This document provides strategies for teaching students to comprehend informational text about Genghis Khan. It includes a think-aloud activity to model comprehension, increasing student interest by relating the text to their experiences, and using a graphic organizer to summarize the main points. The strategies aim to engage students in the text and ensure they understand what they are reading about Genghis Khan's life and influence on the Mongol Empire.

1. RED4348 CA#1
Jovele Castoro

2. Genghis
Khan
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under CC BY-SA
Nonfiction Text: Encyclopaedia Britannica Article
– Genghis Khan
Social Studies
Standards
LAFS.6.RI.1.3
Analyze in detail how a key individual, event,
or idea is introduced, illustrated, and
elaborated in a text (e.g., through examples or
anecdotes).
SS.6.W.4.11
Explain the rise and expansion of the Mongol
empire and its effects on peoples of Asia and
Europe including the achievements of
Ghengis and Kublai Khan.

3. Encyclopaedia Brittanica is an information source utilized for
years by many businesses and educators to research and convey
multiple subject areas and topics. The nonfiction text
article, written by Charles R. Bawden, details
Ghengis Khan’s historical background, struggles,
power, Mongol nation ties and his legacy. In the
social studies standard, students are required to explain
the Mongol empire as well as the
achievements of both Ghengis and Kublai Khan.
Students are also required to analyze key
individuals elaborated in different text
materials, therefore this text is an appropriate source for 6th grade
students to utilize.
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4. What am I going to
be reading about?

5. Strategie
s
o Conduct Think-Aloud
Describe the thought process while
reading through text material
o Increase Interest in the Text
Relate text to students core interests
o Teach Vocabulary Words for
Understanding
Example
Consolidate: to combine (a number of things) into a
single more effective whole to reinforce or strengthen
This Mongolian warrior-ruler consolidated tribes into a
unified Mongolia and extended his empire across Asia
to the Adriatic Sea.
o Clarify Unknown Concepts/ Metaphors
The nomads needed staple products of the south and
coveted its luxuries. These could be had by trade or by
armed raids.
Explain the system of trading good conducted
in Mongolia.
o Assess the Application of Comprehension Strategies
Ask questions about the content of the text. Have students explain
their reasoning for different answers.

6. Think-Aloud Activity
1) Teacher led Think-Aloud
• Genghis Khan’s Early Life
• When I read that Khan’s Father was
poisoned in his early life, I concluded that
his life growing up was rough.
2) Teacher led Partner Think-Aloud
• The Mongol Empire
• Conduct students in groups of three for a
discussion:
• How did Genghis Khan influence the
Mongol Empire?
• Have students mark a tally when hearing
cue words
3) Student led Think-Aloud
• Genghis Khan’s Legacy
• Upon reading this text, I discovered that
the big idea of the text is….

7. Increase Interest in the Text
Engage
students in the
text material by
stimulating their
senses.
Change up
their usual
classroom
environment
• Flexible seating in the
classroom
• Change the location:
class in the library,
courtyard, lobby

8. Do I understand what I’m
reading?

9. Strategie
s
o Repeat Sentences
Conduct sentence repetition drills by speaking
a sentence to students and having them
repeat it verbatim
o Conduct Interactive Read-Alouds
Read the text to students. During the
narrative, provide students with visuals,
summarize concepts, pause for questions and
engage learners with the text material.
o Ask Inferential Questions
Ask questions in which the answers are not
explicitly stated in the text
o Monitor Comprehension
1. Be aware of your knowledge of understanding
2. Identify topics not understood
3. Use reading strategies to decode and comprehend
text
o Recognize the Story’s Structure
Determine what part of the story is being read.
What is the setting of the part that I am reading?
Which part of the story am I in? (Problem, Climax, Resolution…)

10. Sentence Repetition
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BY-SA
Teacher: Khan united all the nomadic tribes, and with
numerically inferior armies he defeated great empires.
Student: Tries to repeat the sentence for fluency and
comprehension.
Pause and Punch
Teacher: *Increase voice with difficult words*
Khan united all the NOMADIC tribes, and with
NUMERICALLY INFERIOR armies he defeated great
empires.
Student: Repeats the sentence,
emphasizing the difficult words.

11. Ask Evaluative Questions
• What is your opinion on Khan’s rise to
power?
• How effective was Khan’s ties to the
Mongol nation?
Ask Synthesizing Questions
• This article is written in order to…
• Which statement best summarizes
Genghis Khan?

12. What did I read?

13. Strategie
s
o Ask Who, What, When, Where, Why
Questions
Ask W,W,W,W,W questions in order to help text
comprehension
o Ask Literal Questions
Ask questions in which students can find the
information for directly in the text
o Integrate Information from Text to
Core Knowledge
Repeat steps taken when trying to establish
student interest before reading the text
Recall students activation to prior knowledge
and compare it with what was learned
o Provide Opportunities for Critical
Thinking Skills
Ask students questions and form discussions
that encourage them to expand their thinking
skills
Example
Genghis Khan ran into some obstacles during his early
life. Can you name one positive outcome from his
struggles?
o Use a Graphic Organizer to Summarize the Main Points
Develop interactive and visual ways for your students to observe the
texts’ main ideas, events and significant problems

14. Who, What, When, Where, Why Questions
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15. Have parts of the story outlined
and mapped out in order to assist
students with comprehension.
Graphic Organizer
Character Setting
Problems
Attempts
Resolution
Outcome

16. These activities and strategies
have been utilized by many
instructors to ensure that their
students are comprehending the
text that they read. This is
especially important when reading
nonfiction and informational text.
These materials can be harder for
students to be engaged in and to
comprehend.
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licensed under CC BY-SA-NC
Students can remember to
use the strategies provided
when they read informative
text material.

17. References
Adler, C. R. (2017, August 23). Seven Strategies to Teach Students
Text Comprehension. Retrieved from
http://www.readingrockets.org/article/seven-strategies-teach-
students-text-comprehension
Bawden, C. R. (2019, May 16). Genghis Khan. Retrieved from
https://www.britannica.com/biography/Genghis-Khan