questions about Text - This would allow my students to compare and contrast and make connections. Four types of predetermined questions students can aid in improving student understanding of a story where answers can be found in the book or within a student’s head. These four categories include: Right There, Think and Search, On My Own, and Author and Me.

6.  Random-Order, Predictions, and Completed Literature Web - I really like how you are guiding your students the entire time in assisting them in deeper meaningful discussions of a story. First you copy sentences on sentence strips and place them in a random order. Second, have students make predictions in the order they may think makes sense. Third you read the story. Finally, they make adjustments to their predictions webs to create a completed literature web.

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