Reading Comprehension Strategies
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Comprehension is the ability to understand what you are reading (BLD). It is a complex process that is accomplished through a variety of strategies such as connecting to prior knowledge, making predictions, questioning, visualizing, summarizing, making inferences, and drawing conclusions from the text (CTW, PRF). It is a large component of Stage 3 as students are learning strategies that enable them to significantly expand what they know through reading (BLD).
INSTRUCTION Reading Comprehension: Think-alouds are a strategy for demonstrating thinking processes during reading. They allow students to see the otherwise invisible processes that happen as one makes meaning from a text. Think-alouds can be used in a variety of ways, for example, to help draw student attention to the structure of a text to help facilitate comprehension.

This recipe for a Think Aloud models to children how to use explicit comprehension strategies. This is a great way to show students exactly how a strategy is meant to be used, as simply telling them about it may not be effective.

INSTRUCTION Reading Comprehension: Reading A-Z provides a substantial collection of levelled readers in digital, audio, and print format for teachers to use in guided reading groups to teach reading comprehension strategies. This resources helps to facilitate differentiated, explicit, and direct reading instruction through guided practice which PRF (p. 45) recommends as an effective approach to teaching comprehension strategies.

Award-winning reading solution with thousands of leveled readers, lesson plans, worksheets and assessments to teach guided reading, reading proficiency and comprehension to students

ASSESSMENT Reading Comprehension: The DRA is a system for benchmark assessments of student fluency and reading comprehension level used in the primary grades as well as junior grades. Like the CASI system, it can be used for diagnostic purposes, to inform instruction, or as a summative assessment. It is currently used in TDSB schools.

ASSESSMENT Reading Comprehension: The DRA is a system for benchmark assessments of student fluency and reading comprehension level used in the primary grades as well as junior grades. Like the CASI system, it can be used for diagnostic purposes, to inform instruction, or as a summative assessment. It is currently used in TDSB schools.

UNDERSTANDING Reading Comprehension: I learned that your ability to understand what you read is a function of your ability to identify almost all words, background knowledge and ability to make connections with the new material, familiarity with the text form and structure, and awareness of reading comprehension strategies and proficiency with applying them (CTW, p. 103).

UNDERSTANDING Reading Comprehension: I learned that your ability to understand what you read is a function of your ability to identify almost all words, background knowledge and ability to make connections with the new material, familiarity with the text form and structure, and awareness of reading comprehension strategies and proficiency with applying them (CTW, p. 103).

UNDERSTANDING Reading Comprehension: I learned that the process of thinking in everyday life is natural, however, thinking while reading must be taught (CTW, p. 101). Students may be able to decode passages of text error-free and fluently, but if they cannot make meaning from what they read they are not really reading (CTW, p. 102). As comprehension is the purpose of literacy, it is important to emphasize making meaning at all stages of literacy development.

UNDERSTANDING Reading Comprehension: I learned that the process of thinking in everyday life is natural, however, thinking while reading must be taught (CTW, p. 101). Students may be able to decode passages of text error-free and fluently, but if they cannot make meaning from what they read they are not really reading (CTW, p. 102). As comprehension is the purpose of literacy, it is important to emphasize making meaning at all stages of literacy development.

UNDERSTANDING Reading Comprehension: I learned that the most effective instructional strategies supported by research to improve reading comprehension are teaching students to monitor their comprehension, use graphic organizers, answer and generate questions about the text, recognize the structure of the text, and summarize the text (PRF, p. 41-45).

UNDERSTANDING Reading Comprehension: I learned that the most effective instructional strategies supported by research to improve reading comprehension are teaching students to monitor their comprehension, use graphic organizers, answer and generate questions about the text, recognize the structure of the text, and summarize the text (PRF, p. 41-45).

INSTRUCTION Reading Comprehension: The “C” in the CAFE program provides an outline for a number of comprehension strategies one can teach students through mini-lessons or reading conferences. The “C” helps to facilitate student goal setting and metacognition of what specific strategies they need to work on to support their reading comprehension development.

INSTRUCTION Reading Comprehension: The “C” in the CAFE program provides an outline for a number of comprehension strategies one can teach students through mini-lessons or reading conferences. The “C” helps to facilitate student goal setting and metacognition of what specific strategies they need to work on to support their reading comprehension development.

ASSESSMENT Reading Comprehension: CASI (Comprehension, Attitude, Strategies, Interests) is a reading assessment tool for the junior grades, presently available in all TDSB schools. It is a benchmark assessment that can be used for a variety of purposes such as diagnosing student learning needs, informing instruction, or assessing their growth. I have seen it used in my placements primarily as a diagnostic tool.

ASSESSMENT Reading Comprehension: CASI (Comprehension, Attitude, Strategies, Interests) is a reading assessment tool for the junior grades, presently available in all TDSB schools. It is a benchmark assessment that can be used for a variety of purposes such as diagnosing student learning needs, informing instruction, or assessing their growth. I have seen it used in my placements primarily as a diagnostic tool.

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