READING COMPREHENSION STRATEGIES - PowerPoint Presentation

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READING COMPREHENSION STRATEGIES

Ways to help you read and understand better

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ANNOTATION

Instructions

CIRCLE unknown and unfamiliar words as you read. You may need to come back and reread the sentences before and after the word to get at the meaning of the word. Write a brief definition in the margin when you grasp it.

Underline, highlight or circle sentences that provide you with definitions of key terms. Write "Def" in the margin so you can locate the definition quickly.

Put a STAR next to a sentence that provides an important example or a main topic.

Draw a QUESTION MARK beside a point that is confusing.

ANNOTATION

Make notes to yourself in the margins. As you read, write any questions or comments that crop up in your mind in the margin next to the passage. Put this into your own words as much as possible.

Keep it simple. Remember, you are trying to connect with the reading in some way. Mark no more than 15 percent of the text.

Strategy: Give and Take

Provides students with opportunities to utilize Academic Language

Academic Sentence Frame:

“ In our last session I learned that _____________”

Remind partners to use sentence frame if they forget.

4

Parallel lines

Rules: Stand across from a partner and “give and take one” for one minute until teacher tells you to stop. Then, one side moves down the line by one spot while the other remains still. Repeat process.

Eye Appointments

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Strategy: Snowballs

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True or False

“As a punishment, bullies should be treated the same way they treat others.”

T or F? If false, Make this true.

MACVIPS:

Strategy for Annotating/Active Reading

Main Idea

:

Main ideas found in the story. 

Ask questions:

What you don’t understand & what you want to know.

Comment:

Summaries, reactions, connections.

Vocabulary & Visualize

difficult concepts or important ideas and define new vocabulary.

Inference

: Draw conclusions based on evidence in the text.

Predict

what might happen next.

Self-monitor

your understanding of the text and use fix-up strategies when confused.

Reciprocal Reading/ANNOTATING

Pairs/Small Groups 

1. Students read in pairs or small groups, alternating between out-loud reader and silent reader. 

2.

Out-loud reader

will read one paragraph (approx.) and pause. 

3.

Silent reader

will follow along and annotate. 

4. Both readers stop and share annotations.

5. Out-loud reader and Silent readers add any annotations they discuss in 3 and 4. 

6. Students switch roles and repeat steps 2 and 3. 

The Basic

CATCH

Acronym

C

– Circle and DEFINE words you do not know.

A

– Acknowledge confusion. You may not understand what you are reading AT FIRST, but you will if you keep going and do all the letters in CATCH.

T

– Talk to the text.

C

– Capture the main idea/assertion.

H

– Highlight important information.

TALK TO THE TEXT

Possibilities:

PREDICT

based on what you already know…

QUESTION

(What don’t you understand? What do you need to know?)

COMMENT

(What’s YOUR opinion? Is it different from the author?)

REACT

(emotional or intellectual)

CONNECT

to other texts, other classes, personal or world knowledge

T

alk to the Text

REACT

to what you are reading.

The destruction of the ecosystem is truly tragic!

This algebraic function seems different from the others.

The Spanish word is the same as the English word!

Headline

Students work in groups to summarize the days lesson, unit or chapter by turning it into a newspaper article and/or articles.

Students present paper to class and vote on best newspaper headline/article/articles..

Exclusion Brainstorming

Yiddish automotive production

Folklore Hebrew

Ethnography Oral Tradition

Fusion Barometric Pressure

Tradition Reparations

The Great Depression Torah

status

RAFT

Role

Audience

Format

Topic