response booklet module 4 - lacreads.org · strategies for the effective teaching of reading:...

USAID/Jamaica Basic Education Project Supporting Educational Transformation in Jamaica

Caenwood Centre, Grant Hall, 37 Arnold Road, Kingston 5 Tel/Fax: (876) 967-5192

This project is a joint initiative of the Governments of Jamaica and the United States of America monitored by the Ministry of

Education and United States Agency for International Development (USAID).

Presented at the

Strategies for the Effective Teaching of Reading: Comprehension (Part 2)

Workshop

January – February 2012

MODULE 4

Strategies for the Effective Teaching of Reading

Comprehension (Part 2)

Version 3 – STRC010212 (DRAFT)

Developed December 2011

by the

USAID/Jamaica Basic Education Project

RESPONSE BOOKLET



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Table of Contents

Session 1: Teaching Comprehension – Implicit or Explicit? .................................................... 2

Objective ..................................................................................................................................... 2 Activity 1.1: How Do We Teach Comprehension? .................................................................... 2

Session 2: Exploring Comprehension Strategies ...................................................................... 3

Objectives ................................................................................................................................... 3

Activity 2.1: Reviewing Comprehension Strategies ................................................................... 3 Learning Log No. 1 ..................................................................................................................... 4 Activity 2.2: Powerful Little Strategies ...................................................................................... 5 Learning Log No. 2 ..................................................................................................................... 5

Session 3: Development and Evaluation of Comprehension Lessons ...................................... 6

Objectives ................................................................................................................................... 6

Activity 3.1: Checklist Development .......................................................................................... 6 Activity 3.2: Lesson Demonstration and Evaluation .................................................................. 7 Activity 3.3: Lesson Development and Evaluation (online activity) .......................................... 8

Appendix A: Comprehension Strategies ................................................................................... 12

Appendix B: Powerful Little Strategies .................................................................................... 18

Appendix C: Mini-Lessons on Comprehension Strategies...................................................... 21

Mini-Lesson 1: Reading Ahead ............................................................................................... 21

Mini-Lesson 2: Using Signal Words & Phrases - Contrast ..................................................... 23 Mini-Lesson 3: DRTA/DLTA Strategy ................................................................................... 24

Mini-Lesson 4: KWL Strategy................................................................................................. 26

Appendix D: Comprehension Checklists .................................................................................. 28

Comprehension Checklist - Sample A ...................................................................................... 28 Comprehension Checklist - Sample B ...................................................................................... 29



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Session 1: Teaching Comprehension – Implicit or Explicit?

Objective Participants will state the reasons why comprehension should be explicitly taught.

Activity 1.1: How Do We Teach Comprehension?

a. Read the case in Figure 1.1 and critically review the teacher’s practice. Figure 1.1

Motivate, Not Intimidate- The Case Of Mrs. Brown

It was the beginning of the School year. Mrs. Brown, the Grade 3 teacher, discovered that her students were underachieving in comprehension and so she decided to increase her focus on comprehension teaching. She dedicated Monday afternoons, between 2:00 and 3:00 to the implementation of her new intervention plan. Her new programme which would run for the term included the use of beautifully illustrated texts from North America which would motivate her students to learn about the cultures of other people. She wanted to broaden their experiences because she felt that they knew precious little about their world. Her intervention also focused on helping students to answer questions at the literal level since she felt that struggling students should not be frustrated with sophisticated questions,. These difficult questions, in her opinion, only resulted in a dislike for comprehension. Most of her questions were not linked to the stimulus given. She firmly believed that asking more “generic questions” of students helped them to develop a more holistic understanding of the text. In the words of her former beloved teacher “Never make students slaves of the text.” She ensured that her students’ books were marked in a timely manner, being sure to give very long ticks and small exes. She did not make verbal or written comments as she did not wish to overwhelm her students. Her motto was “motivate, not intimidate.” Students had to, however, correct the wrong answers until they got them right. This approach was tried and proven. After all it had worked for her as a student.

b. State if you agree/ disagree with the teacher’s approach to teaching comprehension.

c. Give at least two reasons for your response to ‘b’.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________



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Session 2: Exploring Comprehension Strategies

Objectives

Participants will:

1. Use the KWLS strategy to review three (3) comprehension strategies.

2. State some “Powerful Little Strategies” for the effective teaching of comprehension and

comment on their value.

Activity 2.1: Reviewing Comprehension Strategies

a. List in the first column (K) what you know about the strategy (KWLS, QAR, DRTA)

assigned to your group.

b. Indicate in the second column any additional information you would like to learn about each

strategy (W).

Figure 2.1: KWLS Strategy Sheet

K

What I Know W

What I Want to Know L

What I Have learned S

What I Would Still

Like to Know

c. Read the articles provided in Appendix A (page 9) to answer the questions posed. Complete

the third column (L).

d. List any queries for which you sought answers but did not get responses even after reading

the texts on the strategies. Complete the fourth column (S).



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Learning Log No. 1

Write any additional information gleaned, in the learning log below.



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Activity 2.2: Powerful Little Strategies

1. List any “Powerful Little Strategies” which you have used in your teaching of

comprehension.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. In Learning Log No. 2 write insights gained from the demonstration lesson on how to use

Read Ahead and Contrasting Words and Phrases in comprehension teaching.

Learning Log No. 2



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Session 3: Development and Evaluation of Comprehension Lessons

Objectives

Participants will:

1. Develop a comprehension checklist.

2. Evaluate comprehension lessons using developed comprehension checklist.

3. Develop a comprehension lesson that demonstrates the use of a comprehension strategy.

Activity 3.1: Checklist Development

1. a. List the elements of a good comprehension lesson.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

b. In assessing a comprehension lesson, there are some specific elements/items that we look

for. Under each subsection of the checklist template below, list some elements/items that

you consider to be important.

Figure 3.1: Comprehension Checklist Template

Item Yes No

1 Selection of Stimulus Material

(a)

(b)

(c)

2 Lesson Introduction

(a)

(b)

(c)

3 Lesson Development

(a)

(b)

(c)



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Item Yes No

4 Assessment

(a)

(b)

(c)

Activity 3.2: Lesson Demonstration and Evaluation

1. Use the assigned portion of the checklist to provide feedback on the demonstration

lesson.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________



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Activity 3.3: Lesson Development and Evaluation (online activity)

1. For this activity you are required to download an electronic version of a lesson plan

template which you will use to create a mini-comprehension lesson.

2. Follow the instructions access to the online forum and download the electronic version of

the lesson plan template.

a. Send an email to [email protected] requesting that an account be created

for you at www.jamaicaneducatorsshare.com . You will get a response with your user

name and password within 24 hours.

b. Go to online forum at: www.jamaicaneducatorsshare.com (Figure 3.1)

Figure 3.1

mailto:[email protected]

http://www.jamaicaneducatorsshare.com/

http://www.jamaicaneducatorsshare.com/



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c. Under Course categories, click IMPROVING READING SKILLS FOR

CHILDREN IN PRIMARY GRADES (Figure 3.2)

Figure 3.2

d. Click Forum for Trainers of Teachers (TOTs) (see Figure 3.3)

Figure 3.3

http://www.jamaicaneducatorsshare.com/moodle/course/category.php?id=1

http://www.jamaicaneducatorsshare.com/moodle/course/category.php?id=1

http://www.jamaicaneducatorsshare.com/moodle/course/view.php?id=4



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e. Log in to the forum using your user name and password (see Figure 3.4).

Figure 3.4

f. Scroll down to Topic 4, Module 4 in the Forum for Trainers of Teachers (TOTs).

See Figure 3.5.

Figure 3.5

g. Under Topic 4, Module 4, click on Activity 3.3 Lesson Plan Template to download

the electronic version of the plan. Remember to save to your computer.

h. After completing the plan, click link My mini-comprehension lesson (see Figure 5) to

read the instructions on how to upload your plan and then upload the plan.

i. Follow the steps in b-h to check back periodically to read comments on your plan.



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Figure 3.6: Lesson Plan Template

Also available in the Forum for Trainers of Teachers (TOTs)

LESSON PLAN TEMPLATE

Subject: Language Arts

Focus: Comprehension

Topic :

Grade:

Time:

Attainment Target:

Objective(s) :

Resource(s):

Comprehension Strategy:

Activities

Introduction:

Development:

Culmination:



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Appendix A: Comprehension Strategies

1. The KWL Strategy

This is a content area strategy which provides the students with a high level of autonomy for

their learning. It actively engages them in determining what they would like to learn. Students

are asked to indicate what they know about a topic (K), pose questions about what they would

like to know about the topic (W) and after reading the text state what they learned in response to

the questions posed. They also need to state what they still need to learn. When this strategy is

used, students engage in active discussion, construction of graphic organizers, summarizing and

categorizing of information, reading and writing and analyzing of data. The strategy can be used

in any grade, with individuals, with small or large groups or as a whole class activity.

Figure A-1: KWL Strategy Sheet

What I Know What I want to Know What I Learned



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2. Directed Reading-Thinking Activity (DRTA)

This strategy encourages readers to make predictions while reading the text. After students read

specific portions of the text, they stop, confirm or revise previous predictions and make new

predictions about what they will read next.

Here is a simple procedure to follow when using the DRTA .

Figure A-2: Procedure for using DRTA

Procedure for DRTA

1. Students read the title of the story (and perhaps a bit of the selection) and make predictions about the story.

2. Students are directed to read specified portions of the story. As they read, students confirm, refine or reject their initial predictions. They identify supporting details in the text to justify their stance. Students then make new predictions.

3. Students read the next pre-selected portion of the text and follow the procedures outlined in step two. Initially the sections are fairly short and frequent. As the students become more involved with the story (based, in part, on their predictions) the frequency of the ‘stops’ to predict/confirm are lessened until the students read enthusiastically to complete the story.

4. Learners must revisit their initial predictions and compare them to actual findings in the text.

5. Follow-up activities such as summaries may be a logical extension of the DRTA as the information that was confirmed provides a basic summary in many instances.

Points to Remember

The teacher facilitates the thinking process by asking probing questions such as, “What do you think?” “Why do you think so?” “What are the evidences to justify your responses?”

The class summarizes the points that came out of the discussion.

The DL-TA, Directed Listening-Thinking Activity, proceeds in the same manner as the DRTA.

However, in the DLTA, the teacher reads to the children. The DLTA is especially suited for very

young children and for struggling readers.



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Here is a guide for conducting a DRTA Lesson.

Figure A-3: Guide for using DRTA

Guide for Conducting a DRTA Lesson

1. Begin by reading the title of the text. Ask students questions such as:

What do you think a story with a title like this may be about?

Why do you say so?

2. Have the students read (or you read to the students for a Directed Reading- Listening Activity) to the first predetermined stop point. A suitable stop point is where there is heightened interest and or conflict in the story.

3. Question students about what they have read, for example:

What is the story about?

What do you think will happen next?

Why do you say that?

4. Ask students to read through to the next selected point then question students:

What has happened so far?

How did your predictions turn out?

What do you think will happen now?


Which portion of the story helped you to justify your prediction?

What else might happen?

5. Have students read through to the next stop point. Ask questions such as:

What else has happened?

How do you think the story will end?

Why do you say so?

6. Students read through to the end of the story. Ask questions such as:

How did the story end?

How many of your predictions were right/wrong?



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3. Question and Answer Relationships (QAR)

What is the QAR?

Question and Answer Relationships (QAR) is a reading strategy in which students categorize

comprehension questions based on the source of answer for each question. Students state whether

the information they used to answer questions about the text was (a) explicitly stated (b) implied or

(c) dependent on students’ background knowledge/experiences (See Figures A-4, A-5 & A-6).

Figure A-4: Steps in using the QAR

Steps in using the QAR

1. Select an interesting text. This could be a fiction or non-fiction.

2. Write questions that would fall into one of the following three categories: CATEGORY 1 – “RIGHT THERE” The information that students will need to answer the question is right there in the text. Questions that fall into this category are at the literal level. CATEGORY 2 - “THINK AND SEARCH” The students will use information in the text in addition to their own experiences (prior knowledge) to form inferences. CATEGORY 3 - “IN MY HEAD” The information needed to answer questions at this level is dependent on students’ summary/evaluation of the text. Answer to the question is therefore entirely in the reader’s mind but based on the information in the text.

3. Model, using Think Aloud, how you determine the source of the answer to various

questions. Guide students as they determine the source of answers for questions based on a piece of simple text. Discuss with students how answers to questions come from different places before they begin to read the text. This helps students to think about the questions while they are reading and so provide them with a purpose for reading.

4. After students have read the text, give them clear instructions about each of the three categories mentioned above. Information on overhead projector or handout for students might be helpful to achieve this. Look at the example in Figure A-5.

5. Ask students to answer the questions and to state the category of information they needed to answer each.

6. Discuss students’ responses as a whole class activity. Students should be given the opportunity to respond to each other’s contribution by asking questions and discussing other categories to which answers could be assigned. Such rich discussion can promote comprehension skills and extend knowledge.



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Figure A-5

Benefits of the QAR

Helps students to monitor their comprehension of the text.

Sets a purpose for reading the text.

Allows students to assess their comprehension of the text.

Helps students to think critically.



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Figure A-6

QAR: An Example

Following the story below are some questions. In brackets, after each question, is the category into which each question falls. Help your students to answer the questions by modeling, using Think Aloud, or by providing direct guidance. Mary lived in Jericho all her life. Mary and her family would be moving one hundred kilometres away to the city of Kingston. Mary did not want to move because she would be leaving behind her best friend, Sue Ann, the netball team she had played on for the past year, and the big mango tree in her backyard where she liked to sit or play. She was especially angry because she was moving on her birthday! She would be ten tomorrow. She wanted to spend the day with her friends and to have a party but; instead, she would have to watch her house being packed up and put on a trailer. Mary thought that moving was a terrible way to spend her birthday; No party! No friends with whom to spend the day! “What about what I want?” she sulked. But that was just the problem. No one ever asked Mary what she wanted. 1. What can Mary do to make her moving to a new community easier for her?

(In My Head) 2. Name the city to which Mary and her family are moving. (Right There) 3. Does Mary like to play on the netball team she has played on for the last year? (Think and Search) 4. What is the name of Mary’s best friend? (Right There) 5. Say how moving to a new house and to a new community can be exciting? (In my Head) 6. For how long has Mary lived in Jericho? (Think and Search)



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Appendix B: Powerful Little Strategies

PPOOWWEERRFFUULL LITTLE STRATEGIES

Readers sometimes get stuck when they read, not understanding a word or losing the

train of thought. The difference between a good and a poor reader is that the good

reader realizes that comprehension has broken down, and knows what strategy to use to fix it.

Many students do not realize they do not understand what they read, so teachers must help them

become so engaged in the text that when they veer off course, they realize it and immediately

know how to correct it. Here is a list of strategies, often called Fix-Up Strategies that have

proven to be very useful to readers in general, but which are particularly useful to struggling

readers:

1. Reading Ahead

Read Ahead – You might want to continue reading a couple of sentences if you are

confused. If the confusion does not clear after this effort, try another strategy.

2. Going Back and Re-reading

Reread – It is OK to reread text that you have already read. Maybe you misread a

word or left out a word that holds the meaning to the text.

3. Restating what was read

Restate what was read – It may be helpful if you restate the difficult sentence or

paragraph as you read. Restating or paraphrasing helps you to monitor your

comprehension.

4. Slowing down the pace while reading challenging portions or segments of the text

Slow down the pace while reading challenging portions or segments of the text –

It may be helpful at some points, while reading a text, to slow down the pace a bit in

some sections in order to make sense of what is being read. A slower pace may help

you to focus more on some words and phrases.

5. Using Signal Words – Comparison & Using Signal Words – Contrast

Use signal words – Words that signal that something similar or different from what

has been said in a preceding sentence or paragraph can be helpful to you the reader in

preparing you for upcoming information. These words will therefore help to increase

your comprehension. Words that show comparison or similarities include same as,

alike, not only…but also, similarly, similar to, compared with, as well as, and

resemble. Words that show contrast or differences include, on the other hand,

however, but, although, yet and while.



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6. Using picture and other context clues

Look at the pictures, illustrations, charts, and graphs – These are used by the

author to help you understand what you are reading. Pictures and illustrations help

you visualize what you are reading. Charts and graphs are used to present the

information in a more visual manner. By closely examining these, you can deepen

your level of understanding.

7. Reading the author’s note

Read the author’s note – Sometimes the author will present background information

as an author’s note. By reading this section, you will be preparing your brain to take

in new information and connect it to what you have already learned.

8. Questioning the text

Ask questions – If you ask questions as you read, you will be more actively engaged

with the text. You will be looking for answers to your questions, and will remember

what you read.

9. Making predictions

Make predictions – As you read, think about what might happen next. You will be

making inferences and drawing conclusions about the characters and plot.

10. Visualizing

Visualize or make a mental image – Take time to make a movie in your head. As

you read the descriptions of characters or settings, paint a picture. This strategy will

help you visualize and comprehend better.

11. Determining Importance

Determine Importance – You can focus your reading and aid your comprehension

by determining what is important from the large body of text you are reading. Some

questions to ask yourself are:

What is my purpose for reading this piece?

What has the writer done to signal what is important to me?

As I read this passage, what is the most important point here for me to remember?

12. Stopping to think

Stop to think –As you read, you should stop and think about what you have read. If

you do not remember anything you have read, why continue? Pause and summarize

in your head.



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13. Summarizing

Summarize in your own words – Do not continue to read if you are not able to

summarize what you have read so far. If you do, you will just be wasting time

“saying words” and you will not be learning or understanding anything from the text.

14. Making connections/Linking ideas

Make connections to what you already know – As you read you should be

thinking about how the information fits with what you know about yourself, what

you’ve read in other texts, and how things operate in the real world. This will help

you remember what you read.

15. Thinking Aloud

Think Aloud – Saying your thoughts aloud as you think through what you read has

been found to be a very powerful strategy. It is strategy which effectively supports

many other comprehension strategies. It will give you focus and confidence as you

process the text.

16. Asking for help

Ask for help – When you are not understanding what you are reading, and you do not

know which fix-up strategy to use, ask someone. You might ask a friend or you

might need help from a teacher or parent.

17. Figuring out the unknown words

Figure out the unknown words – You may use context clues, identify roots and

affixes, or use a dictionary to determine the meaning. Do not just skip the word

altogether.

18. Looking at sentence structure

Look at sentence structure – Sometimes an author’s style of writing may contain

awkward sentence structure. Try moving the words around in your head until they

make better sense.

19. Defining your purpose for reading

Define your purpose for reading – Ask yourself why you are reading. Reading to

learn or pass a test requires more concentration than reading for enjoyment.

Some of the information in Appendix B was retrieved on December 14, 2011 from

http://wvde.state.wv.us/strategybank/KnowingtheFix-UpStrategies.html

http://wvde.state.wv.us/strategybank/KnowingtheFix-UpStrategies.html



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Appendix C: Mini-Lessons on Comprehension Strategies

Mini-Lesson 1: Reading Ahead

Strategy: Reading Ahead

Focus: What Do These Phrases Mean?

Resources: Leader in the Dark – Karl Phillpotts -Read with Me! Literacy 1-2-3, Grade 3

Primary Anthology; Ministry of Education (2007)

Story:

Jesse Peters had been blind since he was four years old. He had been in an accident and had hurt his eyes so badly that he lost his sight. But although Jesse was blind, he still wanted to be like other boys. He wanted to do many of the things that other boys who were not handicapped could do. Jesse walked in front using his stick to feel his way in the dark. His mind was his eyes. He could not forget the things he had smelt at different places in the woodland. He could not forget how the ground felt on the way to and from the camp.

Steps

1. Using the Guided Reading Approach, have students read the passage aloud. Pause where

you have the phrase “he still wanted to be like other boys” and repeat the phrase.

2. Point to the highlighted text and ask the question “I wonder what this phrase means?”

3. Have students try to figure out the meaning. For those students who have read ahead and

can articulate the meaning, compliment them and reinforce the point that sometimes

reading ahead can provide the answer. Where students fail to recognize the clue, say “Let

us read ahead and see if we can find the answer.” Make the point that reading ahead may

sometimes be very useful in understanding a word or phrase or sentence which is not

clear at first.

4. Use arrows to demonstrate to students the link between the highlighted phrase and the

sentence that follows (see in Figure C-1).



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Figure C-1: Reading Ahead Strategy in Action

Leader in the Dark – Karl Phillpotts

Jesse Peters had been blind since he was four years old. He had been in an accident

and had hurt his eyes so badly that he lost his sight. But although Jesse was blind,

he still wanted to be like other boys. He wanted to do many of the things that

other boys who were not handicapped could do.

Jesse walked in front using his stick to feel his way in the dark. His mind was his eyes.

He could not forget the things he had smelt at different places in the woodland.

He could not forget how the ground felt on the way to and from the camp.

5. Repeat the steps for the second highlighted phrase (see in Figure C-1):“His mind was his eyes.”, being sure to note that in this case, two sentences that follow, instead of one in

the first case, work to explain the phrase.

6. Have students note that sometimes the supporting sentences, phrases and words do not

immediately follow the idea they help to explain. Sometimes they come much farther

down in the passage and one has to continue reading in order to get this help.

Tips for Students

When you don’t understand something you’re reading, you can use a skill called Read

Ahead.

If you keep reading ahead, often you can figure out a part of the text that was mentioned

at first but not clearly understood.

Authors often use a sentence or phrase to explain an earlier complex idea or thought in

the text.

2

1



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Mini-Lesson 2: Using Signal Words & Phrases - Contrast

Strategy: Using Signal Words & Phrases - Contrast

Focus: How Do I Know That Something Different Is Coming?

Resource: Leader in the Dark- Karl Phillpotts -Read with Me! Literacy 1-2-3, Grade 3

Primary Anthology; Ministry of Education (2007)

Jesse Peters had been blind since he was four years old. He had been in an accident and had hurt his eyes so badly that he lost his sight. But although Jesse was blind, he still wanted to be like other boys. He wanted to do many of the things that other boys who were not handicapped could do. Jesse walked in front using his stick to feel his way in the dark. His mind was his eyes. He could not forget the things he had smelt at different places in the woodland. He could not forget how the ground felt on the way to and from the camp.

Steps

1. Have students read sentence 1, then read the first two words ‘But although” in sentence 2.

Ask them to pause here and say what these words lead them to expect.

2. The words suggest that something different from or opposite of what would have

normally be expected, is about to come.

3. Have students now read to the end of the paragraph. Ask them to indicate how the first

sentence is different from the other two sentences in the paragraph.

4. Sentence one leads us to think of a little boy who would have felt helpless because of his

blindness. The following sentences in the paragraph describe a little boy who was ready

to lead a normal life. The words ‘But although’ prepare us to discover the opposite of

what we expected after reading the first sentence.

5. Share the following chart of signal words that show contrast with the students:

Figure C-2

Signal Words and Phrases That Show Contrasts

however

on the other hand different from although

but

instead of

while unless yet rather



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Mini-Lesson 3: DRTA/DLTA Strategy

Strategy: DRTA/DLTA Strategy

Focus: Predicting and verifying outcomes through the use of DRTA/DLTA

Attainment Target: Read for meaning, fluency and enjoyment

Objective: Students will make and confirm predictions about a story

Resource: Story titled “The Tortoise and the Hare”

1. Tell students that you will teach them a strategy that they can use to help them understand a

story.

2. Explain that the strategy requires that they make predictions (guesses) about how the story

will progress. Tell them that they will be required to read (DRTA) or listen (DLTA) to

selected portions of the story to find out if their guesses were supported by the story. Let

them know that they will also be required to give evidences from the story to support their

responses.

3. Begin by reading the title of the text “The Tortoise and the Hare.” Ask students questions

such as:

a. What do you think a story with a title like this, The Tortoise and the Hare, may be

about? Why do you say so?

b. What is a hare?

c. Which animal does the hare remind you of? Why?

d. What is a tortoise?

e. Which animal does the tortoise remind you of? Why?

f. Give a word that you would use to describe a hare as a (an) runner/ athlete

g. Give a word to describe the tortoise as a (an) runner/athlete

4. You may also share the picture on the book cover to help students make predictions about the

text. Based on the pictures on the book cover, ask questions such as:

a. Who will win the race/event? What evidence do you have to support your answer?

b. Where is the story taking place? How do you know?

c. Who are the spectators? How do you know?

3. Have the students read to the first predetermined stop point (DRTA) or listen to you read

(DLTA) where there is heightened interest and or conflict in the story. (Stop at page 4)

Question students about what they have read/listened to, to see if their predictions were

supported by the text. Ask students to read/supply evidences from the text to support their

answers. Engage students in a discussion related to their responses. The following questions

may guide the discussion:



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a. Did the story support your earlier predictions?

b. Do you want to change your predictions? If yes, what in the story makes you want to

change your mind?

c. How do you think the story will continue?


4. Direct students to read/listen through to the next selected stop point (Stop at page10), then

revisit earlier predictions. Ask questions such as

a. What has happened so far?

b. Which of your predictions were supported by the text? Read/share the section from the

text that supports your answer

c. Do you want to change any of your predictions? Why, Why not?

d. What do you think will happen now?

e. Why do you say that?

5. Students read/listen through to the next stop point. (to page 14 ) Return to earlier predictions

to verify those responses that were supported by the text. Ask questions such as:

a. What else has happened to make you remain with your predictions or change your

predictions?

b. How do you think the story will end? Who will win the race/event?

c. What are the evidences in the story that help you to make that decision?

Note. They may make reference to the pictures and the written details. Some students may

use information from their past experiences (a bit of QAR) and from similar stories (text

to text connection) to provide support for their responses.

6. Students read/listen through to the end of the story (page 24). Ask questions such as:

a. How did the story end? Read/share the part of the story that supports your answer

b. How many of your predictions were supported/ not supported by the text?

7. Have students summarize by placing their predictions under the following headings:

Figure C-3

Those confirmed by text Those not confirmed by the text



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Mini-Lesson 4: KWL Strategy

Strategy: KWL

Focus: How do I use the KWL as a Comprehension Strategy?

Resource: Story “All About Light” (pages 1-13)

Story:

What is light? Light is a form of energy. Energy makes things happen. The sun gives off light. Fire gives off light. What happens when the sun goes down? It gets dark outside. Long ago people lit up their homes with candles. Today people use electricity to light their homes. Electricity is another type of energy. Light bulbs have wires in them. These wires glow when electricity runs through them. Light moves very fast. Turn on a lamp. Right away, the room fills with light. Light moves in a straight line. Turn on a flashlight. The beam of light is straight

Steps 1. Introduce the story by reading the title. (All About Light) Have a discussion on the title.

E.g. What will the story tell us about light? (In stories where there are pictures on the

cover of the book have a discussion about those pictures (a bit of DRTA). This kind of

discussions provides teachers with the students’ background knowledge about the

concept to be explored and gives those students a sense of direction with regard to the

content of the story.

Note. The teacher may also lead the students in a Picture Walk to give them some

information about the ideas that will be addressed in the text. This activity builds schema.

2. Following the introduction of the text, ask students to say what they know about light.

Write students’ responses in the K column of the strategy sheet. Students may also be

encouraged to “share the pen” with the teacher, that is, allow the students to do the actual

writing at some point in the lesson). This practice promotes writing skill development and

actively engages students in the lesson.

3. Find out from students the sources of their responses. (This helps them to recognize that

there are several places from which they can get answers. The QAR comprehension

strategy highlights this). Encourage students to challenge each others’ views, where

necessary.

4. Discuss the meanings of some key words that might create difficulty when students begin

to read the text independently. Use these words in context. Allow students to identify key

words and phrases in the sentences that help them to know the meanings of the targeted

words. For books with picture clues you may do a Picture Walk to assist students in

deriving meaning.



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Examples of Sentences

Energy makes people and things work. Food is one source of energy. Electricity also provides energy to light up the place and to make our electrical equipment work. There was no electricity at home so mother lit a candle. A candle is made out of wax. It is a source of energy. When it is lit it gives us light to see in the dark. The Jamaica Public Service provides us with electricity. Electricity makes the television, refrigerator and light bulb work. When I turn on the electrical switch the light bulbs come on and light up the place. There was no light at home so father put the batteries in the flashlight and switched it on. We were able to see in the dark. When I shone the flashlight in the dark corner of the room the beam from the flashlight helped me to find the earring.

5. Ask students to suggest questions about light for which they would like answers from the

text.

6. List these questions in the W column of the strategy sheet. Find out from the students

why these questions are important to them.

7. Have students do independent reading to answer the questions. Reading and answering of

questions may be done as a paired or mixed ability group activity. (The able readers can

provide support to the struggling readers/ learners).

8. Have students record their answers to the questions in the L column of the strategy sheet.

9. Discuss students’ responses to the questions. Ask students to provide supporting

evidences from the text.

10. Have students re-examine the information in the K column to see whether their initial

responses about light were confirmed or disconfirmed by the text.

11. Summarize and categorize students’ responses. You may use a Graphic Organizer such as

a Semantic Map to do this.

12. Assign students to find answers, elsewhere, for questions that were not answered by the

text. Talk about the likely sources from which they might get responses to the

unanswered questions.

13. Have students talk about other interesting information they learned, from the text, for

which they had not sought answers.



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Appendix D: Comprehension Checklists

Comprehension Checklist - Sample A

Figure D-1: Comprehension Checklist – Sample A

ITEMS YES NO

1. Selection of Stimulus Material

Material:

a. Relates to children’s experiential background

b. Is developmentally appropriate

c. Is linked to the curriculum

2. Lesson Introduction

a. Stimulates interest

b. Clearly establishes the focus of the lesson – reading skill, topic

c. Sets a foundation for the rest of the lesson

Does preparatory work for the delivery of a particular strategy

Reviews/explores critical vocabulary and/or concepts

Generally explores the subject of the stimulus through discussion,

or the arts

Other

3. Lesson Development

a. Focuses on the specific comprehension skill, and/or objective(s)

identified

b. Appropriately models comprehension strategy or strategies

c. Provides guided practice in the use of specific strategy or strategies

d. Employs the use of questions set at different levels of the taxonomy

e. Relates questions to the stimulus/stimuli used

f. Provides support for different type/levels of learners

4. Assessment

a. Provides for independent practice in the use of specific comprehension

strategy or strategies

b. Employs the use of questions set at different levels of the taxonomy



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Comprehension Checklist - Sample B

Figure D-2: Comprehension Checklist – Sample B

ITEMS YES NO

1. Discusses key concepts.

2. Activates/ builds background experiences.

3. Makes connections with students’ experiences.

4. Uses context clues to aid understanding.

5. Asks questions at various levels.

6. Asks probing questions.

7. Allows students to ask questions.

8. Allows wait time for students to respond to questions.

9. Sets a purpose for reading or allows students to set a purpose.

10. Requires students to provide supporting evidence for answers

they have given.

11. Models comprehension strategies and techniques.

12. Discusses text with students.

13. Extends students’ understanding of text.

14. Gets students to tell what they have learned both about the text

and about the strategies they are using.

response booklet module 4 - lacreads.org · strategies for the effective teaching of reading:...

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