G3-5 Shift 2 -Rethinking the role of strategy instruction in learning to comprehend by

boh34 — 2026-02-23 06:45:11 UTC

Doing a KWL chart allows students to connect their background knowledge.

Grade 4

2026-02-23 06:46:10 UTC

Say what you see- discuss
Zooming in on specific details
Make connections with previous text
Text to self

mmullen41 — 2026-02-23 06:46:35 UTC

Before reading asking students to look and the cover, read the title, and take a picture walk. Ask questions like: what does this remind you of? How can you connect to this? Giving students sentence starters to help them with sharing prior knowledge.

mmullen41 — 2026-02-23 06:47:10 UTC

Re-reading strategy and asking questions.

mmullen41 — 2026-02-23 06:48:00 UTC

In Grade 3 we have an anchor chart with strategies and sentence starters to support student with generating questions.

Grade 4

2026-02-23 06:48:05 UTC

Looking and identifying text features
Word inquiry - looking for common themes and structures within word families

boh34 — 2026-02-23 06:48:06 UTC

Turn and talks.

What are your wonderings?

cjohnston118 — 2026-02-23 06:48:52 UTC

- read aloud, think aloud.

- guided questions

mmullen41 — 2026-02-23 06:49:44 UTC

How can you best support students with making inferences?

boh34 — 2026-02-23 06:49:45 UTC

Using context clues and hints from the text for students to understand the author's meaning.

Grade 4

2026-02-23 06:49:54 UTC

Reciprocal reading - student takes roles to check and monitor comprehension

boh34 — 2026-02-23 06:50:39 UTC

Being able to decipher figurative language. Pointing this out and discussing meanings.

Grade 4

2026-02-23 06:51:30 UTC

Shallow and deep questions throughout subject.

Modeled with predetermined questions- followed by student led questions to follow to patterns

boh34 — 2026-02-23 06:52:19 UTC

Bolding, underlining, or identifying key concepts or words to support summarizing the main ideas of a text.

cjohnston118 — 2026-02-23 06:52:46 UTC

It is so easy for students, especially MLLs, to think that they understand or they have an idea that may be a misinterpretation.

This highlights the need for teachers to ask ICQs and CCQs to ensure they clearly understand. if not, we risk students becoming frustrated or having affective filters raised. In other words, checking in on students by more than saying "is this clear?" "Any questions?" "Do we understand?" Again, a student may have a misinterpretation or misunderstanding which may cause them to not recognize they need help/further explanation.

boh34 — 2026-02-23 06:53:34 UTC

Intentionally asking questions about the structure.

Breaking down the text.

waldmann_nathalie — 2026-02-23 06:53:53 UTC

Reciprocal teaching in action - which class can I visit?

What would be the best approach to teach the strategic 6 thinking moves?

waldmann_nathalie — 2026-02-23 06:55:04 UTC

Grade 4

2026-02-23 06:55:12 UTC

Speaking about inference out loud when spotting and identifying inferred meaning in text.

use explicit and worth while text to encourage confidence and awareness of inferred meaning- can be scaffolded as confidence increases

can be challenging with MLL

Grade 4

2026-02-23 06:57:21 UTC

reciprocal reading always include the summariser.

Visible thinking routines that highlight the thought processes and development of student understanding

Grade 5

bthomas193 — 2026-02-23 06:57:40 UTC

Phoneme-grapheme mapping (PGM)

The more words a student has mapped, the more "fluently" they can navigate complex texts, and the more "knowledge" they can ultimately acquire from deep reading.

cjohnston118 — 2026-02-23 06:57:54 UTC

Shared experiences***

PWIM

Language Experience Approach

cjohnston118 — 2026-02-23 07:01:03 UTC

Scanning / Skimming