Comprehension strategies
During the year, we will be focusing on a number of comprehension strategies. As well as reading fluently, it is very important that the children have a good understanding of what they have read/ have the skills to look for deeper meaning. Each month we will focus on a different strategy (you can check with your child what strategy we are working on). You can help your child develop their reading skills by incorporating these strategies into reading homework or bedtime reading. There is a huge selection of library books in the classroom that the children may take home to read at their leisure. Below is a list of the strategies we will be focusing on and sentences you can use at home to model these strategies for your child. I would also encourage the children to use these sentences when reading at home.
Predicting
Prediction helps readers to activate their prior knowledge about a topic, so they begin to combine what they know with the new material in the text. Predictions are based on clues in the text such as pictures, illustrations, subtitles and plot.
I think this story is about……
I predict that …… will happen next………
From what I know....I don’t think.....
That’s not what I thought would happen...
Connecting
Connecting allows readers to comprehend text by making strong connections between their prior knowledge and the new information presented in text.
That reminds me of a time when……
That reminds me of somebody……
That reminds me of another book where……
When I was young I remember...and this sounds very similar...
Creating Images
Readers create images using the senses to help them to draw conclusions, make predictions, interpret information, remember details and assist with overall comprehension
When I read this I can see ……
I can smell, hear, taste, touch………
I can feel.....
I can see the picture in my head...it looks like...
Self questioning
Self-Questioning encourages readers to constantly think of questions before, during and after reading to assist them to comprehend text. Self-formulated questions provide a framework for active reading and engagement as students go in search of the answers.
I wonder...
How could that be?
Why do you think?
Who... What...
Where... When...
What did that mean?
Skimming
This involves glancing quickly through a text to gain a general impression of the content. Graphics, italics and headings are useful cues when skimming a text.
By quickly flicking through the story/ text I know that...
Scanning
Scanning involves glancing through material to locate specific details, such as names, dates, places or some particular content.
I look for information, like names and dates...
By looking closely at the text I have discovered that...
I can also look for headings and/or information that might be highlighted...
Inferring
This strategy allows the reader to move beyond the literal text and make assumptions about what is not explicitly stated in the text. It can involve predictions, conclusions and interpretations that are neither confirmed nor rejected.
After reading that text I think that... Maybe....
It could mean that....
Perhaps....
Synthesising
This strategy allows a reader to bring together information that may come from a variety of sources. It involves readers piecing information together, like putting together a jigsaw.
Now, I get it!
This makes me think of...
I learned that...
I understand this because...
Using all the strategies I know, I think this is about...
So, this bit helps me understand...
Determining importance
This strategy encourages readers to constantly ask themselves what is important in a phrase, sentence, paragraph, chapter or whole text.
The text was mostly about...
The important details were...
I will underline the key words...
I think .... and ....are important
Reference:
PDST, Guiding Comprehension Teaching for Meaning
Predicting
Prediction helps readers to activate their prior knowledge about a topic, so they begin to combine what they know with the new material in the text. Predictions are based on clues in the text such as pictures, illustrations, subtitles and plot.
I think this story is about……
I predict that …… will happen next………
From what I know....I don’t think.....
That’s not what I thought would happen...
Connecting
Connecting allows readers to comprehend text by making strong connections between their prior knowledge and the new information presented in text.
That reminds me of a time when……
That reminds me of somebody……
That reminds me of another book where……
When I was young I remember...and this sounds very similar...
Creating Images
Readers create images using the senses to help them to draw conclusions, make predictions, interpret information, remember details and assist with overall comprehension
When I read this I can see ……
I can smell, hear, taste, touch………
I can feel.....
I can see the picture in my head...it looks like...
Self questioning
Self-Questioning encourages readers to constantly think of questions before, during and after reading to assist them to comprehend text. Self-formulated questions provide a framework for active reading and engagement as students go in search of the answers.
I wonder...
How could that be?
Why do you think?
Who... What...
Where... When...
What did that mean?
Skimming
This involves glancing quickly through a text to gain a general impression of the content. Graphics, italics and headings are useful cues when skimming a text.
By quickly flicking through the story/ text I know that...
Scanning
Scanning involves glancing through material to locate specific details, such as names, dates, places or some particular content.
I look for information, like names and dates...
By looking closely at the text I have discovered that...
I can also look for headings and/or information that might be highlighted...
Inferring
This strategy allows the reader to move beyond the literal text and make assumptions about what is not explicitly stated in the text. It can involve predictions, conclusions and interpretations that are neither confirmed nor rejected.
After reading that text I think that... Maybe....
It could mean that....
Perhaps....
Synthesising
This strategy allows a reader to bring together information that may come from a variety of sources. It involves readers piecing information together, like putting together a jigsaw.
Now, I get it!
This makes me think of...
I learned that...
I understand this because...
Using all the strategies I know, I think this is about...
So, this bit helps me understand...
Determining importance
This strategy encourages readers to constantly ask themselves what is important in a phrase, sentence, paragraph, chapter or whole text.
The text was mostly about...
The important details were...
I will underline the key words...
I think .... and ....are important
Reference:
PDST, Guiding Comprehension Teaching for Meaning