Reading and Writing Hat Stories
Say Something about Comprehension Strategies
Stage of Literacy Development:
Stage 2: Consolidation / FluencyStage 3: Literacy for Growth
Ages:
6-10
Grade Range:
2nd 3rd 4thFood Groups:
Primary:
Reading Comprehension Strategies
Transcript
With reading, I always try to get my boys and girls to read something that they're interested in, something that they can connect to. I chose Aunt Flossy's Hats to read in my small group. I chose Aunt Flossy's Hats because it reminds me so much of my mother. My mother was a hat lady at church, she has so many hats, and so I decided to bring the hats in, and we're going to write stories about Momma's hats. When we read the book in small group we also used comprehension strategies that we've been working on all year long, such as: making predictions, asking questions, making connections, text to self, text to text, and also text to the world. We also make mind movies, we summarize, and we monitor our comprehension. Once we read a two page spread, the boys and girls must look at the chart and say something. And their Saying Something is one of the strategies that are on the board. After we finished the book we wrote hat stories. As always, I model before my boys and girls write, always model. And this is just an example of the hat story that I modelled for my particular boys and girls, talking about my Momma.
Related References
Aunt Flossies Hats (and Crab Cakes Later), by Elizabeth Fitzgerald Howard
Activity Objective
The goal of Reading and Writing Hat Stories: Say Something about Comprehension Strategies is to promote students use of a variety of effective strategies to improve their understanding of what they read.
Quick Tips
Additional Comments:
- Through explicit instruction and modeling of each reading strategy, students will develop a greater understanding of strategies used by successful readers.
- Encouraging students to visualize what they have read will help them develop a greater comprehension of the text they are reading.
- Making inferences and drawing conclusions are necessary for readers to develop deeper understandings of the text. Giving students an opportunity to infer about real objects provides an authentic context for learning.
- Predictions refer to making a guess or an inference about what is going to happen. Emphasize the importance of using information from the story as evidence to support predictions. Explicitly show your students how to go back into the text to find information that supports why you think your prediction could be true.
- Have your students think like detectives when they make predictions. Using magnifying glasses as props while making predictions is a fun and motivating way for students to become actively engaged.
Other Recipes by this Teacher
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Five Senses Story Reading: Building Reading Comprehension
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Practicing Poetry: Developing Fluency at the Poetry Center (Virtual Tour)
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