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Comprehension is the main purpose of reading.
Reading is the process of constructing meaning from print.
Comprehension is a constructive, interactive process involving:
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The reader
The text
The context in which the text is read
 Don’t forget…
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Build background,
Give students material on the appropriate level, and
Teach strategies, such as generating questions as they read, to help your students make connections

 Students evidence a need for a strategy.
 The strategy is taught and applied to a selection.
 The teacher repeatedly models and explains the strategy.
 When assessment is based on comprehension of the text and use of the strategy.

 Brainstorming  RAFT writing
 DR-TA  Reciprocal Teaching
 GISTing  SPAWN writing
 Graphic Organizers  Split-Page Notetaking
 Learning Logs  SQPL-Student Questions for Purposeful Learning  Opinionnaires/
Anticipation Guides  Story Chains
 Professor Know-It-All  Vocabulary Cards (AKA
Frayer Model)  Process Guide
 Vocabulary Self-Awareness  Questioning the Author
(QtA)  Word Grid (AKA Semantic
Feature Analysis)
Good Resource--Vermilion Parish Literacy Strategies-http://www.vrml.k12.la.us/cc/18str/18str.htm

 ABC Brainstorming
 Quick Write/List
 Quick Talk
 Foldables
 Flying High with
Academics
 GISTing
 Opinionnaires/
Anticipation Guide
 i-Chart
 Vocabulary Cards AKA
Frayer Model
 RAFT
 List-Group-Label
 Professor-Know-It-All

 Activate students’ background knowledge before talking about a topic by using ABC Brainstorming.
 Students are asked to think of a word or phrase related to the topic by matching it to each letter of the alphabet.
 http://www.readingquest.org/strat/abc.html

 Ask students to talk about or write down as many ideas they can think of about a given topic.
 The ideas can be single words or phrases.
 Give students 60 seconds to write.
 ReadWriteThink overview of quick write/quick talk.
 Also… http://www.litandlearn.lpb.org/strategies/strat_quick.
pdf

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http://foldables.wikispaces.com/
 http://www.catawba.k12.nc.us/C_i_resources/Foldable s.htm

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From Dr. Cummins…
 Strategy to get students moving
 Requires students to think critically as develop clues for “teaching”
 Legal to make paper airplanes 
 Do it…
 Read passage
 Make an airplane
 Write a question about the passage
 Fly your plane
 Pick up a plane and answer the question

 A technique to help students to read text for main ideas.
 Students are asked to summarize selected sections into a designated number of clear, concise words.
 http://www2.etown.edu/bap/Resources/gisting.pdf

 A series of statements where students note whether they agree or disagree with each one.
 Students then read a selection then compare what they said with what was in the text.
 http://www.greece.k12.ny.us/instruction/ela/6-
12/reading/Reading%20Strategies/anticipation%20gui de.htm

 A planned framework for answering questions about a topic.
 http://forpd.ucf.edu/strategies/stratIChart.html

Definition
To join or fasten together
Connect
Characteristics
Link
Interlocking
Associate
Relate
Examples
Bridge
Paper clips linked together
Nonexamples
Unlatched Gate
Illustrations

 Students respond in writing by thinking about a topic from various perspectives.
 Role of the Writer: Who are you as the writer? A pilgrim? A soldier? The President?
 Audience: To whom are you writing? A political rally? A potential employer?
 Format: In what format are you writing? A letter? An advertisement? A speech?
 Topic: What are you writing about?
 From http://www.adlit.org/strategies/19783 .

 A brainstorming activity that helps students see how words can belong in a variety of groups while activating and building background knowledge prior to beginning a unit of study.
Zebra
Deer
Pig
Cat
Horse
Dog
Tiger
Initial List of Animals
Cow
Mule
Antelope
Lion
Sheep
Goat
Raccoon
Possum
Parrot
Blue Jay
Goldfish
Elephant
Coyote
Giraffe
Jungle
Zebra
Tiger
Lion
Giraffe
Elephant
Antelope
Labeled Groups
Forest/Woods House
Deer
Possum
Raccoon
Coyote
Blue Jay
Cat
Dog
Goldfish
Parrot
Pig
Horse
Cow
Mule
Sheep
Goat
Farm

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Provides students with opportunities to be the “expert” on a topic studied in class.
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Establish groups of three or four students.
Students review the content just covered and generate three to four content related questions they anticipate being asked. The group discusses these topics in detail in preparation for later class discussion.
Come to the front of the room, one at a time, face the class and respond to questions posed by their classmates. Students should ask their proposed questions first and then others if more information is desired. The teacher should remind students to challenge and/or correct the professor-know-it-alls if needed.
Process continues until all groups have served as “professors” and/or until all content has been thoroughly and critically discussed. Ties, graduation caps, lab coats, clipboards, and other accessories can be used by the “professors” to add a touch of novelty.

 Process Guides scaffold students’ comprehension from literal level processing to more critical and applied content knowledge.
 Leveled formats designed by the teacher to match the content being studied helps guide students’ thinking.
 Guides can be designed in a variety of ways to accompany the content being studied and/or the purpose and level of active learning to be implemented.

 From LA Literacy Strategies…