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Strategies to Improve Reading Comprehension Jessica Kidd – 3 rd grade Galax ElementarySchool Susan Hoch – 3 rd grade Galax.

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Presentation on theme: "Strategies to Improve Reading Comprehension Jessica Kidd – 3 rd grade Galax ElementarySchool Susan Hoch – 3 rd grade Galax."— Presentation transcript:

1 Strategies to Improve Reading Comprehension Jessica Kidd – 3 rd grade Galax ElementarySchool Susan Hoch – 3 rd grade Galax Elementary School

2 Improves Comprehension Enhances Engagement Promotes Reflection

3  Visualization is creating a picture/ “movie” in your brain.  Point to Consider - Your brain thinks in pictures! Example: Think about the last time you saw a beautiful red rose in full bloom. Did you touch it? Did you reach down and smell of it? Close your eyes and envision the rose.  Visualization improves recall.  Creating pictures, paired with physical action, embeds the image into the brain. Increasing understanding/application of read text.

4 Ultimate Goal: Comprehension of text Eliminate unnecessary information Remember what they read Identify the main idea

5  A summary is a synthesis of the important facts in a text.  Writing a summary requires the students:  To remember what they read  To determine what is important  To condense information  To put it in their own words  A student is able to write a summary if they can:  Identify the main idea  Connect important details  Eliminate redundant or unnecessary information  Something to think about: Summarizing can be used across ALL content areas!

6 1. Preview a section of text and identify important terms you want the students to know.  Students should be given enough words to form an impression of the text, but not so many that they can easily recreate the text. 2. List the words in the order in which they appear in the text. 3. Have students work independently or in small groups to brainstorm connections among the words. 4. Ask students to then create a possible version of the text by using all of the words in a paragraph. 5. Ask student volunteers to share their paragraphs with the class. 6. Then read the section of text and compare the students’ version with the text. 7. Finally, have the students rewrite their paragraph so that the new vocabulary words are used correctly.

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8  Henry Shortbull  Greedy  Everything  Sun’s warmth  Gulp!  Sun’s batteries die  Froze  I have nothing!  Family  Burp!  More than enough! Henry Shortbull Swallows the Sun By: Jill Kalz

9 Explain to your students the purpose of visualizing the text before trying this strategy. 1. Select a text on the students’ instructional level. 2. Prior to reading the text to the students, the teacher should choose 6 important events within the text that will aid the students in their comprehension. 3. Using sticky notes, flag the selected pages. Also flag other areas to model visualization of the text. 4. Begin reading the text without showing students the pictures. Be sure to model doodling on the board before asking students to attempt it on their paper. 5. Proceed through the text, modeling as well as guiding the students along.  This strategy may also be used for retelling.  It can also be used to create a beginning, middle, end thinking map to aid the students in writing a summary.

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11 Doodle-A-Story -Pictures are not shown during reading Television In My Mind (Big TV) -Pictures are shown throughout reading -Used to discover the big picture -Represents a summary TV In My Mind -Pictures can be shown to scaffold the student Direct Explanation ModelGuided PracticeApplication

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14 It is a basic form of outlining that is easy to introduce to students. The final outcome results in a simplistic format which aids students in summarizing nonfiction text. 1. Before using this strategy, the teacher must teach students how to analyze text structure.  Categories: titles, headings, sub-headings, and bold words 2. The teacher and students preview the text finding the textual categories and assign ratings.  Titles are assigned a Power 1 rating. Sub-headings are assigned a Power 2 rating. Bold words and other details are assigned a Power 3 rating. If needed, more Powers can be added in this order.

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16 Newport Explores Virginia  P1 – The English in North America The English wanted to start a new colony in North America.  P2 – Early Expeditions P3 – Queen Elizabeth sent two groups to explore.  P1 – Founding Jamestown King James sent C. Newport to start a new colony.  P2 - First English Settlement P3 – Newport sailed with 100 men/3 ships and landed in what is now called Virginia. P3 – He sailed up the James River. P3 – He claimed a site near the James River and called it Jamestown, which became the first permanent English settlement.  P1 – Jamestown Settlement The Fall Line of the James River kept Newport from sailing farther west.  P2 – A Hard Life P3 – The settlers faced many hardships, such as learning to farm, fighting disease, starvation and Indian attacks.  P2 – A Successful Settlement P3 – Newport made four more voyages and made Jamestown a successful settlement, bringing supplies, and more settlers. P3 – He was the first European to reach the Fall Line of the James River.

17 1. Read aloud a story to the students. 2. The students will retell the entire story in sequence giving as many details as they can remember. 3. As the students recall the details, the teacher records them in a list on the board. 4. The students are then asked to reread the detailed list trying to determine the beginning, middle, and end of the story. A line should be placed distinguishing each section. 5. Together, the list is reread and unnecessary details are crossed through. 6. From the remaining details, a summary is created in this format:  In the beginning, ______________________. In the middle, ______________________. In the end, ______________________.

18 Doodle Map Framed Sentence Summary John Henry was born with a hammer in his hand. It was a stormy day when he was born. He was an easy baby to take care of. As a baby he could hammer rocks. John Henry picked cotton. He could hear the train whistle blow. Little Bill stopped by to say he was going to work for the railroad. John Henry almost dropped his hammer. Little Bill and John Henry left for WV. They were hired as steel driving men. John Henry married Polly Ann. Polly Ann had coal black eyes. John Henry and the machine had a race. All day long they raced each other. Sparks flew off of the hammer. John Henry won the race. He died with a hammer in his hand. Summary


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