Comprehension of Informational Text
Grade 3:
Strategy 1: Checklist
The purpose of this strategy is to allow students to see reading as an active process, in which they constantly analyze what is being read. You can model the process for students using the following steps:
This strategy can be used in grades 2-5.
Strategy 2: ReQuest
This strategy teaches students to formulate good questions and that the answers to some questions are right there in the book, while others demand they "read between the lines." When students formulate questions, they internalize new information and use higher-level thinking skills. ReQuest is a good strategy for struggling readers because the teacher and the students reverse roles. The students ask you the questions, and you provide the answers. The following steps are used with ReQuest:
This strategy is especially enjoyable for students if you occasionally give an incorrect response. You, of course, are checking the student's' comprehension. This strategy can be used in grades 3-6.
Strategy 1: Checklist
The purpose of this strategy is to allow students to see reading as an active process, in which they constantly analyze what is being read. You can model the process for students using the following steps:
- Prepare statements about a passage that are either true or false.
- Together with students read the statements before beginning to read the passage.
- As you read, place a (+) before each true statement and a (-) next to each false statement.
- At the end of the reading, go back and reword the false statements to make them true. If necessary, you and the students should reread the material.
This strategy can be used in grades 2-5.
Strategy 2: ReQuest
This strategy teaches students to formulate good questions and that the answers to some questions are right there in the book, while others demand they "read between the lines." When students formulate questions, they internalize new information and use higher-level thinking skills. ReQuest is a good strategy for struggling readers because the teacher and the students reverse roles. The students ask you the questions, and you provide the answers. The following steps are used with ReQuest:
- Together with students, silently read a paragraph.
- Have the students ask you a question that can be answered after reading the passage. It is the students' responsibility to clearly state the question. If it is not clearly stated say, "I don't understand the question."
- If the questions cannot be answered from the material read, ask students to help you find the answer.
This strategy is especially enjoyable for students if you occasionally give an incorrect response. You, of course, are checking the student's' comprehension. This strategy can be used in grades 3-6.
Grade 4:
Strategy 1: Partner Reading and Content Too (PRC2)
The purpose of this strategy is to help English Language Learners practice reading expository text that includes technical vocabulary. Partner Reading and Content Too is a strategy in which two English learners collaborate on reading a text together. The teacher is the silent observer and cheerleader. First the partners preview the book or passage by discussing the pictures and their caption. Then the partners read a two-page spread silently. After each is finished, each partner rereads his/her page (their side of the text) again and writes their questions, the first partners reads his/her passage orally and asks his/her questions. The two students discuss the information and answer the questions. Then the second partner reads his/her page orally and they discuss that information and answer his/her questions. At the end of each two-page spread, they write down important vocabulary terms in their personal notebook and write definitions in their own words. This strategy can be used in grades 4-8.
Strategy 2: Collaborative Approach
In reading workshop, all students read the same expository text-from either a trade book or the internet-based on a topic they are studying in the textbook. Students write three types of questions on three different sticky notes after they have read the passage. The first is a "burning question," something about a definition of a word or clarification of the text. The second is a "wondering question," which begins with "Perhaps....," "Could...," "I wonder..," "What could?," or "What if?" The third is a clever connection thought. These statements begin with "This reminds me of"; "I remember when"; "Another text like this is"; "I didn't realize that" or "Ah Ha!" After all the sticky notes are posted to a board that has three columns. students discuss their questions, answer them, or find answers to them. The purpose of this strategy is to use collaboration and questioning skills to comprehend a text. This can be used in grades 3-8.
Strategy 1: Partner Reading and Content Too (PRC2)
The purpose of this strategy is to help English Language Learners practice reading expository text that includes technical vocabulary. Partner Reading and Content Too is a strategy in which two English learners collaborate on reading a text together. The teacher is the silent observer and cheerleader. First the partners preview the book or passage by discussing the pictures and their caption. Then the partners read a two-page spread silently. After each is finished, each partner rereads his/her page (their side of the text) again and writes their questions, the first partners reads his/her passage orally and asks his/her questions. The two students discuss the information and answer the questions. Then the second partner reads his/her page orally and they discuss that information and answer his/her questions. At the end of each two-page spread, they write down important vocabulary terms in their personal notebook and write definitions in their own words. This strategy can be used in grades 4-8.
Strategy 2: Collaborative Approach
In reading workshop, all students read the same expository text-from either a trade book or the internet-based on a topic they are studying in the textbook. Students write three types of questions on three different sticky notes after they have read the passage. The first is a "burning question," something about a definition of a word or clarification of the text. The second is a "wondering question," which begins with "Perhaps....," "Could...," "I wonder..," "What could?," or "What if?" The third is a clever connection thought. These statements begin with "This reminds me of"; "I remember when"; "Another text like this is"; "I didn't realize that" or "Ah Ha!" After all the sticky notes are posted to a board that has three columns. students discuss their questions, answer them, or find answers to them. The purpose of this strategy is to use collaboration and questioning skills to comprehend a text. This can be used in grades 3-8.
Grade 5:
Strategy 1: Thick and Thin Questions
The purpose of this strategy is to help students differentiate between large global questions and smaller clarification questions in a content area. Thick questions are those that address large, universal concepts and often begin with Why? How come? I wonder? Or they address large content areas, such as what is photosynthesis? The answers to these questions are often long and involved, and require further discussion and research. Thin questions are those primarily asked to clarify confusion, understand words, or access objective content. These can be answered with a number, or a simple yes or no. For example, How many moons does Neptune have? As students read, they code for thick and thin questions with different sized sticky notes. For thick questions, they use the 3"x3" sticky notes, mark them with the word thick, and write the question on the front. For thin questions, they use the skinng, sticky flags with room only for small questions. In both cases, encourage the students to take a stab at the answer on the back of the sticky notes.
Strategy 2: Textmasters
Textmasters is much like literature circles. Students work in small groups of four. Like literature circles with fiction, a teacher assigns one task to every member of the group. One student is the discussion director, who is responsible for formulating discussion questions. The second student, the summarizer, is responsible for summarizing the passage. The third student, the vocabulary enricher, finds important words and gives definitions for each. The fourth student, the webmaster, is responsible for creating a graphic organizer of the information. The students have 20 minutes to read the passage silently and complete their assigned task. Then the group spends the next 20 minutes discussing each task and questioning and challenging each other. The last 10 minutes is used for self reflection on how they and their peers performed for the day. Each group thinks of unique ways to present its material (e.g. dramatic performance, song, multimedia or art project, Jeopardy game) to the whole class or another audience. The purpose of this strategy is to aid comprehension with collaboration. This can be used in grades 4-8.
Strategy 1: Thick and Thin Questions
The purpose of this strategy is to help students differentiate between large global questions and smaller clarification questions in a content area. Thick questions are those that address large, universal concepts and often begin with Why? How come? I wonder? Or they address large content areas, such as what is photosynthesis? The answers to these questions are often long and involved, and require further discussion and research. Thin questions are those primarily asked to clarify confusion, understand words, or access objective content. These can be answered with a number, or a simple yes or no. For example, How many moons does Neptune have? As students read, they code for thick and thin questions with different sized sticky notes. For thick questions, they use the 3"x3" sticky notes, mark them with the word thick, and write the question on the front. For thin questions, they use the skinng, sticky flags with room only for small questions. In both cases, encourage the students to take a stab at the answer on the back of the sticky notes.
Strategy 2: Textmasters
Textmasters is much like literature circles. Students work in small groups of four. Like literature circles with fiction, a teacher assigns one task to every member of the group. One student is the discussion director, who is responsible for formulating discussion questions. The second student, the summarizer, is responsible for summarizing the passage. The third student, the vocabulary enricher, finds important words and gives definitions for each. The fourth student, the webmaster, is responsible for creating a graphic organizer of the information. The students have 20 minutes to read the passage silently and complete their assigned task. Then the group spends the next 20 minutes discussing each task and questioning and challenging each other. The last 10 minutes is used for self reflection on how they and their peers performed for the day. Each group thinks of unique ways to present its material (e.g. dramatic performance, song, multimedia or art project, Jeopardy game) to the whole class or another audience. The purpose of this strategy is to aid comprehension with collaboration. This can be used in grades 4-8.
Grade 6:
Strategy 1: Lesson Cycle
This strategy works best when working with one struggling student or a small group using the following cycle for comprehension of expository text. First introduce the main vocabulary words necessary to make sense of the information. Next teacher and students read the passage in unison and discuss the information, agreeing on what type of text structure the author used and identifying the signal words used in the passage. For example, if the information is given in sequential order, the author will use signal words such as first, next, finally. Then teacher and students complete a graphic organizer as they read. Students create their own copy of the graphic organizer and use them to write a summary. This strategy can be used in grades 5-8.
Strategy 2: Question Connect Transform (QCT) for Expository Text
Just like the QCT used for narrative texts, this strategy can be used with expository texts as well. This strategy helps develop students' critical literacy skills. The teacher guides the students to question (Q) the moral issue surrounding the topic of a text. The students then connect (C) that issue to their own lives and write about how they can take action to help transform (T) society. An example of a moral issue could be fracking or global warming.
Strategy 1: Lesson Cycle
This strategy works best when working with one struggling student or a small group using the following cycle for comprehension of expository text. First introduce the main vocabulary words necessary to make sense of the information. Next teacher and students read the passage in unison and discuss the information, agreeing on what type of text structure the author used and identifying the signal words used in the passage. For example, if the information is given in sequential order, the author will use signal words such as first, next, finally. Then teacher and students complete a graphic organizer as they read. Students create their own copy of the graphic organizer and use them to write a summary. This strategy can be used in grades 5-8.
Strategy 2: Question Connect Transform (QCT) for Expository Text
Just like the QCT used for narrative texts, this strategy can be used with expository texts as well. This strategy helps develop students' critical literacy skills. The teacher guides the students to question (Q) the moral issue surrounding the topic of a text. The students then connect (C) that issue to their own lives and write about how they can take action to help transform (T) society. An example of a moral issue could be fracking or global warming.
Assessment
Assessing Readers' Growth
Many students are critical of themselves and have a poor self-concept. For these students to find their own errors may be counterproductive. In such cases, first record a passage that is at the reader's level and include some deliberate miscues. Then the student can listen to the recording while following the script, listening for your errors. When you make the recording, read a little slower than normal and very distinctly, so students can hear the errors. Closely observe them, and then discuss the miscues afterward.
Assessing Readers' Growth
Many students are critical of themselves and have a poor self-concept. For these students to find their own errors may be counterproductive. In such cases, first record a passage that is at the reader's level and include some deliberate miscues. Then the student can listen to the recording while following the script, listening for your errors. When you make the recording, read a little slower than normal and very distinctly, so students can hear the errors. Closely observe them, and then discuss the miscues afterward.