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Reading Comprehension Strategies

To become good readers, students need to learn a variety of strategies that they can use while reading in order to understand the meaning of the text (BLD…

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Reading Comprehension

UNDERSTANDING: Chapter 7 (Comprehension) was beneficial by explaining the importance of students' reading comprehension and showing effective ways to teach students reading comprehension strategies to be active in their reading. The chapter helped explain specific ways to teach specific strategies as well as differentiation for supporting ELL students. Reading Comprehension Strategies, Reading Fluency, Reading Skills, Writing Strategies, Reading Aloud, Teaching Strategies, Reading Levels, Teaching Ideas, Reading Habits

Reading Comprehension Strategies

Reading Fluency

Writing Strategies

Teaching Strategies

UNDERSTANDING: Chapter 7 (Comprehension) was beneficial by explaining the importance of students' reading comprehension and showing effective ways to teach students reading comprehension strategies to be active in their reading. The chapter helped explain specific ways to teach specific strategies as well as differentiation for supporting ELL students.

UNDERSTANDING: The article by RR (n.d.) discusses how teaching reading comprehension strategies includes not only encouraging students to think actively while reading but also to think actively about the book BEFORE reading. This is beneficial to activate students' prior knowledge and to build their interest in the topic (RR, n.d.). Anticipation guides set a purpose for students' reading and teach them to (1) make predictions, (2) anticipate the text, and (3) verify these predictions (RR, n.d.). Story Sequencing, Sequencing Activities, Think Pair Share, Visible Learning, Shared Reading, Teaching Reading, The Book, Alphabet

Story Sequencing

Sequencing Activities

Think Pair Share

Visible Learning

Teaching Reading

UNDERSTANDING: The article by RR (n.d.) discusses how teaching reading comprehension strategies includes not only encouraging students to think actively while reading but also to think actively about the book BEFORE reading. This is beneficial to activate students' prior knowledge and to build their interest in the topic (RR, n.d.). Anticipation guides set a purpose for students' reading and teach them to (1) make predictions, (2) anticipate the text, and (3) verify these predictions (RR, n.d.).

INSTRUCTION: This activity teaches students to think deeper about the texts they read by considering the author's perspective. The students learn that stories may be biased based on how the author wants you to view the story. This can also be connected to social studies by discussing texts in history. Students can be taught to be mindful about how the perspective of the texts they read change based on the author's bias but also to think about what information might have been left out as well. Thinking Skills, Critical Thinking, Compare And Contrast Chart, Authors Perspective, Authors Point Of View, Partner Reading, Drawing Conclusions, Balanced Literacy

Thinking Skills

Critical Thinking

Compare And Contrast Chart

Authors Perspective

Authors Point Of View

Partner Reading

Drawing Conclusions

Balanced Literacy

INSTRUCTION: This activity teaches students to think deeper about the texts they read by considering the author's perspective. The students learn that stories may be biased based on how the author wants you to view the story. This can also be connected to social studies by discussing texts in history. Students can be taught to be mindful about how the perspective of the texts they read change based on the author's bias but also to think about what information might have been left out as well.

ASSESSMENT: In literature circles, students have been assessed to determine their reading level (CTW, 2016). This activity is useful as an assessment tool by facilitating small group discussions about a common text. The students discuss different aspects of the story. Teachers can listen in on these circles to formatively assess students' reading comprehension through their discussion responses. Teaching Tools, Book Club Books, Book Clubs, Literacy Circles, Language Development, Language Arts

Book Club Books

Literacy Circles

Language Development

ASSESSMENT: In literature circles, students have been assessed to determine their reading level (CTW, 2016). This activity is useful as an assessment tool by facilitating small group discussions about a common text. The students discuss different aspects of the story. Teachers can listen in on these circles to formatively assess students' reading comprehension through their discussion responses.

ASSESSMENT: CTW (2016) suggests making a list of general reading comprehension strategies to check if the students are using them, such as expressing a personal opinion or summarizing most important events and ideas (CTW, 2016). Book Talks is useful for assessment as students must discuss these concepts in their written piece, such as text-to-self connections. Teachers can then assess whether students were able to successfully apply their reading comprehension strategies to understand the text. Text To Self Connection, Good Readers, Lists To Make, Assessment, Texts, Students, How To Apply

Text To Self Connection

ASSESSMENT: CTW (2016) suggests making a list of general reading comprehension strategies to check if the students are using them, such as expressing a personal opinion or summarizing most important events and ideas (CTW, 2016). Book Talks is useful for assessment as students must discuss these concepts in their written piece, such as text-to-self connections. Teachers can then assess whether students were able to successfully apply their reading comprehension strategies to understand the text.

INSTRUCTION: CTW (2016) states that teachers should teach explicit reading comprehension strategies in effective literacy instruction. This strategy teaches students to read the same texts three times to really understand what it is about before asking questions. Students are taught to: read over the text the first time reading, circle unfamiliar words and make inferences about their definition the second time reading, and to actively think about its deeper meaning in the third round of reading. Cloze Reading, Learning, Making Inferences, Some Text, Student Reading

Making Inferences

Student Reading

INSTRUCTION: CTW (2016) states that teachers should teach explicit reading comprehension strategies in effective literacy instruction. This strategy teaches students to read the same texts three times to really understand what it is about before asking questions. Students are taught to: read over the text the first time reading, circle unfamiliar words and make inferences about their definition the second time reading, and to actively think about its deeper meaning in the third round of reading.

INSTRUCTION: CTW (2016) states that effective literacy teachers explicitly teach students reading comprehension strategies. The Reading Toolkit helps to facilitate students' comprehension development and independence by providing them with the tools to figure out their difficulties on their own and encouraging students' responsibility for their learning. The toolkit includes: tricky word strategy ring with different strategies, good fit books, reading goal, and reading target folder. Reading Goals, Good Fit Books, Target, Teaching

INSTRUCTION: CTW (2016) states that effective literacy teachers explicitly teach students reading comprehension strategies. The Reading Toolkit helps to facilitate students' comprehension development and independence by providing them with the tools to figure out their difficulties on their own and encouraging students' responsibility for their learning. The toolkit includes: tricky word strategy ring with different strategies, good fit books, reading goal, and reading target folder.

INSTRUCTION: Teaching students the acronym CAFE is a great way to help develop students' reading. The acronym helps students remember different components of reading: comprehension, accuracy, fluency, and expand vocabulary, as well as strategies to improve on each component. In this activity, teachers confer with students to focus on a reading strategy to improve on. The one-on-one strategy gives students an opportunity to ask for clarifications and gain immediate feedback to improve. Cafe Strategies, Reading Process, Reading Workshop

Cafe Strategies

Reading Process

Reading Workshop

INSTRUCTION: Teaching students the acronym CAFE is a great way to help develop students' reading. The acronym helps students remember different components of reading: comprehension, accuracy, fluency, and expand vocabulary, as well as strategies to improve on each component. In this activity, teachers confer with students to focus on a reading strategy to improve on. The one-on-one strategy gives students an opportunity to ask for clarifications and gain immediate feedback to improve.