Tips to Help Students Prove Their Answers in Reading Comprehension for 6th Graders
Comprehension: The Goal of Reading
Comprehension, or extracting meaning from what you read, is the ultimate goal of reading. Experienced readers take this for granted and may not appreciate the reading comprehension skills required. The process of comprehension is both interactive and strategic. Rather than passively reading text, readers must analyze it, internalize it and go far their own.
In club to read with comprehension, developing readers must be able to read with some proficiency and then receive explicit educational activity in reading comprehension strategies (Tierney, 1982).
Strategies for reading comprehension in Read Naturally programs
General Strategies for Reading Comprehension
The procedure of comprehending text begins earlier children can read, when someone reads a flick book to them. They heed to the words, see the pictures in the book, and may starting time to acquaintance the words on the page with the words they are hearing and the ideas they represent.
In order to learn comprehension strategies, students need modeling, practice, and feedback. The key comprehension strategies are described below.
Using Prior Noesis/Previewing
When students preview text, they tap into what they already know that will help them to empathise the text they are most to read. This provides a framework for any new information they read.
Predicting
When students make predictions about the text they are about to read, it sets up expectations based on their prior knowledge about like topics. Equally they read, they may mentally revise their prediction as they proceeds more information.
Identifying the Main Idea and Summarization
Identifying the main thought and summarizing requires that students decide what is important so put it in their own words. Implicit in this process is trying to sympathise the author's purpose in writing the text.
Questioning
Request and answering questions about text is another strategy that helps students focus on the significant of text. Teachers tin help by modeling both the procedure of asking skillful questions and strategies for finding the answers in the text.
Making Inferences
In society to make inferences near something that is not explicitly stated in the text, students must learn to draw on prior cognition and recognize clues in the text itself.
Visualizing
Studies have shown that students who visualize while reading have better recall than those who do not (Pressley, 1977). Readers can take advantage of illustrations that are embedded in the text or create their own mental images or drawings when reading text without illustrations.
Strategies for Reading Comprehension: Narrative Text
Narrative text tells a story, either a true story or a fictional story. There are a number of strategies that will assist students sympathise narrative text.
Story Maps
Teachers tin can have students diagram the story grammar of the text to raise their awareness of the elements the author uses to construct the story. Story grammar includes:
- Setting: When and where the story takes place (which can alter over the form of the story).
- Characters: The people or animals in the story, including the protagonist (main character), whose motivations and actions drive the story.
- Plot: The story line, which typically includes one or more problems or conflicts that the protagonist must address and ultimately resolve.
- Theme: The overriding lesson or main thought that the author wants readers to glean from the story. It could be explicitly stated every bit in Aesop'southward Fables or inferred by the reader (more than mutual).
Printable story map (blank)
Retelling
Asking students to retell a story in their ain words forces them to analyze the content to determine what is important. Teachers tin can encourage students to get across literally recounting the story to cartoon their own conclusions almost it.
Prediction
Teachers can ask readers to make a prediction about a story based on the title and any other clues that are available, such as illustrations. Teachers can later ask students to detect text that supports or contradicts their predictions.
Answering Comprehension Questions
Request students different types of questions requires that they find the answers in dissimilar means, for case, by finding literal answers in the text itself or by cartoon on prior noesis and then inferring answers based on clues in the text.
Strategies for Reading Comprehension: Expository Text
Expository text explains facts and concepts in gild to inform, persuade, or explicate.
The Structure of Expository Text
Expository text is typically structured with visual cues such as headings and subheadings that provide clear cues as to the structure of the information. The start judgement in a paragraph is besides typically a topic sentence that clearly states what the paragraph is about.
Expository text also often uses ane of five mutual text structures as an organizing principle:
- Cause and outcome
- Problem and solution
- Compare and contrast
- Description
- Fourth dimension society (sequence of events, actions, or steps)
Teaching these structures can assistance students recognize relationships between ideas and the overall intent of the text.
Main Idea/Summarization
A summary briefly captures the primary idea of the text and the key details that support the main thought. Students must empathize the text in guild to write a good summary that is more than a repetition of the text itself.
K-W-L
There are three steps in the K-Due west-L process (Ogle, 1986):
- What I Know: Before students read the text, inquire them as a group to identify what they already know nearly the topic. Students write this list in the "One thousand" column of their K-W-L forms.
- What I Want to Know: Ask students to write questions nigh what they want to learn from reading the text in the "W" column of their K-W-L forms. For example, students may wonder if some of the "facts" offered in the "M" column are true.
- What I 50earned: As they read the text, students should wait for answers to the questions listed in the "Due west" column and write their answers in the "50" column along with anything else they learn.
Later on all of the students take read the text, the teacher leads a give-and-take of the questions and answers.
Printable 1000-Westward-L chart (blank)
Graphic Organizers
Graphic organizers provide visual representations of the concepts in expository text. Representing ideas and relationships graphically can help students understand and call up them. Examples of graphic organizers are:
Tree diagrams that represent categories and hierarchies
Tables that compare and contrast information
Time-driven diagrams that represent the order of events
Flowcharts that represent the steps of a procedure
Teaching students how to develop and construct graphic organizers volition crave some modeling, guidance, and feedback. Teachers should demonstrate the process with examples first earlier students do doing it on their own with instructor guidance and eventually work independently.
Strategies for Reading Comprehension in Read Naturally Programs
Several Read Naturally programs include strategies that back up comprehension:
| Read Naturally Intervention Program | Strategies for Reading Comprehension | |||
|---|---|---|---|---|
| Prediction Step | Retelling Step | Quiz / Comprehension Questions | Graphic Organizers | |
| Read Naturally Live:
| ✔ | ✔ |
| |
| Read Naturally Encore:
| ✔ | ✔ |
| |
| Read Naturally GATE:
| ✔ | ✔ |
| |
| One Minute Reader Alive:
|
| |||
| 1 Minute Reader Books/CDs:
|
| |||
| Take Aim at Vocabulary: A print-based program with audio CDs that teaches advisedly selected target words and strategies for independently learning unknown words. Students work mostly independently or in instructor-led small groups of up to six students.
|
| ✔ | ||
Bibliography
Honig, B., L. Diamond, and L. Gutlohn. (2013).Pedagogy reading sourcebook, 2d ed. Novato, CA: Arena Press.
Ogle, D. Thou. (1986). K-W-L: A educational activity model that develops active reading of expository text. The Reading Teacher 38(6), pp. 564–570.
Pressley, Yard. (1977). Imagery and children'south learning: Putting the flick in developmental perspective. Review of Educational Research 47, pp. 586–622.
Tierney, R. J. (1982). Essential considerations for developing basic reading comprehension skills.School Psychology Review 11(3), pp. 299–305.
Source: https://www.readnaturally.com/research/5-components-of-reading/comprehension
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