8. What sort of definition did you give?
Did you use words from one of these groups?
A- Decode, decipher, identify, etc.
B- Articulate, Speak, Pronounce, etc.
C- Understand, Respond, Meaning, etc.
16. “Once teachers understand what is
involved in comprehending and how
the factors of readers, text and context
interact to create meaning, they can
more easily teach their students to be
effective COMPREHENDERS”
17. “Comprehension is the process of
simultaneously extracting and
constructing meaning through
interaction and involvement with
written language”.
By Laura Pardo
28. TEACHER’S ROLES
Provide
explicit instructions of useful
comprehension strategies.
Teach students to monitor and repair.
Use multiple strategy approaches.
Scaffold support.
Make reading – writing connections visible.
36. Providing a reason for
READING.
Introducing the text.
Setting a top-down
task.
Breaking up the text.
Identifying
learning
points in the text.
Dealing
with
new
Language.
Signpost Questions.
37.
38.
39. Give the students the title of the text you are going to
be looking at and let them suggest ideas as to what it
will be about
How volcanoes are
formed
40.
41. Rearrange the words in the title of a text for your
students to put it back in the correct order.
volcano
es
formed
44. Other examples of PRE – READING activities
Skimming to find the theme or main idea and eliciting
related prior knowledge
Constructing semantic webs (a graphic arrangement
of concepts or words showing how they are related)
Looking at pictures, maps, diagrams, or graphs and
their captions
Reading over the comprehension questions to focus
attention on finding that information while reading
45. Understand that reading is a process to
make meaning.
Build up their background knowledge
on the subject before they begin to read.
Use their background knowledge as they
read.
Know their purpose for reading.
Strive for fluency (conversational like
reading).
46. Order of reading the
text.
Attend
to
different
elements in the text.
Guess.
Reading silently.
Searching for answers
and confirmation.
51. Other examples of WHILE – READING activities
Rearrange paragraphs or sentences of the text for
students to put back in the correct order.
Give the students pictures of events in the story
which students put in order as they read the text.
Omit words in a text, giving the students a list of
words with which to fill in the gaps.
Replace certain words with a picture to help students
work out what the missing word is.
52. Give their complete attention to the reading
task.
Keep a constant check on their own
understanding.
Adjust their reading rate to match purpose and
reading material.
Monitor their reading comprehension and do it
so often it becomes automatic.
Can match their reading strategies to a variety
of reading materials.
Stop only to use a fix-up strategy when they do
not understand.
59. Other possible OUTCOMES – Little or no Language
Using figures: Transfer information to grids, flow
charts, maps, graphs and so on.
Chronological order.
Classification, definition etc.
Comparison, contrast, advantages / disadvantages.
60. Other possible OUTCOMES – Involving Spoken
Language
Drama, simulation and role play.
Debate and discussion.
Reading aloud.
61. Other possible OUTCOMES – Involving Writing
Reassembling and making use of the information.
Summarizing and note taking.
Write a book review.
62. Decide if they have achieved their goal for
reading.
Respond personally and critically to what they
read by making connections such as text/self;
text/text; or text/real world.
Evaluate their own comprehension of what
they read.
Summarize the major ideas.
Seek additional information from outside
sources.
Ask questions.
