1. STAR LESSONS: Comprehension Strategies

2. Comprehension Strategies Reading Process Skills Reading Process Skills Make predictions Make predictions Identify author’s purpose Identify author’s purpose Identify and understand text features Identify and understand text features Recognize an accurate summary of text Recognize an accurate summary of text Use repair strategies Use repair strategies

3. MAKE PREDICTIONS Making predictions is more than just guessing what is going to happen next. STRATEGIES What are the characters values? What will his/her next actions be? What are the characters values? What will his/her next actions be? Use character history to predict character future. Be ready for surprises. If the plot went exactly as expected, it probably wouldn't be very interesting. Use character history to predict character future. Be ready for surprises. If the plot went exactly as expected, it probably wouldn't be very interesting. Clarify and adapt your predictions as you read. Clarify and adapt your predictions as you read.

4. WHILE YOU READ… Make a three column inference chart and fill it out as you read: Make a three column inference chart and fill it out as you read: Label the left column Character. Label the left column Character. Label the middle column Details. Label the middle column Details. Label the right column Inference. Label the right column Inference. Make a three column prediction chart and fill it out as you read: Make a three column prediction chart and fill it out as you read: Label the left column Situation. Label the left column Situation. Label the middle column Past Behavior or Character's Values. Label the middle column Past Behavior or Character's Values. Label the right column Prediction Label the right column Prediction

5. WHILE TAKING THE STAR TEST… TAKE NOTES! TAKE NOTES! Write down character names Write down character names Setting (time, location, etc.) Setting (time, location, etc.) Take note of important events Take note of important events Take note of different personalities, tone, mood Take note of different personalities, tone, mood PAY CLOSE ATTENTION TO DIALOGUE! PAY CLOSE ATTENTION TO DIALOGUE!

6. PRACTICE HANDOUT

7. IDENTIFY AUTHOR’S PURPOSE An author always has a purpose in mind when putting words on paper. An author always has a purpose in mind when putting words on paper. It is the reader's responsibility to analyze the information and determine what the purpose is. Readers expect the author to present materials factually and objectively in an effort to inform the reader. It is the reader's responsibility to analyze the information and determine what the purpose is. Readers expect the author to present materials factually and objectively in an effort to inform the reader. Most textbooks are written for the purpose of informing the reader or explaining new concepts and information. Authors can also present the facts in an effort to persuade the reader. It is up to the reader to evaluate the content. Most textbooks are written for the purpose of informing the reader or explaining new concepts and information. Authors can also present the facts in an effort to persuade the reader. It is up to the reader to evaluate the content. Persuasive writing is often found in editorials and advertising. A third purpose for writing is for entertainment. Examples of material written for the purpose of entertainment could include magazines, novels and any other readings done for pleasure. Something that leaves you with a smile on your face or a tear in your eye is often an example of reading for entertainment. Persuasive writing is often found in editorials and advertising. A third purpose for writing is for entertainment. Examples of material written for the purpose of entertainment could include magazines, novels and any other readings done for pleasure. Something that leaves you with a smile on your face or a tear in your eye is often an example of reading for entertainment.

8. To determine the author's purpose it is important to analyze the... Language used - look at the words the author chooses to use. Do they convey certain emotions? Is it formal or informal? Language used - look at the words the author chooses to use. Do they convey certain emotions? Is it formal or informal? Development - How has the author chosen to develop his or her thoughts? Development - How has the author chosen to develop his or her thoughts? The audience - Who is the author speaking to? Is the vocabulary technical and specific? Is it targeted to a specific audience? Is the language easy to read and understand? The audience - Who is the author speaking to? Is the vocabulary technical and specific? Is it targeted to a specific audience? Is the language easy to read and understand? The author's tone - If the author was speaking to you, what would it sound like? Is the author passionate about the topic? Sarcastic? Neutral? Is the author arousing emotions? Does it evoke feelings of sympathy, anger, happiness or sadness? Looking at the author's tone can lead the reader to the overall purpose The author's tone - If the author was speaking to you, what would it sound like? Is the author passionate about the topic? Sarcastic? Neutral? Is the author arousing emotions? Does it evoke feelings of sympathy, anger, happiness or sadness? Looking at the author's tone can lead the reader to the overall purpose The author's point of view - What is the author's attitude toward the subject? The author's point of view - What is the author's attitude toward the subject?

9. PRACTICE Handout

10. Repair Strategies The strategies employed by good readers to improve understanding are called "repair" or "fix-up" strategies. The strategies employed by good readers to improve understanding are called "repair" or "fix-up" strategies. Specific repair strategies include: Specific repair strategies include: Rereading Rereading Reading ahead Reading ahead Clarifying words by looking them up in a dictionary or glossary Clarifying words by looking them up in a dictionary or glossary

11. How does this apply to the STAR test? Sometimes, you have to re-read a passage if you read it too fast the first time, you didn’t understand it the first time, or if you read the question that comes after it—and you have no idea what it’s asking. Sometimes, you have to re-read a passage if you read it too fast the first time, you didn’t understand it the first time, or if you read the question that comes after it—and you have no idea what it’s asking. HINT: READ THE QUESTION FIRST so you have an idea what you are looking for… HINT: READ THE QUESTION FIRST so you have an idea what you are looking for…