Camp Under the Stars at the Comprehension Campgrounds

Whitney Imhoff

June 2, 2009

Child Activity

Pick Book Write down unknown words

Reflections

Journals – FluencyDaily Entry (Parent = Left Side)

Strategy Tried (at least 3 days) Amount of Time Personal Response (questions, concerns) Response / Feelings (Child = Right Side)

Introduction - OAT

OAT Literary

Compare/Contrast Main Idea/Characters/Setting

• This paragraph is from the selection...What is the main idea of this paragraph? (MAY 2008)

Genres• The reading selection is a: poem, fairy tale, story (MAY 2008)

Author’s Word Choice• This is a sentence from the selection. “I had butterflies in my

stomach all morning. Now, it was almost my turn. My palms got sweaty as I waited.” How do you think Rob is feeling? (MARCH 2008)

Theme

Introduction - OAT

OAT Informational

Text Features• “They did not know these changes were evidence of tiny plants

and animals growing all around them.” What does the word evidence mean? (text feature – word bank) (MAY 2008)

Essential Elements• “For thousands of years people did not know microbes existed.

They were too small for them to see.” Which question does this paragraph answer?

• Why couldn’t people see microbes? Why did people want to see microbes? Why are microbes so small? (MAY 2008)

Central Ideas and Details• An important idea from the reading selection is that monkeys

“talk” to each other. What detail from the selection supports this idea? (MARCH 2005)

Introduction - OAT

OAT Reading Process

Author’s Purpose• Entertain, Inform, Direct, Persuade

Predictions• Give another title for this reading selection. Use three

examples from the selection to support your title (MARCH 2005)

Conclusions• Why does Joey take her pail with her in the car? (MARCH

2005) Summarize Respond to Questions

Discussion

Comprehension Adler, C.R. (2004). Seven strategies to teach students text comprehension.

Readingrockets. Retrieved March 10, 2009, from http://www.readingrockets.org/ article/3479?theme=print

Monitor comprehension Reread if doesn’t make sense

Metacognition Think about reading before, during, after

Graphic Organizers Answering questions

Understand what was read Generating questions

Higher-level thinking while reading Recognize story structure

Characters, setting, events, problem, resolution Summarize

Major parts – break into smaller sections

Discussion

Strategies Who, What, Where Dice Graphic Organizers Comprehension Questions Bloom’s Taxonomy of Questioning Keyword Strategy Hangman

Parent – Child Activity

Journals Weekly Triangle

3 Things Learned 2 Strategies to Try 1 Self-Challenge

Discuss Strategies Choose 2

Campout and Read! Child – Choose book (keep), write unknown words Parent – Use Strategies

Previous strategies for phonics, vocabulary, fluency Choose where to sit and read Keep the book – and schedule a testing time!