Activity Description

Preparation:

1. Gather materials to create a reading comprehension chart
   1. Anchor this chart in the classroom after the lesson and refer to it during read alouds and independent reading
2. Select a reading comprehension strategy
   1. Choose a strategy with which students need more practice
3. Select text to demonstrate comprehension strategy
   1. Choose a text that allows you to model the comprehension strategy
   2. For example, students can make connections to the book The Pain and the Great One, by Judy Blume

Implementation:

Inferring:

1. Introduce the strategy, Inferring
   1. For example, inferring is about drawing conclusions, making predictions, evaluating, judging and reflecting on what you've read
2. Create an anchor chart with the students or refer to a pre-made anchor chart
   1. Include sentence starters on the chart
      1. For example, I'm guessing that…, I predict…, I really liked how…, If I were the main character…
3. Have the students discuss when they might use inferring before, during and after reading
4. Read aloud a selected text
   1. Choose a book that will help you model inferring
      1. For example, Dandelions, by Eve Bunting
5. Encourage students to make inferences during independent reading
   1. Have students write their ideas on sticky notes and place their notes directly into their books before, during and after the read

Visualizing:

1. Introduce the strategy, Visualizing
   1. For example, visualizing is about creating a picture in your mind and using all of your senses to connect to the text
2. Create an anchor chart with the students or refer to a pre-made anchor chart
   1. Include sentence starters on the chart
      1. For example, I visualized…, I could hear (smell, taste, feel)…, I could imagine…
3. Have the students discuss when they might use visualizing before, during and after reading
4. Read aloud a selected text
   1. Choose a book that will help you model visualizing
      1. For example, Just a Dream, by Chris Van Allsburg
5. Encourage students to visualize during independent reading
   1. Have students draw 3-4 pictures to show the beginning, middle and end of the story

Repairing Comprehension:

1. Introduce the strategy, Repairing Comprehension
   1. For example, repairing comprehension is about using "fix-up" strategies when you come to a word you don’t know or part of a word you don't understand
2. Create an anchor chart with the students or refer to a pre-made anchor chart
   1. Include sentence starters on the chart
      1. For example, I tried these fix-up strategies…, I reread that because…, A part I had difficulty with…
3. Have students discuss when they might use repairing comprehension during reading
4. Read aloud a selected text
   1. Choose a book that will help you model repairing comprehension
      1. For example, Pumpkin Soup, by Helen Cooper
5. Encourage students to repair comprehension during independent reading
   1. Have students refer to a personalized checklist that includes 3-4 helpful hints

Synthesizing:

1. Introduce the strategy, Synthesizing
   1. For example, synthesizing is about combining new ideas with what you already know to get something new and different
2. Create an anchor chart with the students or refer to a pre-made anchor chart
   1. Include sentence starters on the chart
      1. For example, Now I understand that…, This gives me an idea…, That was different from…
3. Have students discuss when they might synthesize
4. Read aloud a selected text
   1. Choose a book that will help you model synthesizing
      1. For example, The Giving Tree, by Shel Silverstein
   2. Model this strategy after reading the text
5. Encourage students to synthesize what they are read
   1. Ask students to tell you what happened in the story

Making Connections:

1. Introduce the strategy, Making Connections
   1. For example, making connections is about using what you know to help you understand the text
2. Create an anchor chart with the students or refer to a pre-made anchor chart
   1. Include sentence starters on the chart
      1. For example, That reminds me of…, It makes me think of…, I read another book where…
3. Have students discuss when they might make connections before, during and after reading
4. Read aloud a selected text
   1. Choose a book that will help you model making connections
      1. For example, The Pain and the Great One, by Judy Blume
5. Encourage students to make connections during independent reading
   1. For example, have students write or draw a text-to-self, text-to-text or text-to world connection

Asking Questions:

1. Introduce the strategy, Asking Questions
   1. For example, asking questions before, during and after reading helps you understand the main ideas and search for answers
2. Create an anchor chart with the students or refer to a pre-made anchor chart
   1. Include sentence starters on the chart
      1. For example, I wonder…, I was confused when…, I am curious about…
3. Have students discuss when they might ask questions
4. Read aloud a selected text
   1. Choose a book that will help you model asking question
      1. For example, Big Blue Whale: Read and Wonder, by Nicola Davies
5. Model asking a variety of questions while reading, including who, what, where, when and why questions
6. Encourage students to ask questions before, during and after reading
   1. Have students write their questions on sticky notes and place the sticky notes directly into their book

Determining Important Ideas:

1. Introduce the strategy, Determining Important Ideas
   1. For example, determining important ideas is about knowing what the main ideas are and what the author thought was important
2. Create an anchor chart with the students or refer to a pre-made anchor chart
   1. Include sentence starters on the chart
      1. For example, The most important ideas are…, The most interesting points were…, I noticed that…, The story was about…
3. Have students discuss when they might determine important ideas before, during and after reading
4. Read aloud a selected text
   1. Choose a book that will help you model determining important ideas
      1. For example, Chrysanthemum, by Kevin Henkes
5. Encourage students to determine important ideas during independent reading
6. Have students use a graphic organizer that includes the beginning, middle and end

Adaptations For

English Language Learners/ESL:

- Pre-teach vocabulary
- Use visual cues and picture prompts when listing information
- Preview the activity and steps involved
- Pause frequently during instruction
- Use personal connections during the read aloud

LD/Reading & Writing Difficulties:

- Use explicit modeling and instruction
- Repeat information and check for understanding
- Provide audio books and links to stories online
- Consider student interest and choice when selecting books

Cultural Appropriateness & Diversity:

- Allow students to make personal connections during discussion
- Consider texts with multiple languages

Differentiated Instruction:

- Use flexible groupings for small group instruction
- Encourage and acknowledge varied responses during discussions

Related References

Evidence:
Swanson, P.N., De La Paz, S. (1998). Teaching effective comprehension strategies to students with learning and reading disabilities. Intervention in School and Clinic, 33(4), 209-218.