1. Comprehension Strategies Before, During and After Reading

2. Before Reading

3. Before Reading • Accesses Your Prior Knowledge • Check Vocab on the Word Wall • Choose Interesting Topics/Articles • Skim for Main Idea • Use a Graphic Organizer

4. Accessing Prior Knowledge • Look at the title, subheadings and pictures • Ask yourself, "What do I already know about this?" • This allows you to create a framework to decode words • Make predictions about what you think will be discussed • For example, make a circle map of what you already know

5. Circle Map http://www.learnnc.org/lp/media/lessons/CarolMccrary5232002884/map1.jpg

6. Check the Word Wall • Look at the vocabulary box at the beginning of a section • Check the Classroom Word Wall • Look up the definitions BEFORE you read. They are important! • Ask your teacher if you need help with the key words before reading •

7. Define Important Vocabulary Science Voyages: Exploring the Life, Earth and Physical Sciences

8. Increasing Interest • Choose articles or topics that interest you • Think about how the topic could impact your life • Ask yourself, what could I learn from this?

9. Skim for Main Idea • Look at the title, subheadings and pictures • Look at the key vocabulary • Check the whiteboard for the daily objective • Ask yourself, "What are the main ideas that I will read about?" • Ask yourself, "If I only had 2 minutes to read, what would I learn about?"

10. Graphic Organizers • Help bring main ideas into focus • Help you remember what you are supposed to learn as you go • For example: brace map, bubble map, story line, time line

11. Brace Map

12. During Reading

13. During Reading • Fill in a graphic organizer • Ask questions as you go • Summarize after every section • Close Read • Visualize what you are reading

14. Graphic Organizers • Fill in your pre-reading brace map with details • Complete a bubble map or tree map • Construct a timeline of key events • Make a flow map to describe a process • Create a story map

15. Detail Map http://www.loc.gov/teachers/tps/quarterly/accessibility/article.html

16. Asking Questions • Stops periodically to ask yourself questions such as: • "I wonder what will happen next?" • "I wonder how ___ is connected to ___?" • "I wonder what the author meant here?" • "What was the main idea of this paragraph?"

17. Summarize Each Section • Stop periodically and summarize what you have read • Write a brief summary in the margins or on a sticky note • Use key terms and main ideas so you can refer back to it • Ask yourself, "What did I just read?" • Ask yourself, "What was the most important information?"

18. Make Sticky Note Summaries http://catlintucker.com/2014/11/get-common-core-ready-transfer-active-reading-strategies-online/

19. Close Read • Highlight the title and subheadings in PINK • Highlight the main idea for each paragraph in GREEN • Highlight supporting phrases for each main idea in BLUE • Highlight important vocabulary in YELLOW

20. Close Reading http://writenow21st.blogspot.com/2014/08/the-process-of-close-reading.html

21. After Reading

22. After Reading Strategies • Relate to Prior Knowledge • Summarize Main Ideas with details • Ask Critical Thinking Questions • Create Cornell Questions • Have a Reading Discussion

23. Make Connections to Prior Knowledge • Tie prior knowledge to current reading • "How does this relate to ____?" • "Which of my predictions were right?" • "What do I think comes next?"

24. Summarizing Main Ideas • Look at your "During Reading" summaries or your "Pre-reading" brace map • Now, write ONE overall summary of the text • Include key vocabulary words and the main ideas • "If I could never read this again, I would need to remember..." • Your summary should be between 5 and 10 sentences

25. Critical Thinking Skills • After reading ask yourself and find evidence in the text: • "How are ____ and ____ different? The same?" • "Why is _____ important to learning?" • "How does _____ apply to _____?" • "What would happen if_____?"

26. Cornell Questions • Pretend that you are the teacher. • What higher-level thinking questions might I write about this text? • Create those questions in the margins of the text or in your notes • Create questions that would be answered in a summary • Choose question topics from the main ideas of the text

27. Cornell Questions http://missheymansteachingtools.blogspot.com/

28. Reading Discusion • Find a partner and talk about what you read • Ask each other high level questions, like the Cornell Questions • Ask questions like, "What were the main ideas?" • "What did you find most interesting?" • "What was confusing to you?"

29. Discussion Groups http://www.lesn.appstate.edu/fryeem/RE4030/guided_reading_literature_circlerev04.htm

30. References • Bursuck, W., & Damer, M. (2011). Comprehension. In Teaching reading to students who are at risk or have disabilities: A multi-tier approach (2nd ed.). Upper Saddle River, N.J.: Pearson. • http://www.learnnc.org/lp/media/lessons/CarolMccrary5232002884/map1.jpg • http://www.loc.gov/teachers/tps/quarterly/accessibility/article.html • http://www.loc.gov/teachers/tps/quarterly/accessibility/article.html • http://writenow21st.blogspot.com/2014/08/the-process-of-close-reading.htmlAdd another list item here

31. References (cont'd) • http://missheymansteachingtools.blogspot.com/ • http://www.lesn.appstate.edu/fryeem/RE4030/guided_reading_literature_circlerev04.htm • Biggs, A. (2000). Glencoe science voyages: Exploring the life, earth, and physical sciences. New York: Glencoe/McGraw-Hill.