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Pre- and Post-Reading Comprehension Strategies for Effective Text Understanding - Prof. Da, Assignments of Business Management and Analysis

Information on various pre- and post-reading comprehension strategies designed to help students better understand expository and narrative material. Strategies include anticipation guide, tea party, say something, double entry journal, gist, most important word, and math/science vocabulary journal. These strategies aim to enhance students' reading comprehension, foster meaningful interaction with text, and develop critical thinking skills.

Typology: Assignments

Pre 2010

Uploaded on 07/29/2009

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Download Pre- and Post-Reading Comprehension Strategies for Effective Text Understanding - Prof. Da and more Assignments Business Management and Analysis in PDF only on Docsity!

LITERACY RESOURCE TOOLKIT

READ 6255

May 1, 2008

Kim Harman Robin Mara Lori Tong

TABLE OF CONTENTS

1. LITERACY TOOLS FOR LEARNERS

A. Comprehension Tools Pre-reading: Anticipation Guide Tea Party During Reading: Say Something Double Entry Journal Inquiry Chart Post Reading: GIST Somebody Wanted But So Most Important Word

B. Vocabulary Tools Vocabulary/Logograph Cards Personal Vocabulary Journal Math/Science Journal

C. Writing and Inquiry Tools Found Poems RAFT Story Maps List, Group, Label and Write

  1. TEXT SELECTION & READING TOOLS A. Annotated list of resources for finding texts for adolescent readers (books, websites).

B. Annotated list of “good books” for adolescents across key content areas: math, language arts, history, science.

C. Artifacts related to text selection and ways to organize reading.

  1. PROFESSIONAL DEVELOPMENT TOOLS A. Annotated bibliography of texts to help teachers in secondary classrooms.

B. Annotated list of websites useful for secondary teachers.

C. Articles of practical value to secondary teachers.

  1. CONCLUSION

Wood, K. D., and Taylor, D. B. (2006). Literacy Strategies Across the Content Areas. Boston, MA: Pearson Education, Inc.

Pre-Reading Comprehension Strategy

TEA PARTY

Objective: To enable students to predict, make inferences, see causal relationships, compare/contrast, sequence and draw on prior experiences, before they begin reading.

Rationale: Encourages active participation with text and provides a purpose for reading.

Intended for: Students at all grade levels and subject areas.

Procedures:

Each student receives an index card with a line or phrase from the text which the class is preparing to read. Choose phrases that give insight into the setting, characters and storyline. (Lines may be repeated if the text is very short such as a poem.) Students move around the room from student to student, sharing their cards. They have four goals: (1) share the card with as many other students as possible; (2) listen as their classmates read; (3) discuss how their cards may be related; (4) consider and predict how these cards might connect and what they might be about. Afterward, have students work in small groups to write a statement predicting what they think the story will be about, and provide an explanation for how they reached their prediction. Students should revisit their predictions during and after reading to discuss how they differed from the actual text.

During the Tea Party activity, students may identify potential settings, characters and problems in the text by connecting ideas to their own experience, determining possible sequences of events and causes and effects, and making a variety of inferences based on the provided lines from the text.

Beers, K. (2003). When Kids Can’t Read: What Teachers Can Do. Portsmouth, NH: Heinemann.

Tea Party is an interactive activity for engaging students in meaningful , personal conversation related to reading, with students building on each others’ background and predictive and inferential abilities prior to reading a text.

During Reading Comprehension Strategy

DOUBLE ENTRY JOURNAL

Objective: To help students reflect on and process information from print and non-print sources.

Rationale: The double entry journal is useful for both expository and narrative text. It is a note-taking system in which the learner interacts with the text with a variety of responses – questioning, predicting, making connections, clarifying information, or other personal reactions to the text.

Intended for: Elementary, middle and secondary students.

Procedures: The teacher should first model her own thinking and written responses in a two- column format, using an overhead projector so that students can view teacher responses. The left column should be labeled “What the Text (or Author) Says” or “Notes from the Text.” Label the right column “What I Say,” or “My Response.” Explain to students that they will be learning a method of note-taking that involves responding to the author by asking questions, making connections and analogies, and expressing a variety of thoughts and reactions to the contents or events. Use a sample passage and talk aloud some possible responses, with students contributing possible ideas. In the left column record a passage or a word presenting important, interesting or puzzling information from the text with the page number. In the right column, record a personal comment about that passage; this could be a question, connection, or a visual symbol to remind them of something related to the text. Guided Practice: Students can use pre-printed forms or any sheet of paper can be folded in half lengthwise and hand-labeled to make a double entry journal. Have students read another sample passage and work in pairs or small groups to practice writing notes and responses. Circulate among students to provide support. Have students share their journals with the class. Help students notice that students’ notes in the left column are often similar to each other, but that responses in the right column vary greatly and are more personal and individual. Independent Practice: Have students work in pairs and eventually independently. Encourage them to apply the strategy to other reading and subject areas and share how they use them.

Beers, K. (2003). When Kids Can’t Read: What Teachers Can Do. Portsmouth, NH: Heinemann. Wood, K. D., and Taylor, D. B. (2006). Literacy Strategies Across the Content Areas. Boston, MA: Pearson Education, Inc.

Double Entry Journals are helpful for students at all levels in all content areas, requiring only a text and pen and paper. This is an effective note-taking strategy that enhances comprehension and encourages personal interaction with text.

During Reading Comprehension Strategy

INQUIRY CHART (I-CHART)

(A blank I-Chart follows on the next page.) Wood, K. D., and Taylor, D. B. (2006). Literacy Strategies Across the Content Areas. Boston, MA: Pearson Education, Inc.

I-Charts help students organize what they already know and add information from a variety of sources, integrating new information as it is collected. It provides a structure for processing complex topics and is especially useful for advancing critical reading in content areas.

Post-reading Comprehension Strategy

GIST

Objective: To assist students in developing comprehension skills by having them create succinct summaries of readings.

Rationale: GIST stands for Generating Interactions between Schemata and Text. It fosters comprehension by having students condense longer texts, determining essential information and general ideas, and putting concepts into their own words.

Intended for: Elementary, middle and secondary students.

Procedures: Modeling/Instruction: Select a paragraph from a narrative or expository text. Have students read and examine the first sentence for important information and key concepts. (For news articles, students should look for the who, what, when, where, why and how ideas.) Tell students to write a summary of the sentence in 15 words or less. Show the students the second line of text, and erase the first summary statement. Tell students to summarize both sentences in 15 words or less. Repeat the process until the entire paragraph is summarized in 15 words or less. Guided Practice: Give pairs (or small groups) of students another article or paragraph to summarize in 15 words or less. Observe students and guide them in writing their summaries. Have students share summaries with the whole class Independent Practice: Provide opportunities to use the procedure with a variety of subject area texts. Ongoing practice is needed to reinforce summarizing skills.

Adaptations: For math word problems, students can use GIST to identify the key elements. Students read the problem and with the teacher discuss which terms and concepts are most important and which ones are not. Then they list the ten to fifteen most important words. Students then rewrite the problem in their own words leaving out unnecessary words from the original problem, again aiming for a summary of 15 words or less.

(An example for a math word problem and a blank newspaper article summarizing form are included on the following pages.)

Wood, K. D., and Taylor, D. B. (2006). Literacy Strategies Across the Content Areas. Boston, MA: Pearson Education, Inc.

GIST can be used with narrative and expository texts and is useful in all content areas. It provides a simple structure for learning to condense larger sections of text into brief 15- word summaries. Summarization can be difficult for students to learn. This procedure simplifies the process.

Wood, K. D., and Taylor, D. B. (2006). Literacy Strategies Across the Content Areas. Boston, MA: Pearson Education, Inc.

Post-Reading Comprehension Strategy

SOMEBODY WANTED BUT SO

Objective: To help students organize and reflect on elements of narrative texts by summarizing the what they have read in a one-sentence statement. Rationale: This strategy provides an engaging scaffold for summarizing and helps students identify main ideas and details, recognize cause and effect, analyze characters and understand various points of view. Intended for: All grade levels.

Procedures: Introduce the Somebody Wanted But So (SWBS) strategy using a short story, narrative poem or picture book. Read the text aloud and then decide with students which somebody in the story to consider. Discuss what that somebody wanted , but what occurred that caused a problem, and so what happened as a result. With students, create a Somebody Wanted But So chart for the chosen character. This should result in a one- sentence statement that provides a summary of the story. Next complete the chart using a different somebody from the story to reflect an alternative point of view. The summary statement will change for each character considered. The following example is from a lesson on “The Necklace” by Guy De Maupassant (cited by Beers, 2003).

Somebody Wanted But So

Mrs. Loisel wanted to be rich and but she didn’t have so she shamed go to the dance, the right clothes and her husband into jewelry, buying her a dress and borrowed a necklace.

If the text is long, students may need to add information to the statements by using connecting words such as then , later , and , or but and extending the summary.

Variation for use with Expository Text: SWBS is structured for narrative text, but can be adapted for expository text. Try using word labels such as: Something Happened……..Then This Occurred.

Beers, K. (2003). When Kids Can’t Read: What Teachers Can Do. Portsmouth, NH: Heinemann.

SWBS is an effective and entertaining summarizing activity that emphasizes the importance of point of view in a story. SWBS helps students recognize and generalize the use of story elements and key ideas.

Post-reading Comprehension Strategy

MOST IMPORTANT WORD

Objective: To provide students with lively practice in analyzing and synthesizing what they have read to identify key concepts and create meaning from text.

Rationale: This process encourages personal response, analysis, discussion and debate among students as they consider what they think are the most important aspects of the text.

Procedures: After students have read (or have been read) a text, ask them to choose a word that they think is the most important word from the text. Make sure they provide supporting evidence from the reading and explain why they chose it as most important. Variations include identifying the most important chapter and most important passage, and explaining why. If students need more structure, they can use the form below, and explain why and how the word they chose relates to all aspects of the story. Have students consider how the word affects the characters, conflict, plot and setting, and how it relates to an overall theme for the story.

Beers, K. (2003). When Kids Can’t Read: What Teachers Can Do. Portsmouth, NH: Heinemann.

The process of determining the Most Important Word engages students in identifying, responding to, and debating the larger themes and concepts that continue throughout the text, rather than focusing on isolated details and summary statements. Most Important Word is useful for all grade levels.

Vocabulary Tool

PERSONAL VOCABULARY JOURNAL

(A blank Personal Vocabulary Journal form follows on the next page.)

Wood, K. D., and Taylor, D. B. (2006). Literacy Strategies Across the Content Areas. Boston, MA: Pearson Education, Inc.

Personal Vocabulary Journals are useful at all grade levels throughout the content areas. They allow students to focus on self- selected words that are most useful, meaningful or difficult for them, and encourage them to create their own connections.

Wood, K. D., and Taylor, D. B. (2006). Literacy Strategies Across the Content Areas. Boston, MA: Pearson Education, Inc.

Taylor, D. B. (2008). READ 6255 Presentation at University of North Carolina at Charlotte, Spring 2008.

Writing and Inquiry Tools

FOUND POEMS

“Found” poems are created from gathered phrases of text that are combined to present the same information in a new context or genre. Word-for-word sentences and phrases are chosen and lifted from the selected text and written down in free verse form. Words can be dropped, but no new words may be added. Expository texts may take on altered themes and meanings as the words are used in new ways. A picture storybook about the Amazon rainforest may become a nature poem. A news article about the loss of natural habitats may become a poem about change. A nonfiction book about volcanoes may become a poem about powerful relationships. Or it may simply become a summary poem about the text.

Procedures: Choose a text. Expository picture books dealing with content area topics work well. Students may work alone or in pairs or small groups. Encourage students to think and write creatively about the topic and to see what other topics or themes may emerge. Remind students to look for figurative and symbolic language to use in their poems. Students should use only words from the text, preferably in the order in which they occur. The poem should be at least 10 lines long and should present a clear, cohesive tone, and a central theme. Have fun and be creative. Have students share their poems and what they learned from their reading and gathering.

Taylor, D. B. (2008). READ 6255 Presentation at University of North Carolina at Charlotte, Spring 2008.

Found Poems are a creative way of interacting with expository text. They engage students in gathering words and ideas about a topic, and combining them in new ways to produce them in a regenerated form. Students may look more carefully at words and the writer’s craft as they collect important words and phrases.