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  • 1. Fix It Strategies
    Based on CrisTovani’s book
    I Read It, But I Don’t Get it
    Comprehension Strategies for Adolescent Readers
  • 2. Seven Strategies of Successful Readers
    They use existing knowledge to make sense of new information.
    They ask questions about the text before, during, and after reading.
    They draw inferences from the text.
    They monitor their comprehension.
    They use “fix-up” strategies when meaning breaks down.
    They determine what is important.
    They synthesize information to create new thinking.
  • 3. Signs that you are not comprehending the text
    The pictures inside your mind stop forming or moving.
    Your questions and inferences are not getting answered.
    Your mind wanders from the text; you read it but are thinking about something else.
    The current page has nothing to do with what you thought the big picture or author’s purpose was for the text.
    You cannot summarize the last few paragraphs or pages.
    Characters appear and you cannot remember who they are.
  • 4. Most students have no idea what to do when comprehension breaks down….
    “Figure it out”
    “Ask teacher for help”
    “Think harder”
  • 5. Make a connection between…
    The text and your life
    The text and your knowledge of the world
    The text and another text
  • 6. Information Used for Connections
    Personal experiences
    Information about the subject
    The author’s style
    Textual organization
    All help students to visualize, predict, ask questions, infer, stay focused, and remember what they have read.
    Connections give insight into character’s motive, explain why an event is taking place, and anticipate action
    Identifying an author’s writing style or the organizational pattern of a text helps the reader understand what the author is saying.
  • 7. Make a Prediction
    Good readers anticipate what’s coming next.
    When it doesn’t match the reading, they rethink and revise.
    Alerts the reader to possible confusion.
  • 8. Stop and Think About What You Have Already Read
    Connect new information to what has already been read.
    STOP and THINK gives readers time to synthesize new information.
    Gives an opportunity to ask questions, visualize, and determine what is important.
  • 9. Ask a Question
    Clarifying questions:
    Answered in the text
    About character, setting, event or process
    Who, what, when, and where
    Pondering Questions:
    How and why
    Force the reader to go beyond the words by drawing an inference or going to another source.
  • 10. Write about what you read
    Helps clarify thinking
    Provides reflection
  • 11. Visualize
    Create images in your head.
    If you can see it, you can usually understand it
    Use tv, movies, and life to create images
  • 12. Use Print Conventions
    Key Words
    Bold print
    Italicized words
    Capital letters
    What’s important
    What the author values
    Voice inflections
  • 13. Retell what you’ve read
    Activates background knowledge
    Check on understanding
    Refreshes memory
    Prepares for next part
    Useful when returning to reading after time has passed
    If not done before, the reader will retell during reading, and not able to pay attention to new reading
  • 14. Notice Patterns in Text Structure
    Genres have organizational structure
    Help locate information more quickly
    Eliminate need to read EVERY word –especially with non-fiction
  • 15. Adjust Reading Rate: Slow Down or Speed Up
    Slow down when it is difficult
    Speed up when familiar or boring
    Forces brain to stay engaged.
  • 16. Reread
    It is OK to reread text that you’ve already read.
    An important aspect to remember is that a student doesn’t have to reread everything for the strategy to be helpful. Sometimes rereading a portion of the text – a sentence, or even just a word – can enhance comprehension. Struggling readers tend to think that rereading means they have to reread everything
  • 17. Just DON’T Quit!
  • 18. Encountering an Unknown Word
    Rereading it won’t work
    Ask for help
    Use the dictionary
    Look at the words around
    Skip it consciously due to lack of importance
    Flag it for later help
    Look at the structure of the word – prefix, root, suffix?
    Use the glossary
    Can another word be substituted? Does it make sense?
  • 19. Instructional Suggestions
    Share material you find confusing. Remind students that even good readers get confused. Demonstrate how you implement fix-up strategies and have students record your plan.
  • 20. Instructional Suggestions
    Give a list of fix-up strategies to your students. Ask them to use these while reading. Ask them to use at least one before asking you to help.
  • 21. Instructional Suggestions
    Remind students that not all fix-up strategies work in every situation. It is ok to abandon one if it is not working.
  • 22.
  • 23. http://downloads.hmlt.hmco.com/EdSchool/LMS4Resources/DR4_Print_Activities/Unit_19/Your-Turn_Activities/DR4_U19_Comp-Strategy_Your-Turn.pdf