Comprehension Skill
Routine Cards
The Children's Learning Institute at the University of Texas at Houston ©
2007 University of Texas System and Texas Education Agency
Comprehension Skill Routine Cards
For Use with Open Court K-3
Key
The FOCUS highlights the skill being taught through the
routine and gives a brief, descriptive explanation of it using
student-friendly language.
The apple icon indicates suggestions for teacher preparation
activities which should be completed prior to the lesson.
This points to a suggestion, usually a method for adapting or
extending the instructional activity in the lesson.
The teacher icon represents that portion of the direct-instruction
lesson which involves explanation and modeling of the skill for
the students. When a concept is first being introduced, modeling
may need to occur multiple times, even over a number of days,
before moving on to guided practice.
The teacher-and-students icon represents that portion of
the direct-instruction lesson which involves guided
practice. With a new concept, guided practice needs to
be repeated multiple times before moving to the
independent practice portion of the lesson.
The students-only icon represents that portion of the
direct-instruction lesson which involves multiple
opportunities for independent practice of the skill. Some
teacher support may still be necessary for some students
at this stage.
This indicates suggestions for TAKS-based question stems
which could be used effectively with the skill.
The Children's Learning Institute at the University of Texas at Houston © 2007 University
of Texas System and Texas Education Agency
Author’s Point of View: Lesson Prep
FOCUS: Stories (personal narratives) can be written in either:
First person: These are stories in which the person telling
the story (the narrator) is a character in the story.
Third person: These are stories in which the narrator is not
a character in the story.
Before the lesson: Create an anchor chart (see below) which lists
key pronouns used to help identify Author’s Point of View in stories.
Read the story. Use Post-it© notes to mark stopping points
where the reader could find clues to identify the author’s point of view.
Prepare a Clues, Vocabulary, Wonderings (CVW) chart for use
with the story.
AUTHOR’S POINT OF VIEW
1st person
The narrator is IN the story.
Key words
I, we, me, my
3rd person
The narrator TELLS the story,
but is not IN the story.
Key words
he, she, they
As students find other vocabulary in stories that can help indicate
Author’s Point of View, add these words to the anchor chart.
The Children's Learning Institute at the University of Texas at Houston © 2007 University
of Texas System and Texas Education Agency
Author’s Point of View: Classroom Routine
Display “Author’s Point of View” anchor chart and CVW chart.
Read aloud to a stopping point in the story.
Think aloud for the students. Say, “I wonder if the person telling the
story is actually in the story. I know that the narrator will use words like I, we,
me, and my if he is a character in the story. If he is not a character in the
story, the narrator will use words like he, she, and they. Based on what we
read, I know that the narrator (is or is not) a character in the story, because
he uses words like…” Use examples of pronouns in the story that show the
author’s point of view.
Read aloud to a stopping point in the story. Say, “We can see that the
author is using words like (I, we, me, and my OR he, she, and they,
depending on the story). What do those words tell us about the author’s point
of view? Is the narrator actually in the story, or is he telling us about events
without taking part in them?” Discuss responses, then say, “Thumbs up if you
think the narrator is a character in the story. Thumbs down if you think the
narrator is not a character in the story.”
Read aloud to a stopping point in the story. Say, “Thumbs up if you
think the narrator is a character in the story. Thumbs down if you think
the narrator is not a character in the story.” Ask students to explain their
responses. Refer to the “Author’s Point of View” anchor chart as needed.
Record the author’s point of view on the Clues, Vocabulary,
Wonderings chart.
Use the following question stems to give students practice with
TAKS-formatted questions about author’s point of view:
The reader can tell that __________ . . . .
Which sentence from the selection shows that __________?
The Children's Learning Institute at the University of Texas at Houston © 2007 University
of Texas System and Texas Education Agency
Author’s Purpose: Lesson Prep
FOCUS: Authors have a purpose or reason for writing.
Authors decide what they want their writing to do for their
reader. Usually, they either want to inform, or teach, the
reader something, or they want to entertain the reader.
Before the lesson: Create an anchor chart (see below) which the
class will use to classify stories they read as informational or
entertaining. Read the story. Use Post-it© notes to mark
stopping points where the reader could find clues to identify the
author’s purpose for writing the story. Prepare a CVW chart for use
with the story.
AUTHOR’S PURPOSE
INFORM
ENTERTAIN
As students read other selections, write the titles of the stories or
books under the appropriate column.
The Children's Learning Institute at the University of Texas at Houston © 2007 University
of Texas System and Texas Education Agency
Author’s Purpose: Classroom Routine
Display “Author’s Purpose” anchor chart and CVW chart.
Explain to the students that authors have a purpose or reason for writing.
Authors decide what they want their writing to do for their reader. Usually,
they either want to inform, or teach, the reader about something, or they want
to entertain the reader.
Think aloud by saying, “I remember a story we read about dinosaurs. I
learned the names of some dinosaurs, and what they may have looked like. I
think the author’s purpose was to inform, or teach me, about dinosaurs. I can
write that story’s title in the Inform column.”
Think aloud by saying, “I remember reading a story about a cat that
talked to children. The story was funny, and made me feel happy when I read
it. I think the author’s purpose was to entertain, or make the reader enjoy
reading the book. I can write that story’s title in the Entertain column.”
Ask, “Can you remember a story we have read where the author tried to
inform, or teach, the reader? Let’s write the title of that story in the
Inform column on our chart.”
Ask, “Can you remember a story we have read where the author tried to
entertain the reader? Let’s write the title of that story in the Entertain column
on our chart.”
Read the story to a stopping point. Ask the students, “Do you think the
author is trying to inform us or entertain us? Why?” Record their answer
on the anchor chart, as well as on the CVW chart.
Throughout the year, ask students to identify whether stories and books
they read are meant to be informative or entertaining, and write the titles
in the appropriate columns on the anchor chart.
Use the following question stems to give students practice with
TAKS-formatted questions about author’s purpose.
Why did the author probably write this story?
What did (a character) learn in the story?
The Children's Learning Institute at the University of Texas at Houston © 2007 University
of Texas System and Texas Education Agency
Cause and Effect: Lesson Prep
FOCUS: Sometimes one thing happens that makes something else
happen. For example, a loud noise could frighten a young child and
make him cry. The loud noise (BOOM!) is the cause, or the why
something happened. The cry (BOO-HOO!) is the effect, or the
what happened. Understanding these cause and effect relationships
can improve student comprehension.
Before the lesson: Create an anchor chart which the class will
use to record cause and effect relationships. Read the story.
Use Post-it© notes to mark stopping points where the reader
could find examples of cause and effect relationships.
CAUSE AND EFFECT
Cause
Effect
The Children's Learning Institute at the University of Texas at Houston © 2007 University
of Texas System and Texas Education Agency
Cause and Effect: Classroom Routine
Display “Cause and Effect” chart (or use Transparency 47).
Explain to students that often one thing happens that makes something
else happen. This is called “cause and effect.”
Think aloud by saying, “I wonder what would happen if I were writing
with my pencil and I pressed down too firmly.” Demonstrate writing with a
pencil. Press down on the pencil to the point that the lead breaks. “Oh, I see!
If I press down too firmly with my pencil, the lead breaks. The lead broke
because I used too much pressure. I can say that the cause is pressing too
firmly on my pencil, and the effect is breaking the lead.” Write “press too
firmly” in the Cause column and “lead breaks” in the Effect column.
Give examples of two or three other cause and effect situations. Try to
draw from experiences in the classroom. For example, “If I study well for the
test, I earn a good grade,” or, “If I don’t eat breakfast, I get hungry a long time
before lunch.” Record the cause and effect relationships on the chart.
Ask, “Can you think of an example of a cause and effect relationship?”
As students volunteer responses, discuss them. If possible, act them out
to demonstrate cause and effect. Write responses in the appropriate columns.
Read the story to a stopping point, where there is a clear example of a
cause and effect relationship. Ask the students to identify the cause and the
effect in the example. Record their answers on the anchor chart.
If students are having difficulty identifying cause and effect, turn it upside
down! Ask them to identify the effect first, and then explore the possible
causes. For students needing extra support, identify the effect, then ask them
to identify the cause.
Use the following question stems to give students practice with
TAKS-formatted questions about cause and effect.
What happens after the characters in the story do __________?
What lesson does ________learn from __________ happening?
The Children's Learning Institute at the University of Texas at Houston © 2007 University
of Texas System and Texas Education Agency
Compare and Contrast: Lesson Prep
FOCUS: Comparing and contrasting tell us how things, events, and
characters in a story are alike and how they are different. We can
compare and contrast many things in a story, such as how things
look or how characters act.
Before the lesson: Create several Venn diagrams (or one which is
reusable, such as a laminated, write-on, wipe-off version) which the
class will use to compare and contrast elements in the story. Read
the story. Use Post-it© notes to mark stopping points where
the reader could find story elements to compare and contrast.
COMPARE AND CONTRAST
The Children's Learning Institute at the University of Texas at Houston © 2007 University
of Texas System and Texas Education Agency
Compare and Contrast: Classroom Routine
Display a Venn diagram.
Explain to the students that comparing and contrasting tell us how
things, events, and characters in a story are alike and how they are
different. We can compare and contrast many things in a story, such as
how things look or how characters act.
Model how to compare and contrast using a Venn diagram. Think aloud by
saying, “I’m going to label one oval ‘things in our classroom,’ and the other,
‘things that are yellow.’ Now I’m going to list some things in our classroom in
one oval, and yellow things in the other oval. If I happen to find something in
our classroom that is yellow, it would go in the overlapping area, since it is
both something in our classroom and something that is yellow.”
Say, “Now let’s compare and contrast some students in our room.
Let’s label the chart as ‘students wearing blue jeans’ and ‘students
wearing tennis shoes.’ Who is wearing blue jeans? Let’s list their names in
the oval on the left. Now, who is wearing tennis shoes? Their names should
be in the oval on the right. However, if there is anyone who is wearing both
blue jeans AND tennis shoes, their names would go in the overlapping area. If
we want to, we can list students who are wearing neither blue jeans nor tennis
shoes in the white area outside of the ovals on the chart.” Discuss the
group’s findings.
Read to a stopping point in the story. Ask the students to
compare/contrast two things in the story. Some possibilities include how
two characters feel, what two settings look like, etc. Discuss the students’
responses. Write the findings on the Venn diagram.
Use the following question stems to give students practice with
TAKS-formatted questions about compare and contrast.
How are __________ and __________ alike?
Which word best describes __________?
The Children's Learning Institute at the University of Texas at Houston © 2007 University
of Texas System and Texas Education Agency
Draw Conclusions: Lesson Prep
FOCUS: Sometimes good readers need to use what they already
know, along with what they learn in a story, to figure out something.
This is how readers draw conclusions about what they have read.
Before the lesson: Create a Drawing Conclusions chart which the
class will use to draw conclusions in the story. Read the story.
Use Post-it© notes to mark stopping points where the readers
could find clues to help them draw conclusions about the story.
DRAWING CONCLUSIONS
What the story
says. . .
What I already know. . .
+
=
+
=
+
=
My conclusion
The Children's Learning Institute at the University of Texas at Houston © 2007 University
of Texas System and Texas Education Agency
Draw Conclusions: Classroom Routine
Display “Drawing Conclusions” anchor chart.
Say, “Sometimes good readers will use what they already know, along
with what they learn in a story, to figure out something. This is how
readers draw conclusions about what they have read.”
Model an example of drawing a conclusion. For instance, say, “Suppose that
in the newspaper this morning I read that there is a 90% chance of rain on
Saturday. I already know that my family is planning on going to the zoo all day
Saturday. Knowing our plans, and then learning about the chance of rain, I
can draw the conclusion that my family’s plans are going to have to change
from an outdoor activity to an indoor one on Saturday because of the rain. We
probably won’t go to the zoo.” Record your thought process on the chart.
It’s going to
rain on
Saturday.
+
My family is
going to the zoo
on Saturday.
=
We’re going to
have to change
plans.
Ask, “What conclusion could we draw if I told you we were having our
spelling test on Wednesday instead of Friday next week? What do you
already know about spelling tests?” (We have to study for them.) “When do
you usually study the most for them?” (Thursday night before the test.) “So
what conclusion can we draw?” (We’re going to have to study a lot Tuesday
night!) Record the responses on the anchor chart.
Read the story until a stopping point. (This needs to be a predetermined stopping point where there is a clear opportunity for students to
draw a conclusion.) Prompt students to draw a conclusion by asking
questions such as, “What did you learn about the main character from this
passage? What did you already know about him? What conclusion can you
draw from this?” Discuss their responses. Record responses on the anchor
chart.
Use the following question stems to give students practice
with TAKS-formatted questions about drawing conclusions.
The last sentence of paragraph ___ says, “__________.”
What does that mean?
Which of these will probably happen in the future?
The Children's Learning Institute at the University of Texas at Houston © 2007 University
of Texas System and Texas Education Agency
Fact and Opinion: Lesson Prep
FOCUS: Facts are statements that can be proven, while opinions
are statements about what someone thinks. A story can include
both facts and opinions about things or people. Learning to help
distinguish fact from fiction can improve comprehension.
Before the lesson: Create a reusable “Fact or Opinion?” anchor
chart (see below). Read the story. Use Post-It© notes to mark
stopping points where there are easily discernible fact or opinion
statements.
FACT OR OPINION?
Statement
Can it be proven true or false?
How could I prove it
true or false?
Do I agree with the
opinion expressed?
Make copies of the “Fact or Opinion?” chart for students to use
when reading independently.
The Children's Learning Institute at the University of Texas at Houston © 2007 University
of Texas System and Texas Education Agency
Fact and Opinion: Classroom Routine
Display “Fact or Opinion?” anchor chart.
Think aloud for the students.
Say, “Facts are statements that can be proven or disproven (proven true
or false), while opinions are statements about what someone thinks, feels, or
believes. A story can include both facts and opinions about things or people. I
remember reading a book about clouds. In the book, it said that there are
different kinds of clouds, like cirrus and cumulonimbus. I think that is a fact,
because I can prove that the statement is true. Scientists have proven the
existence of different kinds of clouds, and I can read about them in a science
book or on the web.” Using the “Fact or Opinion?” anchor chart, record your
thought process. The statement would be, “There are different kinds of
clouds.” It is a fact, because scientists have proven it. If possible, look up the
information with the students as proof that the statement is a fact.
Read aloud to a stopping point containing an opinion statement. Say,
“In the book about clouds, the author also said that clouds are pretty to
look at. I wonder, are clouds always pretty? Does everybody like to look at
clouds? I think this is an opinion, because the author is just telling what he
thinks. Also, I don’t really agree with his opinion. I think sometimes clouds
are dark and scary, and other times they are pretty.” Using the “Fact or
Opinion?” chart, record your thought process.
Read aloud to another stopping point. Ask the students to decide
whether the statement is a fact or an opinion, and explain the reasoning
behind their choice. Record their answers on the anchor chart.
Use the following question stems to give students practice
with TAKS-formatted questions about fact and opinion:
The reader can tell that. . . .
Why is _____ important to _____?
The Children's Learning Institute at the University of Texas at Houston © 2007 University
of Texas System and Texas Education Agency
Main Idea and Details: Lesson Prep
FOCUS: Every paragraph in a story has a main idea—what the
paragraph is mostly about. Paragraphs in the story also give
details—these tell more about the main idea. Whole pages or
groups of pages can also share one main idea.
Before the lesson: Create a chart (such as the Story Train, below) to
give students a visual organizer for recording main idea and details.
Read the story. Use Post-it© notes to mark stopping points,
usually at the end of a paragraph or longer passage, where the reader
could determine a main idea and find supporting details.
STORY TRAIN
from FCRR K-1 Student Center Activities, C.029.SS
Main Idea
Detail
Detail
Detail
The Children's Learning Institute at the University of Texas at Houston © 2007 University
of Texas System and Texas Education Agency
Main Idea and Details: Classroom Routine
Display a copy of the “Story Train” graphic organizer (from FCRR K-1
Student Center Activities, C.029.SS).
Think aloud for the students by saying, “Every paragraph in a story has
a main idea—what the paragraph is about. Paragraphs in the story also give
details—these tell more about the main idea.”
Read aloud to a stopping point, where it is possible to determine a main
idea and give supporting details. Think aloud for the students by saying, “In
thinking about what I just read, I know that the passage was mainly about
______, because _______.” (State the main idea of the passage. Think aloud
to show students how you determined the main idea. Write the main idea on
the lines below the locomotive on the “Story Train.”) “Some of the sentences
in the passage give me more information, or details, about the main idea. For
example, ...” (Read one or more sentences that give supporting details about
the main idea. Write the details below the cars on the “Story Train.”)
Read aloud to another stopping point. Ask the students, “What do you
think the passage we just read is mainly about?” Discuss the students’
responses. Guide the class to select the most appropriate response, and
record it below the locomotive. Ask, “What other information, or details,
about the main idea did we read in the passage?” Record their answers.
When students have become proficient at determining main idea and
details, hand out individual copies of the “Story Train.” As the class
reads a story, or as students read independently, students may use the “Story
Train” to record the main idea and details.
For students who are struggling with this, try asking them to determine
the detail statements first, then figure out the main idea based on the details.
Use the following question stems to give students practice
with TAKS-formatted questions about main idea.
What is paragraph ___ mostly about?
Paragraph ___ is mainly about…
The Children's Learning Institute at the University of Texas at Houston © 2007 University
of Texas System and Texas Education Agency
Making
Make Inferences:
Inferences: Lesson
LessonPrep
Prep
FOCUS: Writers don’t always tell the reader everything. Sometimes
writers give hints. Readers use these pieces of information—little
things that they learn in the story—to try to figure out what is
happening. This is called making inferences. These inferences
may prove to be either true or false when additional information is
discovered. Also, when several people make inferences, even
when the inferences are based on the same information, their ideas
may be very different.
Before the lesson: Create a reusable anchor chart (see below).
Read the story. Use Post-it© notes to mark stopping points
where readers can make inferences.
Making Inferences
The Children's Learning Institute at the University of Texas at Houston © 2007 University
of Texas System and Texas Education Agency
Making Inferences: Classroom Routine
Display “Making Inferences” anchor chart.
Think aloud for the students by saying, “Sometimes when I’m reading a
book, I have to use the clues the author gives me to figure things out in
the story. Listen as I read a paragraph to you:
“Today was a special day for Jenny. Her mom had decorated the
living room with streamers and balloons, and the cake she had baked now had
eleven candles on it. The doorbell rang and, when she answered it, in came
several of her friends, carrying beautifully wrapped presents.
“The author doesn’t say what special day it is. However, he gives me
clues. Streamers, balloons, a cake with candles, and presents all make me
think that it is probably Jenny’s birthday.” On the chart, write the clues the
author gives, what you already know about birthdays, and your inference.
Say, “Now it’s your turn. Listen to this paragraph.
“Bryan couldn’t believe his eyes. When he opened the door to his
bedroom, he saw toys in a mess on the floor. His pillow had been destroyed,
with pieces of fluff scattered everywhere. The lamp on his nightstand had
been knocked over, and there was a big puddle on the floor by his dresser.
And over in the corner lay Ruff, obviously exhausted, but with his tail still
wagging happily.
“What do you think happened in Bryan’s room? What clues did the
author give you to help you figure it out?” Students should record their
responses on the chart.
Read aloud to a stopping point in the story. Ask a question about the
story which requires students to make an inference. As students respond,
have them record their responses on the chart.
Use the following question stems to give students practice
with TAKS-formatted questions which involve making inferences:
Why is…?
The reader can tell that. . . .
The Children's Learning Institute at the University of Texas at Houston © 2007 University
of Texas System and Texas Education Agency
Fantasy
Make Inferences:
and Reality:Lesson
LessonPrep
Prep
FOCUS: Some make-believe stories are called fantasy. In fantasy
stories, there are things the author has made up that are not real.
They could not happen in real life. Some of the details in the story
could be real, but much of the story is not real. In reality stories,
most of the information in the book is, or could be, real.
Before the lesson: Create a reusable anchor chart (see below).
Read the story. Use Post-it© notes to mark stopping points
where readers can distinguish fantasy from reality.
Fantasy and Reality
Fantasy
Reality
The Children's Learning Institute at the University of Texas at Houston © 2007 University
of Texas System and Texas Education Agency
Fantasy and Reality: Classroom Routine
Display “Fantasy and Reality” anchor chart.
Think aloud for the students by saying, “Some make-believe stories are
called fantasy. In fantasy stories, there are things the author has written
that could not happen in real life. Some of the details in the story could be
real, but much of the story is not real. In reality stories, most of the information
in the book is, or could be, real. A story can have things in it that are both
reality and fantasy.
“For example, I was reading a book about a dog. Now, a dog is
something that is real. However, in the book I was reading, the dog could talk
and drive a car. Those are things that are not real. They are fantasy. Since
most of the book was about things that are not real, it was a fantasy story.”
Read aloud to a stopping point where the reader can distinguish fantasy
from reality. Ask the students to give an example of something from the
passage that is real—it could happen in real life. Record the answer on the
chart. Ask them to give another example, if possible, of something that is
fantasy—it could not happen in real life. Record the answer. Continue the
process at other stopping points.
At the end of the story, ask the students to decide whether they would
classify the story as reality or fantasy, and give details from the story to
support their decision.
Use the following question stems to give students practice
with TAKS-formatted questions about fantasy and reality.
Why does _____ probably have _____?
Which sentence from the selection shows that __________?
The Children's Learning Institute at the University of Texas at Houston © 2007 University
of Texas System and Texas Education Agency
Make
Sequence:
Inferences:
Lesson
Lesson
Prep
Prep
FOCUS: Sequence is the order of events in a story. Understanding
when things happen in a story can help the reader understand the
story.
Before the lesson: Create a reusable anchor chart (see below).
Read the story. Use Post-it© notes to mark stopping points
where readers can sequence the story. Gather sentence strips, a
marker, and a pocket chart to use during the lesson.
Sequencing
Beginning
Middle
End
The Children's Learning Institute at the University of Texas at Houston © 2007 University
of Texas System and Texas Education Agency
Sequence: Classroom Routine
Display “Sequencing” anchor chart.
Say, “Sequence is the order of events in a story. Understanding when
things happen in a story can help the reader understand the story.”
Think aloud by saying, “When I brush my teeth, it is important to do
things in the right order. For instance, I know that it wouldn’t do me much
good to brush my teeth first, then put the toothpaste on the brush. Also, it’s
much better to rinse after brushing my teeth rather than before. Things that
happen in a story also happen in a particular order for a reason. When I am
reading, I need to pay attention to clues the author gives me so that I can
understand what happened first, next, or last. Sometimes the author uses
order words (like first, then, and finally), and sometimes he uses time words
(like tonight, in the morning, and once upon a time). A good reader pays
attention to the clues the author gives to help him understand the sequence of
events in a story.”
Read aloud to a stopping point where the reader can put story events in
sequence. List three events from the passage, and write them each on
a sentence strip. Include time and order words, if the author uses them. Ask
the students to read the sentence strips and put them in the correct order in
the pocket chart. Record their responses on the anchor chart. Discuss the
clues the author gave to help the reader understand the sequence of events.
Read to another stopping point. Either write, or have students write,
three events from the passage on sentence strips. Ask the students to
put the strips in the correct order in the pocket chart and explain their answers.
Use the following question stems to give students practice
with TAKS-formatted questions about sequencing.
Look at the chart below. It shows some events that happen in
the story. Which event belongs in the box at the top?
What happens after the characters in the story do _____?
The Children's Learning Institute at the University of Texas at Houston © 2007 University
of Texas System and Texas Education Agency
Comprehension Skills:
Cause
and Effect—
Cause and
Effect:
Extra Practice
Extra Practice Activities
If students need additional practice in identifying cause
and effect in stories, some additional activities are
suggested below. Teach them in a small-group setting first, then
move them to a center for more independent practice.
TPRI Intervention Activities Guide 8.20, “Cause and
Effect Relationships”
Florida Center for Reading Research (FCRR)
2-3 Student Center Activities C.020, “Cause and Effect
Match”
The Children's Learning Institute at the University of Texas at Houston © 2007 University
of Texas System and Texas Education Agency
Fact and Opinion: Extra Practice
If students need additional practice in identifying
fact and opinion in stories, some additional activities are
suggested below. Teach them in a small-group setting first,
then move them to a center for more independent practice.
Florida Center for Reading Research (FCRR)
2-3 Student Center Activities C.019, “Fact or Opinion
Football”
FCRR K-1 Student Center Activities C.021, “Fact versus
Opinion”
The Children's Learning Institute at the University of Texas at Houston © 2007 University
of Texas System and Texas Education Agency