Comprehension strategies

These are tools intended to be used over an extended period of time, with teacher modeling, guided practice, and independent application as instructional approaches.

These scaffolding strategies are designed to enable students to become more conscious of the "in-the-head" thinking that allows readers to make sense of text. By explicitly activating comprehension and vocabulary strategies, educators assist students toward becoming more independent and capable readers regardless of text complexity.

Coding the text- One method to engage students in text while bringing to the fore the comprehension strategies of questioning the text, determining importance, and activating background knowledge.

Teachers will code the article Mark Twain Has Passed On, Summit County Journal and Breckenridge Bulletin, April 30, 1910, page 7.

We will then debrief the strategy and discuss possible applications and/or modifications.

Vocabulary Development- Several methods for enhancing student vocabulary will be shared, including Knowledge Rating. The focus here is on the strategy of clarifying (Determining the meanings of unfamiliar words and phrases).

Teachers will complete a "Knowledge Rating" for pre-selected words in the brief article Colorado is at last a State, Golden Globe, August 5, 1876.

We will then debrief the strategy and discuss possible applications and/or modifications.

Making Inferences

Teachers will use the It Says, I Say, and So strategy to make inferences from the Territory vs. State article.

We will then debrief the strategy and discuss possible applications and/or modifications.


Coding the Text

What: A metacognitive strategy that helps students monitor their comprehension while reading.

Why: Some students tend to “stray” while reading a text, especially if the content is difficult. Coding helps students “stay” with the text. Students monitor their own understanding as they read in order to fix problems as they occur.

How:

  1. Create codes for the students to use, based on desired responses and characteristics of the assigned material. Codes may be symbols or letters, or students might color-code for certain text features. Possible codes include:

? = I have a question about this

A = I agree with this

D = I disagree with this

! = Interesting or important point

C = Confusing

  1. Model how to use the codes; demonstrate with the students’ text or with a text comparable to that which students will be reading.
  1. The students read the material and code by using sticky notes or peel-off dots, writing lightly in the text, and/or highlighting.
  1. The discussion of the materials begins with the codes. For example, the teacher can begin the discussion by asking, “What were you confused about?”

Helpful hints: Start simply—with only two codes—and add others as students become more proficient at coding

ELA/Dept. for Learning and Educational Achievement Jefferson County Public Schools

Golden,Colorado

"EXTRA! EXTRA! Learn All About it: Teaching with Colorado's Historic Newspapers"

Comprehending Content: Historical Documents Through a Strategy Lens

Page 1

VOCABULARY: KNOWLEDGE RATING

DIRECTIONS: You will be reading a text about Colorado’s statehood. Before you read, please rate your knowledge of the underlined words and phrases.

TERM / No knowledge / Have seen or heard / Can Define / Definition
. . . bankrupt to the verge of repudiation. . . .
. . . putting the Enabling Act through Congress. . .
. . . a continued government by “Carpet Baggers”. . .
. . .let us alone, in an exceedingly commendable manner. . .
. . . it costs us a mere trifle. . .
. . . having ceased to shell out for their benefit. . .

ELA/Dept. for Learning and Educational Achievement Jefferson County Public Schools

Golden,Colorado

"EXTRA! EXTRA! Learn All About it: Teaching with Colorado's Historic Newspapers"

Comprehending Content: Historical Documents Through a Strategy Lens

Page 3

IT SAYS. . .I SAY. . .AND SO

Target skills: Making inferences, drawing conclusions

Similar and related strategies: QAR’s, Reciprocal Questioning

Process

1.  Introduce the strategy by using a short, familiar text, a fairy tale, for example.

2.  Provide students with a question/questions requiring inferential thinking.

3.  Model the use of the chart with students.

4.  Have students evaluate their reasoning processes. It is helpful to have students discuss their responses in small groups.

CHART

QUESTION

/ IT SAYS / I SAY / AND SO
Read the question. / Find info. from the text to help you answer the question. / Consider what you know about the information / Put together the information from the text with what you know, then answer the question.
SAMPLE

QUESTION

/ IT SAYS / I SAY / AND SO
Why did the troll allow the first two Billy Goats Gruff to pass? / The Billy Goats tell the troll to wait for their big brothers because they are bigger. / It sounds like the troll wants to eat the goats. / The troll was greedy and wanted to get more food by waiting for a bigger goat to cross the bridge.

Some tips

  Students can either paraphrase or quote from the text to complete the “It Says” column.

  Be discriminating when writing questions. If you have several inferential questions, you might consider having students work in small groups in a jigsaw format to answer questions. Also, you don’t need to invent every question; you might, for example, use inferential questions from a textbook.

  The ultimate goal is for students to be able to do inferential thinking on their own, in their heads. The chart provides scaffolding for students as it’s needed. Even proficient readers can benefit, however, from periodically reviewing their thinking processes.

ELA/Dept. for Learning and Educational Achievement Jefferson County Public Schools

Golden,Colorado

"EXTRA! EXTRA! Learn All About it: Teaching with Colorado's Historic Newspapers"

Comprehending Content: Historical Documents Through a Strategy Lens

Page 4

IT SAYS. . .I SAY. . .AND SO

DIRECTIONS FOR COMPLETING THE CHART

QUESTION

/ IT SAYS / I SAY / AND SO
Read the question. / Find info. from the text to help you answer the question. / Consider what you know about the information / Put together the information from the text with what you know, then answer the question.

QUESTION

/ IT SAYS / I SAY / AND SO

ELA/Dept. for Learning and Educational Achievement Jefferson County Public Schools

Golden,Colorado

"EXTRA! EXTRA! Learn All About it: Teaching with Colorado's Historic Newspapers"

Comprehending Content: Historical Documents Through a Strategy Lens

Page 5