THINKING/COMPREHENSION STRATEGIES (Harvey & Goudvis)
Thinking/Comprehension Strategies: These are the strategies we utilize to gain meaning and understand new learning.
COMPREHENSION STRATEGY
ACTIVATING PRIOR KNOWLEDGE/
MAKING CONNECTIONS
A bridge from the new to the known
QUESTIONING
The Strategy that Propels Readers
Forward
MAKING INFERENCES
reading between the lines.
VISUALIZING
DETERMINING IMPORTANCE:
Distilling the Essence of Text
Main Idea/Details
Compare/Contrast
Cause/Effect
Sequence
SUMMARIZING/SYNTHESIZING
As readers move through text, thinking
evolves. They add new information to
what they already know and construct
meaning as they go.
DEFINITION
What we already know about a topic.
Background knowledge the foundation of
our thinking. Connecting what readers
know to new information is the core of
learning and understanding. Types of
connections: text to text; text to self; text
to world.
Proficient readers ask questions
before/during/after reading. Questions
open the doors to understanding.
Questions propel the learning.
Readers infer when they take what they
already know, their background
knowledge, and berge it with clues in the
text to draw a conclusion, arrive at a big
idea, predicat an outcome, etc.
When readers visualize, they are
constructing meaning by creating mental
images.
What we determine to be important in
text depends on our purpose for reading
it. Essential questions.
Summarizing is about retelling the
information and paraphrasing it to extract
essential ideas. Synthesizing happens
when we merge the information with our
thinking to shape it into our own thoughts
or create new insights.
Examples: Engagement
Activity & when used
Used before reading except *
Semantic Web-before
Connections Chartbefore/during*
Coding Text for Connections
(T-T, T-W)
Before/during
Anticipation Guide-before &
after reading
Questioning the Text
I wonder statements…(During
& After)
K-W-L (before & during)
Thick & Think questionsBefore/During/After
Question Web(before/during/after)
Before/During/After
Interpreting VisualsBefore/During
Used During
Read-Think-Draw
Guided Imagery Before/After
Open-Mind Portrait –
During/After
Sketch to Stretch- During/After
See Folders
Mini-lessons per text
organization
Graphic Organizers per text
organization
Use After Reading except *
3-2-1
Describe-summarize-define
6 word summary
*Summary Cubes B/D/A
Summarization Pyramids
Story Pyramids
Video Viewing Pyramid
Summary Pairs
The Important Thing
Herring Bone
Summary with Illustrations
Bio Pyramid
TEACHING STUDENTS HOW TO :
• monitor their understanding
and keep track of meaning
•
listen to the voice in their head
to make sense of text
•
They notice when they stray
from thinking about text, notice
when meaning breaks down
•
understand how a variety of
strategies can help them repair
meaning when it breaks down
• know when, why, and how to
apply specific strategies to
maintain further understanding
MONITORING
When readers monitor, they become
aware of their thinking as they read.
(SEE DEFINITION FOR WHAT THIS
MEANS- THIS IS DIFFERENT THAN
TEACHER MONITOR for
PROGRESS)
Used During
Read/Think/Draw
Margin notes
Coding text
Say Something
Process For Planning:
1.
2Think about what
learning/comprehension
strategy students will need in
order to gain meaning from the
content-to get the specific
learning.
Think about the
specific learning of
the lesson. What
about the content
do you want them
to learn?
3.
4. WALT: We are
Learning to…
Teacher will write the
learning intention for the
day on the board
5. Use the I Do, We Do,
You Do Process: Once
the above planning has
been decided the teacher
MUST model learning
intention and expectation
by doing a mini-lesson
.
Teacher would then
refer to chart and
related folder to locate
mini-lesson to model
strategy and
engagement activity
for lesson
6. I Do: (teacher modeling using a think
aloud to expose process- model using minilesson/engagement activity to show
thinking)
We Do: have student attempt
together, with teacher
guidance,share thinking through
random reporting, T/P/S, or white
boards
You Do: have students attempt a question
individually to assess if ready to continue on
in the learning independently. Then have
students apply the same process modeled by
teacher to a new situation. (specific learning
previously stated)
7. Assess the learning: How do you know that they know?