1. LITERACY SUCCESS 11 Part A A PROVINCIAL DEPARTMENT OF EDUCATION INNITIATIVE It is recommended that you view the Literacy Success 10 PowerPoint before viewing this Literacy Success 11 PowerPoint

2. Building on Before/During/After Strategies Purpose When To Use It Steps in Preparation Steps in Classroom Use: –Explicit Teaching/Modeling –Shared Practice –Guided Practice –Monitored Independence

3. Strategies for Teaching Students to Extend Comprehension “THE BIG SIX” MAKING CONNECTIONS QUESTIONING VISUALIZING / ANALYZING DETERMINING IMPORTANCE INFERENCING SYNTHESIZING

4. Reading Comprehension Making Connections: Readers connect the topic or information to what they already know about themselves, about other texts, and about the world.

5. Reading Comprehension Questioning: Readers ask themselves questions about the text, their reactions to it, and the author's purpose for writing it.

6. Reading Comprehension Visualizing: Visualizing is the creation of images in the mind as the student prepares to read, reads, and processes/recalls what has been read. Visualizing a picture of the meaning of the words and phrases allows the reader to organize the ideas, to see the relationships among the ideas, and to make an affective connection with the ideas. Using visualization in a conscious way and discussing the pictures they create in their heads support increased reader comprehension. In short, readers make the printed word real and concrete by creating a “movie” of the text in their minds. Some students visualize more readily than others. At the senior high school level, most students still need to learn to improve visualization as they encounter increasingly complex ideas and more information texts. Opportunities for students to discuss and share their visualizations of texts help them to: bring personal prior knowledge to the forefront (Making Connections) check their visualizations against the text for discrepancies and detail to gain a more complete understanding attach language to their imagery and therefore improve their processing of the ideas connect affectively to what is read (Making Connections) assist other students who are less sophisticated users of visualization, to improve.

7. Reading Comprehension Visualizing: Graphic organizers assist students to visualize the relationships among ideas. Graphic organizers such as: concept maps outlines charts numbering clustering techniques organize information, support students to connect the new information to the known, and show the relationships among ideas so that students learn from the content they read.

8. Reading Comprehension Determining Importance: Readers (a) distinguish between what's essential versus what's interesting, (b) distinguish between fact and opinion, (c) determine cause-and-effect relationships, (d) compare and contrast ideas or information, (e) discern themes, opinions, or perspectives, (f) pinpoint problems and solutions, (g) name steps in a process, (h) locate information that answers specific questions, or (i) summarize.

9. Reading Comprehension Inferencing: Readers merge text clues with their prior knowledge and determine answers to questions that lead to conclusions about underlying themes or ideas.

10. Reading Comprehension Synthesizing: Readers combine new information with existing knowledge to form original ideas, new lines of thinking, or new creations.