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Incorporating movement and/or sensory enrichment to help students focus on a story to better understand settings, major events, and character identification.

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Guiding students to recognize what they Know, what they Want to find out, and what they Learn.

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Students will have the opportunity to complete this verbally, via written expression, or through drawing. Students will be asked to listen to a story, then retell what they understood.

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Young learners are always working on their reading comprehension skills. Use this worksheet as a way for students to practice retelling a familiar story using their own words and images.

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I Can Retell a Story! | Worksheet | Education.com

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Young learners are always working on their reading comprehension skills. Use this worksheet as a way for students to practice retelling a familiar story using their own words and images. Grade Subject View aligned standards

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Reading Comprehension Worksheet - Sequencing

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Reading Comprehension Worksheet - Sequencing

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Comprehension skill building worksheets

These comprehension worksheets focus on building specific comprehension skills. Our first two sets of worksheets focus on sequencing. More to follow! these worksheets compliment our kindergarten short stories worksheets.
Sample Kindergarten Reading Exercises Worksheet

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Comprehension exercises for preschool and kindergarten. These comprehension worksheets focus on building specific comprehension skills. Our first two sets of worksheets focus on sequencing. More to follow! These worksheets compliment our kindergarten short stories worksheets. Worksheets | Free | Printable

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Students will have the opportunity to complete this verbally, via written expression, or through drawing.

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Use this graphic organizer to have students write words or draw pictures to complete the story map.

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Reading Comprehension Strategies for English Language Learners

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Note: This article originally appeared in ASCD Express: Vol. 5, Issue 11, “Reading to Learn.” Comprehension is the reason for reading, but it can be the most difficult skill to master — especially for English language learners (ELLs). ELLs often have problems learning science, math, or social studies concepts, for example, because they cannot comprehend the textbooks for these subjects.ELLs at all levels of English proficiency and literacy development will benefit from improved comprehension skills, which allow them to:read more accuratelyfollow a text or story more closelyidentify important events and concepts in a textmaster new concepts in their content-area classescomplete assignments and assessmentsfeel motivated to read in school and for pleasureThere are a number of ways to build ELLs’ comprehension skills. Often standard strategies that are used in mainstream classrooms are a good starting point — they just need to be tweaked with ELLs’ language and academic needs in mind! This article focuses on strategies that are part of three main approaches: building background knowledge, teaching vocabulary explicitly, and checking comprehension frequently.I. Build background knowledgeDraw on students’ existing knowledgeStudents may already possess content knowledge that they cannot yet demonstrate in English. Look for opportunities to make associations between students’ experiences and new content. Allow students to use their native language with peers for a quick brainstorm about what they know about a topic before presenting their ideas to the whole class.Related Videos Video bonus: See classroom videos and interviews about reading comprehension in our related resource section and classroom video library!Build students’ background knowledgeStudents with limited or interrupted schooling may not have that same level of knowledge as their peers, especially when it comes to historical or cultural topics. When starting a new lesson, look for references that may need to be explicitly explained.Take students on a “tour of the text”At the beginning of the year and each time you hand out a new textbook, take students on a “virtual tour.” Show them different elements of the text, such as the table of contents and the glossary, and discuss how these sections can be helpful. Explain how the text is organized, pointing out bold print, chapter headings, and chapter summaries. Once students learn how to recognize these elements, they will be able to preview the text independently. Remember that students need to know how to use a tool in order for it to be useful. Learn more about this strategy in Teaching ELLs to Navigate Textbooks Effectively.Use a “picture-walk”This strategy can be used for fiction or non-fiction books. “Walk through” the book with the students, pointing out pictures, illustrations, and other graphic elements. Ask them what they notice about the pictures and how they think those details may be related to the story or content.Use outlines to scaffold comprehensionProvide a brief, simple outline of a reading assignment or an oral discussion in advance of a new lesson. This will help ELLs pick out the important information as they listen or read.II. Teach vocabulary explicitlyFocus on key vocabularyChoose vocabulary that your students need to know in order to support their reading development and content-area learning. Provide student-friendly definitions for key vocabulary.Include signal and directional wordsRemember that students may also need explicit instruction in signal or directional words (“because” and “explain”), in addition to key content vocabulary (“photosynthesis” and “revolution”).Use a “picture-walk” for vocabularyOnce students know a new word’s definition, ask them connect those new words to the pictures they see in the text.Teach students to actively engage with vocabularyTeach students to underline, highlight, make notes, and list unknown vocabulary words as they read.Give student practice with new wordsEnsure that your students can:Define a wordRecognize when to use that wordUnderstand multiple meanings (such as the word “party”)Decode and spell that wordIncorporate new words into discussions and activitiesFor students to really know a word, they must use it — or they will lose it. Use new words in class discussions or outside of class in other contexts if appropriate, such as on field trips. Give the students as many opportunities to use and master the new vocabulary as possible.III. Check comprehension frequentlyUse informal comprehension checksTo test students’ ability to sequence material, for example, print sentences from a section of the text on paper strips, mix the strips, and have students put them in order.Test comprehension with student-friendly questionsAfter reading, test students’ comprehension with carefully crafted questions, using simple sentences and key vocabulary from the text. These questions can be at the:Literal level (Why do the leaves turn red and yellow in the fall?)Interpretive level (Why do you think it needs water?)Applied level (How much water are you going to give it? Why?)No matter what the proficiency level of the student, ask questions that require higher-level thinkingTo probe for true comprehension, ask questions that require students to analyze, interpret, or explain what they have read, such as:What ideas can you add to…?Do you agree? Why or why not?What might happen if…?How do you think she felt…?Use graphic organizersGraphic organizers allow ELLs to organize information and ideas efficiently without using a lot of language. Different types include Venn diagrams, K-W-L charts, story maps, cause-and-effect charts, and timelines.Provide students lots of different ways to “show what they know”Drawings, graphs, oral interviews, posters, and portfolios are just a few ways that students can demonstrate understanding as they are beginning to develop their reading and writing skills in English.SummarizeAsk students to use the following strategies to summarize what they have read (orally or in writing):Retell what you read, but keep it short.Include only important information.Leave out less important details.Use key words from the text.It may be challenging to get ELLs’ comprehension skills where you want them to be, but the extra effort it takes will be well worth it as you put them on the path to becoming successful readers.

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Building Connections with ELLs to Support Reading Comprehension

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Building Connections with ELLs to Support Reading Comprehension

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What are some other ways you can tap into background knowledge if it's very different from your own? You can start by choosing a single topic to research that you think might be relevant to your students. These might include learning about:

your students' native countries, cultures, or educational systems

historical figures, musical and artistic traditions, geography, or biodiversity from your students' countries so that you can connect your lessons to something that the students already know.

Family liaisons are an excellent source of information here and can also guide you to choose examples that are likely to be appropriate and meaningful to students.

Helping students make connections

You can also find ways for your students to contribute their own cultural experience, funds of knowledge, talents, and interests in the classroom. You can do this by asking students to:

show how a topic connects to their lives

give an example of a particular idea as they would experience it in their native country

bring music or art from their culture and describe its significance and meaning to their classmates.

Another activity is to ask students to interview their family members in order to learn more about their memories and experience. ELLs may find interviews valuable because even if they speak their native language at home and are surrounded by their culture, they may not have had an opportunity to learn about their family members' life experiences and values.

Note: These strategies will work in mainstream classes as well as students may engage more deeply with content when they can relate it to historical and cultural information shared by family members.

Proceeding with care and sensitivity

If you plan to ask students to contribute their experiences to the class, it is important to keep a few things in mind. First, Dr. Cynthia Lundgren and Giselle Lundy-Ponce remind teachers to consult with multiple sources and not to expect students to be the sole 'ambassador' for a culture. They write, "Do not put a particular student on the spot without asking them beforehand if they are comfortable sharing information with the whole class. Each student is an individual and their experiences may or may not be similar to that of the group they represent."

It is tempting to view your students as the experts, and it is certainly important to draw on what they have to offer to the class, but it is also important to discuss whether they feel comfortable doing so beforehand, and to avoid putting them on the spot - particularly about cultural, political, or religious subjects that might be particularly sensitive.

This is also important because students may not feel comfortable sharing their culture or prior experiences for a wide range of reasons, including trauma or stigma. For example, some Indigenous students from Latin America "hide" their culture and identity because of the persecution (sometimes violent) that they have faced in their home countries. Be patient with your students, and look for ways to increase their confidence in the classroom as you get to know each other. They may share information with you privately that they do not wish to share with the class. Honor their confidence and look for other ways for them to contribute.

Related resources

Video: Getting to know your students

Teacher Omar Salem talks about the importance of getting to know your ELLs, their interests, and their concerns.

Go beyond the textbook

Look for resources that go beyond the textbook that will engage students and involve them in the learning process so that they find elements they can connect to and learn from. These may include:

Artwork

There are many ways to bring educational content to life through art, and to use art as a starting point for discussing different cultural traditions. For example, in a history class, you may offer students a couple of different artistic representations of historical events from different perspectives, and ask whether a particular perspective resonates with their experiences.

Or you might want to compare artwork depicting similar kinds of events as they occurred in different countries, such as revolutions, battles, the signing of a famous document, inaugurations, elections, protests, and major milestones. Perhaps students can share depictions of those kinds of events in their country as a way to open up the discussion and connect their experience to the content as well. Students can examine artistic style, theme, the artist's intent, and the materials used while comparing artistic works from different cultures as a way of applying what they learning about the content.

Finally, be sure to invite students to share artwork and traditions from their own cultures and look for ways to connect what they share with the curriculum.

Using artwork that depicts day-to-day events and celebrations can also be a provocative starting point for a discussion about the similarities and differences between other cultures, and a way of affirming the students' daily lives, traditions, and lifestyles in the classroom. You may find that these connections are even more powerful than you expected, as seen in the student story below.

Video: Why an indigenous student hid his identity

ESOL resource teacher Manuel Portillo Gomez shares the story of an Indigenous student who kept his cultural identity hidden for much of the year until Manuel planned a lesson plan about Guatemalan basket weaving.

Music & dance

Students are a great resource for sharing music, and older students especially like to share music, discuss the meaning, and connect it to content. If the song is in a language some students do not understand, ask the student to translate it and discuss the meaning. Songs from other countries often describe political events or re-tell folk stories in poetic form.

When it comes to dance, students may enjoy sharing videos of traditional dances from their own cultures and talking about when certain dances are performed. You never know - you may just have a performer in your midst who would like to share some talent with the class, as teacher Omar Salem discovered below!

Video: My students' many talents

Teacher Omar Salem describes a student who sings, dances, manages her own YouTube channel, and edits all of the video.

Culture kits

I got this idea from the Dakota County library system in Minnesota. They have a learning resource called "Bifolkal Kits" that patrons can check out. The kits have themes such as the "The Fifties," "Work Life," or "African American Lives." Each kit contains items relevant to the topic, reading materials, and questions that can be asked of a person who has experience in that area. It would be a wonderful addition to a curriculum if students created their own Culture Kits with special items that would bring culture alive as a way of sharing their cultures and discussing what can be learned from different multicultural traditions.

Special traditions, celebrations, and recipes

Invite students to share special traditions, holidays, and foods from their cultures throughout the year and across the curriculum. For example, students could describe a favorite recipe in writing or in a presentation (with plenty of practice beforehand). Ask students early on in the year what holidays they celebrate and what those celebrations look like, and invite families to share their own experiences with the class.

Video: Thirty kinds of "mole"

Juan Felipe recalls a conversation with a student who comes from the town of Hidalgo, which is famous for having many different kinds of mole, a Mexican sauce.

Realia

Using concrete objects, often called "realia," is a great way to build background knowledge and tap into students' existing background knowledge. Some objects may be very familiar, while others may be to new students. Other objects may have particular significance for students. Students can share what they know about particular objects through drawing, writing, or native language discussion groups before sharing a summary with the class.

Video: Using "realia" to build background knowledge

Albuquerque teacher Ali Nava describes the "realia" activity she used to introduce Burro's Tortillas and some of the items she brought into the classroom for the lesson.

Note: You can also see materials related to this lesson plan in our classroom module created in collaboration with Dr. Diane August.

Use things that are familiar

In addition to making important cultural connections, look for ways to tie learning to everyday objects that students are likely to have seen and used (without making assumptions, as discussed below). For example, ESOL specialist Katy Padilla prepared her ELLs for a lesson about vascular plants by pre-teaching the concept with straws - an even more relevant example since they were previewing the content in their special Secret Science Lunch Club!

Video: Making the connection between vascular plants and straws

Katy describes the challenge of the week, which is designed to increase ELLs' use of the target vocabulary.

Look for "mirror books" for your students

Using books, stories, and poems where students can see themselves, also called " mirror books," is a powerful way to tap into their experiences. Culturally relevant books are a great place to start. However, finding books about broader experiences, family traditions, or familiar situations that students recognize and relate to can be powerful as well.

Middle school teacher Anna Centi, who teaches newcomers in Dearborn, Michigan, also notes that her students dig in more deeply when they feel that connection and that she has been able to push them with more rigorous texts. You can see Miss Centi's students, most of whom come from Yemen, reading A Long Walk to Water by Linda Sue Park in an excerpt from our award-winning film, You Are Welcome Here below.

Note: It is critical for teachers to be sensitive to what students have been through and not to ask a lot of direct questions about personal stories, especially in front of others; training in trauma-informed instruction is essential in order to lead conversations about students' experiences safely. Yet figuring out how to do this with care is worthwhile as it gives students a chance to connect more deeply with content and share their own stories if they wish. You may wish to request that training be offered to staff since it can benefit all adults in the school community.

Use literature, stories, and folktales from across cultures

By reading texts from different cultures, you can encourage students to connect what they are reading to their own experiences. While this seems like a simple and logical place to start, it will take some research to find just the right additions for an educational unit, as well as to find literature that is authentic and culturally relevant. If you are working with bilingual colleagues or cultural liaisons, ask them if they have recommendations or can help you make the best selections for your students.

Libraries across the nation have increased the amount of multicultural literature available from a wide variety of countries and cultures. Some of the material is written in other languages, and some of it is translated into English. There are also many publishers who have focused on increasing multicultural literature in the classroom, and Language Arts series often will have a multicultural connection with suggestions of books to read with the class. To read about one high school teacher's use of multicultural literature in the classroom, read Time is Not on Our Side: Literacy and Literature for High School Language Learners, on our sister site, AdLit.org.

In addition, you can also look for connections across stories. For example, many cultures have a story version of "Cinderella", as seen in the video below.

Video: Introducing different versions of Cinderella

In this classroom video, Albuquerque teacher Clara Gonzales-Espinoza introduces a character study of Cinderella by sharing a number of diverse versions of the Cinderella story, chosen to reflect the cultures of her students.

Note: You can also see materials related to this lesson plan in our classroom module created in collaboration with Dr. Diane August.

Use storytelling in the classroom

Many cultures have a rich tradition of storytelling that often gets lost in the U.S. with the focus on developing literacy skills. Many of the common stories in cultures have been translated and written in story form, but children also enjoy telling and acting out stories. There are many resources to help build storytelling skills, and some students may also have a relative who is a great storyteller and would be willing to visit the class and tell a story. The class can have great discussions about what made the story interesting, what the story was trying to tell them, and if they know other stories that are similar.

Asking students to share folk tales

In addition, you can ask students to share popular folk tales or legends from their own culture or bring them to life through writing, artwork, or a digital storytelling activity. You may find that many cultures have similar stories based on a certain theme, or that students have heard different versions of the same story. This is also an excellent way to engage families - who also will have strong opinions about the "right" way to tell a certain story!

Video: "How many of you have heard that story?" Teaching folklore through students' cultural experiences

Juan Felipe describes a project he oversaw for a Chicano folklore class in which students interviewed their families and compiled stories, jokes, and legends they had grown up hearing.

Video: My favorite section in the library

Storyteller Lucía González describes how family stories led to an important discovery in the library.

Avoid assumptions

Just as it's important not to put students on the spot, it's important not to make assumptions about the experiences they may (or may not) have had. For example, Dr. Ayanna Cooper shares a story in the video below about U.S. history teachers who mistakenly thought their Haitian students were African American students who had a deep knowledge base about U.S. history. As mentioned above, the better you know your students, the better you can plan lessons that will give all students access to grade-level content.

Finding resources for culturally responsive instruction

Teachers spend a lot of their own money to add to the school curriculum in order to meet the needs of their students. Adding culturally relevant curriculum and materials shouldn't be an additional financial burden on the teacher. Many schools are willing to fund the purchase of culturally relevant items if the teacher has researched the purchase and can explain how it will enhance student learning. If the school does not have resources, there may be funding at the district level or diversity grant funding available to teachers. You can find additional researched-based information in our resource collection about culturally responsive instruction.

Closing thoughts

Accessing students' background knowledge is a powerful way to make your instruction more culturally responsive and meaningful for all students. In the end, the efforts that teachers make to add a rich, cultural dimension to the curriculum will enhance student learning and comprehension, and create excitement in the classroom. The most wonderful thing about adding diverse cultural perspectives to the lesson is that it is a way of letting your students know - particularly ELL students - that their diverse experiences and backgrounds are valued in your classroom. Students may also be motivated to explore content and deepen their understanding of material.

As students share insights with you and with each other, they will develop appreciation for other cultural perspectives and they may find that there are more similarities than differences among them - and that might prove to be the greatest lesson of all.

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How to Connect ELLs' Background Knowledge to Content

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What are some other ways you can tap into background knowledge if it's very different from your own? You can start by choosing a single topic to research that you think might be relevant to your students.

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Supporting ELL Students with Reading Comprehension 

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Supporting ELL Students with Reading Comprehension 

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Supporting ELLs in the Mainstream Classroom: Reading Instruction

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You can and should use what you already know to be effective, research-based reading instruction to English language learners (ELLs). However, ELLs will need additional support in learning how to read, and the strategies here will help you to provide assistance in your everyday teaching, particularl…

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To be used with a graphic organizer or an anticipation guide

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Listen-Read-Discuss (LRD) | Classroom Strategies | AdLit.org

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AdLit.org offers resources (articles, research, teaching strategies, book recommendations) for parents and educators of struggling adolescent readers and writers.

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Story Mapping, Journal Entries, and "Read and Do" to Support Students with Learning Disabilities

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Story Mapping, Journal Entries, and "Read and Do" to Support Students with Learning Disabilities

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3 Ways to Target Reading Comprehension In Special Education · Mrs. P’s Specialties

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Comprehension of language in general can be very challenging for students in special education. Most of my students have been diagnosed with autism or another language based disability. As a result, understanding what others say to them, vocabulary and text comprehension is difficult. Here are 3 activities we do to help students understand language better. […]

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Students can use puppets to "act" or retell parts of the story as a teacher reads it to develop a deeper understanding of key elements of a story such as characters, setting, and major events.

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A graphic organizer or story map can be utilized to help students understand beginning, middle, and end.

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Students can be asked to draw pictures of setting, characters, or events to further understand detail.

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Attention Deficits and Reading Comprehension

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Attention Deficits and Reading Comprehension

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Children with ADHD and learning disabilities often struggle to become confident readers with strong comprehension skills. Here's how easy-to-follow tips - like forming a book group or encouraging note-taking - can help your little reader.

Mother helping daughter with ADHD read in living room

In first and second grade, most children learn to read. Beginning in third grade, they're expected to read to learn. They may be assigned to find facts on the Internet for a project on aquatic mammals, for instance, or asked to identify plot points in a work of fiction. The ability to extract meaning from written sources - to learn independently - becomes increasingly important with each new grade.

Reading comprehension depends on the ability to quickly sound out and recognize words, which can be hard for students with attention deficit hyperactivity disorder ( ADHD) or learning disabilities like dyslexia.

Even after the mechanics of reading have been mastered, many children with ADHD have trouble understanding the text, making connections within the story, and relating what they're reading to what they already know.

Fortunately, reading comprehension skills and strategies can be learned. Children who are taught multiple strategies, and guided in their use, eventually choose some to use on their own. Here's how to increase reading comprehension in students with ADHD.

1. Read to your child.

Even if your child can read on his own, there is value in reading aloud to him. A child's listening skills are usually stronger than his reading skills, so your child can comprehend more if he reads along silently as you read the book out loud.
[Take This Test: Could Your Child Have a Learning Disability?]
Begin with short passages, and extend the time if your child maintains focus. Books on tape, with accompanying texts, provide another way to pair reading and listening.

2. Engage the imagination.

While your child reads or listens, encourage her to visualize the events in the story, creating a picture or movie in her mind. After a few pages, ask her to describe it.

3. Show how books are organized.

Textbooks are often structured in a way that highlights and summarizes important material. Show your child how paying attention to captions, charts, section headings, and sample study questions can organize his thinking and provide valuable facts.

When your child reads fiction, train him to look for the five W's: Who are the main characters, where and when does the story take place, what conflicts do the characters face, and why do they act as they do.
[Get This Free Download: Teacher-Approved Apps & Tools for School]
Although newspaper and magazine articles don't always contain a narrative, information about the five W's typically appears in the first paragraph or two.

4. Ask for predictions.

When reading a book with your child, stop occasionally to ask what she thinks might happen next. This requires her to integrate what she has learned so far about the characters and storyline - and about the way stories are typically organized - to anticipate the rest of the plot.

If she's reading a Harry Potter novel, for example, asks what she thinks will happen the next time Harry and Draco Malfoy face each other in a Quidditch match. Or get her opinion on what she thinks author J.K. Rowling will write about in her next book.

It doesn't matter if her hunches are correct: Asking for predictions encourages her to pay very close attention to what she reads. What's more, it helps you gauge just how much she's comprehending.

5. Show interest in what your child is reading.

Ask her to tell you about the book or chapter she just finished. What was the main idea? Who was her favorite character? Why did she like or dislike the book? Did it remind her of other stories she's read or of experiences she has had?

If it was a textbook chapter, what did she learn, and how does it apply to what she's learning in school? Having to verbalize what she has read requires her to make sense of it.

If your child is unable to provide a coherent summary, read the book yourself. Engage her in a discussion of your favorite parts and characters, and talk about how you connected parts of the story so that it all came together.

6. Encourage note-taking.

Have your child keep a notepad or index cards nearby to jot down important information as he reads. Note-taking pushes a reader to make sense of the material, and the cards become terrific tools when studying for a test later on.

If a book belongs to your child, permit her to mark relevant details with a pencil or highlighter. Do this together the first few times - it's an opportunity to demonstrate how to pick out important facts.

Does your child learn best visually? Help him create a chart with boxes for the story's setting, characters' names, and major themes and events. Or show her how to make a mind map - a diagram that uses key words, colors, and symbols to represent ideas and information.

7. Increase word power.

The stronger your child's vocabulary, the better his comprehension - and the less frequently he'll put down a book to ask about a word.

If you know that a passage contains unfamiliar words, define them - or have him look them up in a dictionary - before he begins to read.

8. Translate figures of speech.

A child with a language-based learning disorder can be overly literal: Reading that a character "took the bull by the horns" or "looked like he'd seen a ghost" can stop him cold.

Help your child understand that a phrase that seems out of context may be a figure of speech. Together, compile a list of expressions and what they mean.

9. Teach your child to read between the lines.

Point out sentences in which information is implied, and ask her to fill in what's missing. She should understand that the statement, "George was excited about winning top prize at his school's science fair for the second time," means that George has won the science award once before.

10. Build on background knowledge.

It's easier to understand subject matter that you know something about. Help your child select reading materials that reflect his interests, and encourage him to bring his own experiences to his understanding of a book.

11. Form a book group.

If your child has friends who enjoy similar books, get them together to discuss what they've read or to collaborate on a project, such as a mural or a skit about the story.

Once you've introduced your child to this array of reading comprehension strategies, have him write each of his favorites on a separate bookmark. He can use these in schoolbooks - choosing the strategy best-suited to each text - and have a handy reminder to hold his place.
[Read This Next: 8 Perfect Books for Reluctant Readers (Even Yours!)]
Updated on March 17, 2020

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11 Every-Night Ways to Build Stronger Reading Skills

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Children with ADHD and learning disabilities often struggle to become confident readers with strong comprehension skills. Here's how easy-to-follow tips - like forming a book group or encouraging note-taking - can help your little reader. In first and second grade, most children learn to read. Beginning in third grade, they're expected to read to learn.