Wallacestone PS - Reading Comprehension in Primary 3 and 4
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The document discusses reading comprehension strategies for primary 3 and 4 students. It outlines several strategies to help students understand a text including assessing prior knowledge, using metalinguistic skills like defining vocabulary, visualizing concepts through illustrations and diagrams, making inferences based on clues in the text, identifying main ideas, and summarizing or paraphrasing what was read. Students are encouraged to ask questions about the text and use context clues, as well as relate new concepts to what they already know to improve comprehension.
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Wallacestone PS - Reading Comprehension in Primary 3 and 4
- 1. Wallacestone Primary School Newsletter Reading Comprehension in Primary 3 and Primary 4 Sheila Robertson, Principal Teacher
- 5. Wallacestone Primary School Newsletter Prior Knowledge -Title, Author -Have you read any other Anthony Browne books? -What do you know about Gorillas? -Metalinguistics – can you put the word Gorilla in a sentence? What other questions do you have about the book? Use key question words – who, what, where, when, why. *Task
- 6. Wallacestone Primary School Newsletter Prior Knowledge
- 7. Wallacestone Primary School Newsletter Metalinguistics - Can you put the word Gorilla in to a sentence? - Word attack strategies – sound out/blend, phonemes, syllables etc - Primates – explore the meaning - On the night before her birthday, Hannah was 'tingling with excitement'. Can you think of other ways to describe how she was feeling? - Uplevel some of the words in the story - Use context clues
- 8. Wallacestone Primary School Newsletter Visualisation Using the following to help organise and explain the concepts presented in the text: •Mind map - (the Gorilla and Hannah’s trip together) •Pictures/Ilustrations - (In the night something amazing happened)….. - Children listening to the text and adding their own illustrations •Diagrams/Charts – (What does Hannah’s house look like)
- 9. Wallacestone Primary School Newsletter Inference Why do you think he doesn’t have time for anything? What does the picture tell you about Hannah and her father? Why has Anthony Browne chosen the colour blue and why is Hannah dressed in red? What effect does this have on the reader?
- 10. Wallacestone Primary School Newsletter Main Ideas -Finding the most important ideas using clues from the implied, rather than stated information -Using who/what/why/where/when/how questions -Reading between the lines, discovering what the reader has to think or understand from the text.
Editor's Notes
- Show progression from P1 and P2. ORT, group work, class shared texts, read and respond, balance of fiction, non fiction, poetry, media, holistic approach to literacy (read to write etc), IDL – contextualised learning, foster love of reading – enjoyment, independence
- When children first learn to read, much of their effort is focused on decoding and pronouncing each word correctly. While this kind of phonetic interpretation is essential, in order to become proficient readers children have to be able to understand the meaning of what they read. This not only requires comprehension skills but ultimately good thinking skills. One of the goals of reading is to make new connections to our life and world. Readers who can use higher order thinking not only show knowledge and understanding of the text, they can put the information in new contexts and form relations between ideas. P3 and P4 – ORT, Novels, Read and respond, balance of fiction, non fiction and poetry, critical literacy, read to write, interdisciplinary learning. Core literacy – literacy across the curriculum. THE THINKING READER