COMPREHENSION STRATEGIESdraft

PRIOR KNOWLEDGE STRATEGIES / PROCESSING
STRATEGIES / MONITORING / CLARIFYING STRATEGIES / ORGANIZING KNOWLEDGE STRATEGIES / INTERPRETING / RESPONDING STRATEGIES / REFLECTING / EVALUATING STRATEGIES
Activating prior knowledge
Building / Developing Background Knowledge
Connecting to own experience
Previewing text / picture walk through
Predicting
Generating interest in topic / Concepts about print
Decoding:
  1. phonological correspondences
  2. morphological information (chunking)
  3. syllabication
Congruent three-part cueing system: phonology, syntax, semantic information (Look right? Sound right? Make sense?)
Automatic word retrieval (‘automaticity’)
Unlocking unknown vocabulary
Understanding figurative language
Rereading to repair confusion
Reading with fluency and expression
Employing flexible response / ‘set for diversity’ (use largest unit that is available & can be utilized at that time) / Connecting
Questioning
Visualizing
Predicting
Inferring
Retelling
Determining What’s Important
Recognizing / understanding vocabulary (including abstract language)
Rereading to repair confusion
Recognizing & under-standing text struc-ture, organization, and features (genre characteristics, story grammar for both narrative and expository forms) / Retelling
Determining import-ant ideas and infor-mation (main ideas vs. details)
Synthesizing
Summarizing
Understanding text structure, organ-ization, and author’s craft (genre character-istics, elements, story grammar for narrative and expository forms: includes point of view, setting, plot, flashback, character, theme for fiction; intro-conclusion architecture, text evidence, topic sen-tences, transition words for exposition; elements & characteristics of poetry, drama, folk tales)
Visual representation of ideas and rela-tionships (use of graphic organizers, concept maps, pictures, schematic ren-derings to generalize story elements or expository structures) / Responding to text (summarizing / interpreting activities: stop and jot, double entry journal, response log, student-generated questions, teacher-generated questions)
Engaging emotionally (reacting, expressing feelings, identifying with characters and situations, empathizing)
Discussion (sharing / reacting to different points of view, exchanging ideas)
Interpreting (using text evidence to infer, predict, explain, hypothesize, impute motives to characters) / Digging for deeper meaning (searching for theme, main idea, author’s message)
Interpreting implied action or events
Analyzing text evidence to support interpretation
Comparing texts with similar themes or characters
Comparing texts with similar themes in different genres or media
Analyzing character / imputing motives
Determining author’s tone and stance (humorous, ironic, satirical?)
Writing a response or a reflection
Generating open-ended questions
Discussion

G. Hurray

Newton Public Schools

PRIOR KNOWLEDGE STRATEGIES / PROCESSING
STRATEGIES / MONITORING / CLARIFYING STRATEGIES / ORGANIZING KNOWLEDGE STRATEGIES / RESPONDING / INTERPRETING STRATEGIES / REFLECTING / EVALUATING / FLEXIBLE APPROACH / MULTIPLE STRATEGIES
K-1 /

2-3 /

4-5 /
6-8 /

GOALS / THEMES OF COMPREHENSION INSTRUCTION (ALL GRADES):

1)FOSTER INDEPENDENCE AND SELF-REGULATION:

EMPHASIZE CONTINUOUS SELF-MONITORING OF UNDERSTANDING

2)HELP STUDENTS DEVELOP A REPERTOIRE OF STRATEGIES THEY CAN NAME AND USE

3)MOVE FROM SINGLE TO MULTIPLE STRATEGY USE AS STUDENTS BECOME MORE PROFICIENT

4)EMPHASIZE INFERRING IN ALL GENRES (SO MUCH OF WRITTEN LANGUAGE IS ELLIPTICAL)

5)EMPHASIZE READING AS BOTH ACTIVE PROBLEM-SOLVINGANDREFLECTIVE ACTIVITY

6)BUILD IN METACOGNITIVE ACTIVITIES THAT ENCOURAGE STUDENTS TO THINK ABOUT THEIR THINKING PROCESSES

7)FOCUS ON BOTH STRATEGY ACQUISITION AND APPRECIATION OF TEXT

ACTIVATING SCHEMA / PROCESSING TEXT / MONITORING / CLARIFYING / UNDERSTANDING TEXT / ENGAGING WITH TEXT
PRIOR KNOWLEDGE STRATEGIES / PROCESSING
STRATEGIES / MONITORING / CLARIFYING STRATEGIES / ORGANIZING KNOWLEDGE STRATEGIES / INTERPRETING / RESPONDING STRATEGIES / REFLECTING / EVALUATING STRATEGIES
Activating prior knowledge
Connecting to own experience
Previewing text / picture walk through
Predicting
Generating interest in topic / Concepts about print
Decoding:
  1. phonological correspondences
  2. morphological information (chunking)
  3. syllabication
Congruent three-part cueing system: phonology, syntax, semantic information (Look right? Sound right? Make sense?)
Automatic word retrieval (‘automaticity’)
Unlocking unknown vocabulary
Understanding figurative language
Rereading to repair confusion
Reading with fluency and expression
Employing flexible response / ‘set for diversity’ (use largest unit that is available & can be utilized at that time) / Connecting
Questioning
Visualizing
Predicting
Inferring
Retelling
Determining What’s Important
Recognizing / understanding vocabulary (including abstract language)
Rereading to repair confusion
Recognizing & under-standing text struc-ture, organization, and features (genre characteristics, story grammar for both narrative and expository forms) / Retelling
Determining import-ant ideas and infor-mation (main ideas vs. details)
Synthesizing
Summarizing
Understanding text structure, organ-ization, and author’s craft (genre character-istics, elements, story grammar for narrative and expository forms: includes point of view, setting, plot, flashback, character, theme for fiction; intro-conclusion architecture, text evidence, topic sen-tences, transition words for exposition; elements & characteristics of poetry, drama, folk tales)
Visual representation of ideas and rela-tionships (use of graphic organizers, concept maps, pictures, schematic ren-derings to generalize story elements or expository structures) / Responding to text (summarizing / interpreting activities: stop and jot, double entry journal, response log, student-generated questions, teacher-generated questions)
Engaging emotionally (reacting, expressing feelings, identifying with characters and situations, empathizing)
Discussion (sharing / reacting to different points of view, exchanging ideas)
Interpreting (using text evidence to infer, predict, explain, hypothesize, impute motives to characters) / Digging for deeper meaning (searching for theme, main idea, author’s message)
Interpreting implied action or events
Analyzing text evidence to support interpretation
Comparing texts with similar themes or characters
Comparing texts with similar themes in different genres or media
Analyzing character / imputing motives
Determining author’s tone and stance (humorous, ironic, satirical?)
Writing a response or a reflection
Generating open-ended questions
Discussion

G. Hurray

Newton Public Schools

- UNDERSTANDING TEXT - - ENGAGING WITH TEXT-

PRIOR KNOWLEDGE STRATEGIES / PROCESSING
STRATEGIES / MONITORING / CLARIFYING STRATEGIES / ORGANIZING KNOWLEDGE STRATEGIES / RESPONDING / INTERPRETING STRATEGIES / REFLECTING / EVALUATING / FLEXIBLE APPROACH / MULTIPLE STRATEGIES
K-1 /

2-3 /

4-5 /
6-8 /