Teaching and Learning

Strategies
That

Foster Comprehension
5/2006
1
What readers need are a few well-taught, well-learned strategies.
P. David Pearson
Six attributes distinguish strategic behavior from other forms of human behavior . . .
1. proceduralprovides step!b"!step procedures #algorithm or heuristic$% the &ho' to(
)no'ledge
2. purposefulintentionalit"* al'a"s has includes a metacognitive aspect
+. effortfulindicates planful engagement% re,uire time and mental energ"
-. 'illfulre,uires a person to 'illfull" invo)e a strateg"
5. essentialis necessar"an important or essential tool
6. facilitativepromotes deeper and better understanding
Distinguishing Skills and Strategies:
&.abits /s)ills0 are t"pical behaviorsso t"pical that the" occur in mindless fashion. S)ills are*
in essence* essential academic habits. . . . 1he" are routini2ed* automatic procedures 'e emplo"
'hen 'e emplo" 'hen 'e engage in an" nontrivial tas). . . . s)illed readers have honed essential
domain procedures to a level of automaticit".(
&3ecause s)illed readers have internali2ed effective procedures* the" have more resources
available 'hen these t"pical behaviors prove inade,uate or unsuited to the tas) at handas the"
'ill. 4t such times* students must be cogni2ant of their performance limitations* intentionall"
'eigh their options* and 'illfull" execute compensator" procedures. 1he" must become* in
effect* strategic. 5ie'ed this 'a"* the same procedures #e.g.* finding the main idea$( can bit
under both the s)ill and strateg" categories. 1he appropriate label rests on 'hether that the
reader consciousl" evo)es the procedure or is simpl" functioning in a t"pical* automatic 'a".(
pp. 26- ! 267
&. . . it is imperative that students receive ,ualit" learning strateg" instruction if the goal is to
insure that the" can appl" the strategies to their tas)s and texts. 8ne important legac" fro the
research studies of the eighties is that 'e have a clearer sense of the characteristics of ,ualit"
strateg" instruction or training.(
9e must commit sufficient time and intensit" to instruction.
Strateg" instruction should include conditional* procedural* and declarative )no'ledge.
1o gain conditional* students must have sufficient practice in authentic tas)s and texts.
:nstruction should occur 'ithin a specific context and specific domain. Strateg" use is
al'a"s embedded in a context% 'hen the context varies* the nature of strategic activit"
often varies as 'ell.
Strateg" instruction should be explicit and direct.
from Handbook of Reading Research, Volume III
5/2006
2
Strateg" instruction is al'a"s based on the concept that learners need modeling and
demonstrations before the" attempt ne' tas)s. 1his concept is best expressed in the gradual
release model #Pearson ; <allagher$. :t includes demonstration* guided participation 'ith
support b" the learner* and performance or independent application b" the learner. Don
.olda'a"=s instructional model incorporates a similar rationale.
<radual >elease ?odel
Demonstration ; ?odeling
Demonstration Participation Performance
@hanges over time

adapted from Pearson ; <allagher
Kinds of Strategies
1here are different )inds of strategies* and 'e need to be clear about the purpose each serves.
8ften* educators tend to teach the &activit"( vs. the actual thin)ing or cognitive activit"
associated 'ith the activit". A!9!B is a good example. ?an" use it simpl" to record data at the
beginning of a unit 'ithout digging deeper into the strategic steps a reader ta)es to ma)e
meaning.
Cognitive Strategies
exampleC inferring
Teaching Strategies
exampleC thin) aloud
Text Management Strategies
exampleC s)imming and scanning
Procedural Strategies
exampleC D4>
Note: 1he strategies and activities contained in this pac)et have been gathered from a number of
sources. :n some cases* the strategies have been modified* extended* or used as the basis for
creating adaptations.
Excellent sources include:
The Art of Inquiry b" @ecil Peguis* 1665
Developing Readers and riters in the !ontent Areas " # $%* @unningham ; @unningham* 166-
!ontent Area Reading& 'ith Edition* 5acca ; 5acca* 1666
Reading (trategies and )ractices& A !ompendium* b" 1ierne" et al.
Reflect, Revisit, Retell* .o"t* 1666
*osaic of Thought* Aeene*1667
(trategies that ork* .arve"*2000
I Read It, +ut I Don,t -et It* 1ovani* 2000
Reading for *eaning, ?iller* 2002
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+
.igh 1eacher >esponsibilit"
.igh Student >esponsibilit"
Strategy Descriptions
onitoring for eaning
Strategy DescriptionC onitoring for !eaning includes all the actions a reader engages in to construct*
preserve* and repair meaning. :n the process* readers ma" use the follo'ing cueing s"stemsC grapho!
phonic #relationship bet'een letters and sounds$* lexical/orthographic #instantaneous recognition of
'ords$* s"ntactic #form and function of language$* semantic #larger meaning of text$* schematic #prior
)no'ledge and personal associations$* and pragmatic #purposes and needs of the reader$.
"onnecting New to Known
Strategy DescriptionC Proficient readers connect the reading of unfamiliar text to their o'n prior
knowledge and personal experience. Students dra' from both personal )no'ledge #)no'ledge gained
from movies* stories* television* boo)s* etc.$ and personal experience #)no'ledge gained from direct
experiences$. 1hese connections generall" ta)e the follo'ing formsC text!to!self% text!to!text% and text!to!
'orld. :n addition* readers ma" use 'hat the" )no' about authors* genre* and text structure. 1he" ma"
also use prior )no'ledge to assist in building and enriching comprehension.
#nferring
Strategy DescriptionC #nferring is a process that allo's a reader to create personal meaning from a text.
:nferences are constructed from t'o sourcesC prior )no'ledge #schema$ and 'hat is read in the text. 4
readerFs uni,ue interpretation is often dependent upon the depth and breadth of existing schema.
Speciali2ed inferences are often labeled as dra'ing conclusions* ma)ing predictions* determining fact
from opinion* and interpreting authorFs purpose.
Synthesi$ing
Strategy DescriptionC Proficient readers maintain a cognitive synthesis as the" read. 1he"
monitor on man" levelsC for overall meaning* themes and concepts* and ho' the text elements fit together.
1he" attend to text features such as informational and narrative patterns and literar" elements. 1he" use
these patterns and elements to create and revise their understanding. S"nthesi2ing continues after reading
as readers express understandings and continue to thin) about the meaning of and 'ithin the text.
"reating ental #!ages
Strategy DescriptionC Proficient readers spontaneousl" and purposefull" create !ental i!ages 'hile
and after the" read. 1hese images are evo)ed through the senses* prior experiences and )no'ledge* and
emotional responses. 1hese images are used to dra' conclusions* motivate reading* enhance
comprehension* and revise and extend understanding. >eaders ma" adapt their o'n images in response to
othersF images.
%uestioning
Strategy DescriptionC Proficient reading is an active process in 'hich the reader generates &uestions
before* during* and after reading. 1hese ,uestions ma" be used to clarif"* speculate about texts* determine
authorFs intent* st"le* content* format* locate an ans'er or consider rhetorical ,uestions. 1he proficient
reader engages in constant on!line consideration of 'hat is being read and the accrual of meaning.
Deter!ining #!portance
Strategy DescriptionC Proficient readers ma)e rapid decisions a'out what is i!portant at three levelsC
the 'ord level* the sentence level* and the text level. 1hese decisions are governed b" such things as the
readerFs purpose* existing schema and belief s"stems and experiences* understanding of text format* other
readersF remar)s or comments before* during* and after reading* and the recognition of non!examples of
'hat is unimportant.
adapted from Handbook of Reading Research* *osaic of Thought* (trategies That ork* and I Read It +ut I Don,t -et It* information presented
in 'or)shops* and personal conversations 'ith Ellin Aeene* Steph .arve"* and @ris 1ovani 7/+0/01
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Strategy: (oint, "ounterpoint
1his strateg" allo's students to build interpretive strategies as the" focus on integrating prior
)no'ledge* teacher interpretations* information from other reading #inter!textual$* and
)no'ledge of text structure. #>ogers* 16GG$
1he strateg" has three partsC
1. :nitial reading and responses to the stor"
2. Discussion of class responses and themes and interpretations
+. Development of final responses
1. Students read and Hot do'n responses that come to mind as the" are reading. 1hese can ta)e
the form of comments* ,uestions* reflections* and confusions. Students 'eave their
responses into a short piece of 'riting.
>esponse to Song and Dance ?an
(ong and Dance *an is about ho' a grandfather 'ants to ta)e his grandchildren into the
past. .e lets them see him as a song and dance man 'hen he uses all of his old
e,uipment. : thin) the theme of this stor" is reall" about love. 1he grandfather loves his
grandchildren and he loves 'hat he did* too. #9allis* 1666$
2. Students share their responses 'ith the teacher leading the discussion and pointing out
similarities and differences. 1he teacher should have circulated during the 'riting to previe'
the )inds of things students are noting in their 'riting for the purpose of initiating the
discussion.
1eacherC Some of "ou 'rote that this stor" 'as about love. @arol* didn=t "ou 'rite thatI
@arolC Jes* : thought it 'as because the grandfather loved 'hat he did so much in the good
old da"s that he 'anted to share it 'ith his grandchildren.
+. Students revise their initial 'riting based upon the discussion. 1he" ma" incorporate ideas
from others and the discussion.
Kor "ounger students or as a variation* the initial response could be a dra'ing similar to those
used in S)etch!to!Stretch.
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Strategy: )ext (re*ieiw
Story #ntroduction and (icture Walk
1his strateg" is used to build interest and motivation and capitali2e on prior )no'ledge 'hile
providing a frame'or) for comprehension of the text. #<raves* @oo)e* ; Be3erge* 16G+% @la"$
1he strateg" has t'o partsC
1. Preparation and construction
2. Presentation
1he teacher prepares the text previe' b" 'riting 'ith longer texts and simpl" noting vocabular"*
concepts* and ideas for shorter texts.
)ext (re*iew: Timothy of the Cay
@an "ou imagine finding "ourself ship'rec)ed on an island and then finding that "ou
have become blind before "ou get used to "our settingI ?ost of us 'ould have a range
of thoughts and feelingsC fear* sense of adventure* concern for the future* uncertaint".
Phillip had all of those feelings 'hen he 'as ship'rec)ed. :n fact* The !ay is the first
boo) 1a"lor 'rote about the experiences of Phillip and 1imoth"* the man 'ho befriended
Phillip. 1his boo) is cleverl" 'ritten. 9e meet Phillip Hust after he has been rescued.
Since 1imoth" dies before Phillip=s rescue* the boo) ta)es us bac) in time into 1imoth"=s
past. 1he boo) is called a pre,uel!Se,uelbefore and after.
1imoth" faces some ver" serious adHustments after his rescue. :magine* he has been
a'a" from famil" for a ver" long time. :n fact* he has been alone on the island after
1imoth"=s death. .o' can he ta)e up his life from 'here he is no'I .o' can his parents
ever understand about the man 'ho befriended him on the islandI >ead to find out.
1he previe' provides motivation* bac)ground building* and ,uestions to be ans'ered in
the reading. :n this case* it explains an unusual )ind of organi2ation in the boo)C pre,uel!se,uel.
4 previe' is generall" read because it has been carefull" prepared to include all of the necessar"
ingredients for that particular text.
Similar to the 1ext Previe' is the Stor" :ntroduction and Picture 9al). 1he teacher
preselects vocabular" and concepts that ma" prove problematic for particular students and sets
up the illustrations as scaffolds as the correct 'ord is used in relationship to the pictures. 3ecause
picture stor" boo)s provide rich interpla" bet'een text and illustrations* the teacher helps the
students note important details that 'ill appear in the text and often provides characters= names.
Difficult concepts* ideas* and the theme are usuall" discussed to help the readers as the" read.
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Strategy: +esponse ,euristic
Duestioning after reading is the most common 'a" of assessing understanding and responding to
texts. 1his strateg" helps students anal"2e their reading in 'riting and form the habit of as)ing
themselves ,uestions as the" 'rite. 1he strateg" should first be modeled orall"% then students can
respond in 'riting.
1here are three parts of the >esponse .euristicC
1. Perceptions about the text
2. >eactions to the text
+. 4ssociations 'ith the text
1. :nitiall" students are as)ed to share 'hat is important about the text. 1he" reall" ans'er the
,uestion* &9hat do "ou see in the textI
ExampleC
: thin) Ro.abo.in is about ho' 'hen "ou 'or) together to build something* "ou never
forget it.
2. 8nce students have responded initiall" to the text* the" tell ho' the stor" made them feel.
: can understand ho' people can loo) bac) on an experience and remember it. : thin)
about things that have happened before that 'ere reall" special times.
+. 1he final part of the >esponse .euristic is ma)ing associations to personal thoughts* feelings*
and experiences. 1hese generall" come from students= o'n )no'ledge and beliefs.
8ne time 'e all 'or)ed together to build a pla"house. : still remember ho' proud
ever"one felt about that house. 1hat must have been li)e the people in Ro.abo.in felt* too.
Students can fold a sheet of paper into three sections and label them &Perceptions*( &>eactions*(
and &4ssociations( or complete a teacher!prepared activit" sheet #See example$. #3leich* 167G$
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+esponse ,euristic
Lame Date
3oo) 1itle
1. 9hat is important in the boo)I #the theme* important ideas* etc.$
2. .o' does the stor" ma)e "ou feelI #9hat images do "ou have after reading the stor"
that lingerI$
+. 9hat experiences have "ou had that the stor" reminds "ou ofI #9hat are some text!to!
life experiences "ou rememberI$
4dapted from Art of Inquiry
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G
Strategy: Sketch to Stretch
1his strateg" helps students interpret texts to gain insights into the theme b" shifting from
reading to dra'ing #.arste* Short* ; 3ur)e* 16GG$. :t is based on the premise that students 'ill
have additional insights 'hen the" change mediums #s)etching instead of 'riting$.
1he strateg" has t'o partsC
1. ?a)ing the s)etch
2. Sharing the s)etch
1. Students read a text. 4fter reading* the teacher invites the students to create a s)etch of 'hat
the stor" means to them. Students should be cautioned that the" should not dra' an
illustration of the stor"% but rather* the" should visuall" s)etch the meaning 'ithin the stor".
Examples of previous students= s)etches ma" help students see that the s)etches conve"
meaning and that the focus is not on the artistic abilit" of the reader.
+. 8nce students have dra'n their s)etches* the" gather in small groups and sit in a circle.
Ever"one in the group h"pothesi2es 'hat the author meant b" the s)etch. 4fter ever"one
has had a chance to sa" 'hat the" thin)* the author gets the last 'ord and provides the
interpretation.
S)etch to Stretch can be extended b" having students use the s)etch as pre'riting to begin
composing.
Aind of s)etch a student might
do after reading +est 'riends
b" Aellogg.
Aind of s)etch a student might
do after reading (hiloh
b" Aellogg.
>emind students that the purpose is not &art*( but rather it is capturing the meaning.
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Friends
forever!
Be Kind to
Animals!
Strategy: (redictogra!
(ro'a'le (assages #9ood* 16G-$

1his strateg" is first modeled b" teachers. :t helps students ma)e predictions and use critical
thin)ing as the" read. :t can be used 'ith both narrative or modified to be used 'ith expositor"
texts.
1he strateg" has four stepsC
1. Preparation
2. Prereading
+. >eading
-. Postreading
1. 1he teacher anal"2es the text and selects 'ords that are important. 1he 'ords are 'ritten on
the board* and students are as)ed to classif" them b" elements of a stor" in narrative text or
other suitable categories in nonfiction texts.
2* Provide the students 'ith the 'ords and the 'ords and the categories. .ave students arrange the
'ords. :n some cases* 'ords ma" fit into more than one categor".
Example for Larrative 1extC Dear ?r. .ensha'C
Setting
.ome
@haracters
Beigh 3otts
?om
?r. .ensha'
4ctions
,uestioning
'riting letters
Problem
divorce
truc)ing
Solution
letters
'riting
Ending
ans'er
Dad
Kinall"* as) students to 'rite a probable passage 'ith the 'ords. Provide students 'ith a passage
frame.
Probable Passage
1he stor" ta)es place in a house. Beigh 3otts is a character in the stor" 'ho 'rites letters. 4 problem occurs 'hen
Beigh 'rites letters and as)s ,uestions. 1he problem is solved 'hen Beigh gets an ans'er to his letter. 1he stor"
ends 'hen Beigh gets an ans'er to his ,uestions and tal)s to his Dad.
+. 1he students read the stor" or listen to the stor" to verif" and chec) the accurac" of their
predictions.
-. 1he students discuss changes that need to be made in their categori2ation and Probable Passages
after reading. 1he" reflect on the actual event in the stor" or information in the text. Students
revise the passage to reflect the actual text.
Note: )he predictogra! uses -ust steps . and /.
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(ro'a'le(assages: (ostreading Stage
Na!e Date
0ook )itle
+e*ised (ro'a'le (assage
1he stor" begins

is a character in the
stor" 'ho


1he conflict begins 'hen


1hen


1he conflict is resolved 'hen


1he stor" ends


4dapted from Art of Inquiry
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Strategy: 1ist-2roup-1a'el
1he strateg" is used to help students deal 'ith technical vocabular" and develop related concepts
#1aba* 1667$.
1he strateg" has three partsC
1. Bisting
2. <rouping
+. Babeling
-. Extending
1. 3rainstorm and list all the 'ords "ou can thin) of that relate to .
2. >eread "our list and loo) for groups of 'ords that are similar or have something in common
'ith one another.
@ircle li)e!things on "our list 'ith a color or use a code such as M or a .
+. 1a'el the groups. 1he above example might be labeled as &1hings Emitted from a 5olcano.(
8ther labels for the 'ords generated from the stimulus 'ord &volcano( might include
&>esults of 5olcanic Eruption*( &.ot 5olcanic Parts*( and &Kamous 5olcanoes.(
-. Extending: @reate a 'eb or chart.

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Strategy: 2#S)
<:S1 #<enerating :nteractions bet'een Schemata and 1ext$ #@unningham* 16G2$involves
helping students improve their comprehension b" providing a step!b"!step approach to
summari2ing )e" ideas.
1he steps for <:S1 involve reading several paragraphs and 'riting a short #20 'ords of less$
passage summari2ing the passage. 1he procedure continues 'ith readers reading additional
paragraphs and incorporating the ne' information into the existing <:S1 statement but still using
onl" 20 'ords.
Example #9allis$C
1
st
4ttempt
1ropical

forests

are

lot

rain

near

hot

of

forests

the

and

rain.

are

e,uator

get


lush

that

a


2
LD
4ttempt
1ropical

rain"

the

and

rain

and

man"

animals

forests

important

species

that

are

because

of

live

hot*

of

plants

there.

:t ma" be helpful to have students* especiall" "ounger students* divide the text into three sections
and 'rite a gist statement for each section. 1hen* considering all three* 'rite a final gist that
incorporates all three of the gist statements.
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9allis* 1665
5/2006
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1. Boo) for the important information.
Su!!ari$ing Known or 1earned #nfor!ation
5. Put "our summar" together. 2. Boo) for repetitive information.
-. Boo) for a maHor idea. +. <roup related ideas.

9allis* 1665
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1opic or :dea
#dentifying #!portant #nfor!ation
Kacts or Details >elevant
:rrelevant
Strategy: Su!!ari$ing Narrati*e 3SW0S4
S #somebod"$C Bist a main character in the stor".
9 #'anted$C 1ell 'hat the character 'anted #motivation$.
3 #but . . .$C 1ell ho' the problem got in the 'a".
S #so . . .$C Explain ho' the problem 'as solved.
Schmidt ; 3uc)le" #Responses to /iterature* 1661$
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Strategy: #n&uiry "hart
1he strateg" #also )no'n as the l!@hart$ provides students 'ith a s"stematic procedure for
nurturing critical thin)ing as the" stud" a topic using multiple sources. 1he strateg" is designed
to be used 'ith expositor" information.
Steps includeC
1. Planning
2. :nteracting
+. :nteracting and Evaluating
1. :n the planning phase the student #'ith teacher assistance$ identifies topics*
formulates ,uestions* constructs the l!@hart* and gather related materials.
2. :n the interacting phase* the student explores prior )no'ledge and beliefs* shares
interesting facts and ne' information* and reads and records.
+. :n the final phase* the student summari2es statements for each guiding ,uestion*
compares information* continues the research* and reports bac) to the class on the
findings.
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Strategy: Say So!ething
Sa" Something allo's readers to develop a functional* interactive* and constructive vie' of
reading. 4s readers use Sa" Something* the" are involved in incorporating ne' information*
finding connections* as)ing ,uestions* and ma)ing predictionsall behaviors proficient readers
possess.
Sa" Something #.arste* Short* ; 3ur)e* 16GG$ can be used 'ith small groups of students* pairs
of students* and during a read!aloud session.
:mportant aspects of Sa" Something include having readers become a'are 'hen confusion
occurs* 'hen the" have little to sa" #ma" indicate needing to reread$* and that comprehension is
ver" similar to drafting in 'riting.
9riting can be substituted for sa"ing something orall".
<roup discussions can occur after partners participate in Sa" Something.
Sa"ing Something . . . Silentl" #9allis* 1665$ allo's readers to use the strateg" as a personal
monitoring strateg" during independent reading.
Student cards #see next page$ ma" be used to assist students 'ith procedures as the" are learning
to monitor their reading.
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Say So!ething
1. @hoose a partner.
2. <et a cop" or copies of 'hat "ou are to read.
+. Decide ho' "ou 'ill read.
silentl" ta)ing turns
ta)ing turns each having a cop"
or sharing a cop"
-. Bocate the first place "ou 'ill stop and &sa"
something( about the text.
5. @ontinue to select additional places to stop.
>ememberC 9hen "ou stop to &sa" something( it
must be about 'hat "ou Hust finished readingN
Jour teacher ma" 'ant "ou to discuss the text as a large group
after "ou finish.
@reating @lassrooms for 4uthors .arste* Short* and 3ur)e* .einemann* 16GG
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Say So!ething . . . Silently
1. Previe' the reading selection.
2. Bocate the first place "ou 'ill stop and &sa" #or 'rite do'n$
something( about the text.
,intC :f "ou have little or nothing to sa"* "ou might
'ant to reread that part again.
+. 4fter "ou finish* thin) about 'hat "ou read and the
most important information in the text.
adaptation b" Oud" 9allis
Strategy: Sa*e the 1ast Word for e
1his strateg" encourages readers to ta)e an active stance during reading. Save the Bast 9ord for
?e #.arste* Short* ; 3ur)e* 16GG$ allo's readers the opportunit" to construct their o'n
interpretations and to compare them 'ith other readers.
1he strateg" has six parts.
1. >eading the text
2. 9riting important parts
+. Personal reflection
-. Small group discussion
5. 8rdering the cards
6. >eading and reacting to the cards
1. Each student reads the text individuall".
2. 8n side 1 of an index card or slip of papers* the readers 'rite 'ords* phases* or sentences that
stand out and the page number the ,uote appears on.
+. 8n the other side of the card or slip of papers* the students 'rite out 'hat the" 'ant to sa"
about the ,uote.
-. Students gather in small groups to share their cards.
5. 3efore the group discussion* students put the cards in an order for discussionmost
important to least important.
6. Students read the ,uotes on their cards to the group. 4s each student reads his/her ,uote* the
other students respond to 'hat 'as read. 1he student 'ho reads the ,uote then has the last
'ord about 'h" that ,uote 'as chosen.
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Slide 1 p. +0
I watched tears fll his eyes
and cleaved my hand to his
until they wrenched us apart.
Slide 2
I think Say must have felt very
sad watching Pink eing pulled
away from him.
Strategy: %uestion-5nswer +elationships 3%5+4
Duestion!4ns'er >elationships #>aphael* 16G2$ 'as developed to assist students= abilit" to
ans'er ,uestions b" giving them a 'a" to s"stematicall" anal"2e the tas) of ans'ering different
,uestions. Students learn each of the four ,uestion!ans'er relationships one at a time. Each
time a ne' D4> is learned* the previousl" learned D4>s are incorporated.
1he four Duestion!4ns'er >elationships areC
1. >ight 1here
2. 1hin) and Search
+. 4uthor and ?e
-. 8n ?" 8'n
#4 part that outlines the four t"pes of D4>s follo's.$
4n example of a D4> activit" sheet follo's. :t 'ould be used onl" after all four t"pes of D4>s
are discussed. Students first practice labeling the D4>* then the" ans'er the ,uestions.
)i!othy of the "ay
1. 9ho 'as 1imoth"I
>ight 1here 1hin) and Search 4uthor and Jou 8n ?" 8'n
2. 9hat did Phillip eat on the islandI
>ight 1here 1hin) and Search 4uthor and Jou 8n ?" 8'n
+. @onsidering the text do "ou thin) 1imoth" handled his problem 'ellI
>ight 1here 1hin) and Search 4uthor and Jou 8n ?" 8'n
-. :f "ou onl" had one badge of courage to a'ard to someone* to 'hom 'ould "ou
give itI
>ight 1here 1hin) and Search 4uthor and Jou 8n ?" 8'n
5. Bist some of the obstacles 1imoth" overcame during his sta" on the island.

>ight 1here 1hin) and Search 4uthor and Jou 8n ?" 8'n
9allis* 1666
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Strategy: 61#(
#boo)mar)s to remind students to plan reading$
6
Kriendl"C Does the
passage loo) friendl"
and eas" for me to readI
1
BanguageC :s the
vocabular" in this
passage difficult or eas"
for meI
#
:nterestC .o' interested
am : in this topicI
(
Past Ano'ledgeC 9hat
do : alread" )no' that
can help me as : read
this passageI
6
Kriendl"C Does the
passage loo) friendl"
and eas" for me to readI
1
BanguageC :s the
vocabular" in this
passage difficult or eas"
for meI
#
:nterestC .o' interested
am : in this topicI
(
Past Ano'ledgeC 9hat
do : alread" )no' that
can help me as : read
this passageI
6
Kriendl"C Does the
passage loo) friendl"
and eas" for me to readI
1
BanguageC :s the
vocabular" in this
passage difficult or eas"
for meI
#
:nterestC .o' interested
am : in this topicI
(
Past Ano'ledgeC 9hat
do : alread" )no' that
can help me as : read
this passageI
Schumm ; ?angrum* 1661
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Si$ing 7p +eading )asks
6
1
#
(
6riendliness
Does this text look friendly and easy
for !e to read8
1anguage
#s the *oca'ulary in this text difficult
for !e8
#nterest
,ow interested a! # in reading this text8
(ast Knowledge
What do # already know that # can use to
help !e read this text8
5datpted 'y Wallis fro! Schu!! 9 angru!, .::.
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2-
1hin) 4loud
;#n the end, the words we use to explain concepts to our students are
the 0ords they 0ill use to e.plain them to themselves12
>alph Kletcher
1hin) aloud is a po'erful strateg" that allo's another person to ma)e public the &inside stor"(
of reading. :t produces a commentar" of the inner dialogue and process readers produce 'hile
reading and comprehending a text. :t includes actions such as clarif"ing meaning% ma)ing
inferences% using prior )no'ledge of both texts* genre* and content as sources for improving and
enhancing understanding / comprehension% detecting important ideas and Hudging their relative
importance to a reader=s purpose for reading% creating* maintaining* and extending sensor"
images% and using &fix!up( strategies to repair interruptions in the meaning!ma)ing process.
1hin) aloud ma" be used in small or large group!settings. :t ma" include multiple copies of the
text* a single cop" of the text #such as a picture stor"boo)$* or an overhead transparenc" of a text.
#:t ma" even utili2e a graphic or visual image.$ 1he focus of the thin) aloud ma" be speciali2ed
in nature and include a focus on* for example* inference or determining 'hat is important. :t ma"
provide a more global* on!going commentar" b" the teacher as comprehension is occurring #a
)ind of &on!line( perspective$. :nitiall"* the thin) aloud strateg" is modeled b" a teacher.
.o'ever* in time* students are expected to assume more responsibilit" so the" ma" model and
reflect on their o'n thin)ing for and 'ith other students.
4 useful practice in thin) alouds is using the &less is more( rule. 8ften* 'hen the demonstration
addresses too man" different focuses* it ma" confuse* rather than clarif". Aeene suggests in!
depth strateg" studies. 4nother consideration is selection of a text% it is chosen to support the
demonstration and fits the focus of the lesson. 1hin) aloud provides on!going opportunities for
teachers to address such dimensions as text structure* text format #use of bullets* boldface t"pe*
etc.$* and consideration of an author=s perspective along. 8nce the thin) aloud is over* spending
time to reflect upon* connect* and build upon prior learning is critical. Debriefing* 'hen used to
reflect upon demonstrations* becomes a po'erful learning tool.
1hin) aloud is al'a"s designed 'ith specific readers= needs in mind. :t is al'a"s tailored to
emphasi2e 'hat a particular group might need. 1hese needs are determined through on!going
assessments such as running records/miscue anal"ses* discussions 'ith students before* during*
and after reading* and reading and 'riting conferences that taps information providing insights
into individual and group needs.
Bessons using thin) aloud might include an" of the follo'ingC
! demonstrating expectations about the text=s content*
! considering importance of bac)ground )no'ledge*
- sho'ing ho' prior )no'ledge ma" govern or interfere 'ith 'hat 'e determine to
be
important*
- modeling 'ord!level meanings #micro!level comprehension$ vs. text!level
meanings
#macro!level comprehension$*
! discussing placement of information and text structure*
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! modeling ho' a reader goes bac) and goes for'ard to see) and repair meaning*
! noting the s"ntax and language the author uses*
! modeling fix!up strategies such as rereading*
! ma)ing connections to similar pieces of text or characters*
! gaining information from illustrations* dra'ings* maps* charts* tables* etc.*
- pausing for ,uestions or other information to be pondered that ma" serve to
enhance
comprehension* and
- reflecting through metacognitive discussions about developing schema and
understandings.
1he teacher follo's the demonstration 'ith a retrospective that highlights 'hat occurred. Some
teaching points are emphasi2ed 'hile others are reserved for future lessons and demonstrations.
:nstruction ma" be explicit or implicit. .o'ever* students are al'a"s invited to share their
understandingsboth in terms of their comprehension as a product and of their experiences or
process. :n fact* differentiating these t'o dimensions is important.
Some of this information has been adapted from *osaic of Thought and conversations 'ith Ellen Aeene and @olleen 3udd".
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Strategy: )hink 5loud
1hin)!4louds #Dave"* 16G+$ provide readers assistance in examining and developing their
reading behaviors. 1he strateg" incorporates five aspects of a s)illed reader=s thin)ingC ma)ing
predictions* visuali2ing* lin)ing 'ith prior )no'ledge* monitoring and self!correction.
1he strateg" includes four stepsC
1. 1eacher modeling
2. Student partnerships for practice
+. :ndependent student practice using chec)lists
-. :ntegrated use 'ith other materials
1. 1eacher ?odeling
Developing h"potheses and predictions.
'rom the title, I think this selection is going to be about 1 1 1
In this ne.t part. . .
Describing the images
I can see. . .
I have a picture in my mind1 . .
Sharing an analog"
This is like a time 1 . .
5erbali2ing a confusing point
This seems confusing. . .
I am not sure ho0 this fits1 1 .
Demonstrating fix!up strategies
I need to check this out3 I 0ill read on. . .
/et me rethink this1 1 1
*aybe I had better reread1 1 1
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Strategy: )hink 5loud < (age /
2. 4fter several modeling experiences* students 'or) 'ith partners to tr" out the
strateg".
+. 4fter practicing 'ith a partner* the students tr" the strateg" independentl" using a
chart.
-. :ntegrate the strateg" in other content Parea reading experiences.
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2G
While I was reading, how did I do?
Put an X in the appropriate column.
Not very much A little bit Much o the time All o the time
Predicting
Picturing
!"i#e a$
Identiying
Problems
Qsing fix!up
Strategy: 6eature 5nalysis
1he Keature 4nal"sis #Oohnson ; Pearson* 167G$ #also )no'n as Semantic Keature 4nal"sis$
strateg" helps students improve vocabular" and categori2ation* understand the similarities and
differences* and build conceptual understanding.
:t is divided into six steps.
1. Select the categor"
2. Bist the 'ords in the categor"
+. Bist the features
-. :ndicate the feature possession
5. 4dd 'ords or features
5. @omplete and explore the matrix
1. 1he teacher selects the categor" or topic
2. Either the students or the teacher lists 'ords that fit into the categor".
+. 1he teacher decides 'hat features or traits should be explored in the categor". 4n
example of a feature matrix appears belo'
"ategory: =ungle 5ni!als
fur roars &uick stripes eats !eat
1ion
)iger
Elephant
2iraffe
-. Students are guided through the matrix to decide 'hich feature each of the 'ords
listed possess.
"ategory: =ungle 5ni!als
fur roars &uick stripes eats !eat
1ion R R R ! R
)iger R R R R R
Elephant ! ! ! ! R

2iraffe ! ! R R R
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6eature 5nalysis < page /
5. Students expand the matrix after initial responses. 1he teacher limits the expansion as
responses become less appropriate or time is exhausted.
6. Students complete the matrix and explore it loo)ing for similarities and differences.
"ategory: =ungle 5ni!als
6ur roars &uick stripes eats !eat eats *egetation
1ion R R R ! R !
)iger R R R R R !
Elephant ! ! ! ! R R

2iraffe ! ! R R R R
"rocodile ! ! R ! R !
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Strategy: 5nticipation 2uide
Students engage in prediction* activate prior )no'ledge* and access information others have if
done in small groups. Statements* unli)e ,uestions* get students more activel" involved in their
learning #pressure to be &right( is not present$. 1he guide helps teachers plan for learning since
misinformation or lac) of information is usuall" revealed.
Students become more motivated 'hen teachers help to develop the natural anticipation learners
have. Enhanced comprehension usuall" results.
9ith nonfiction text* statements are more concept!oriented. :n fiction* the" ma" relate to the
problem* setting* or characters. :n both cases* personal opinion statements are used.
1he strateg" has eight parts.
1. :dentif" maHor concepts or ideas.
2. Determine students= prior )no'ledge of these concepts or ideas.
+. @reate statements that focus students on helpful pre!thin)ing.
- Decide statement order and presentation mode. #se,uence of statements* on overhead* in
small groups* etc.$
5 Present guide to students 'ith directions after having modeled.
6 4fter students complete the guide* briefl" discuss each statement.
7. .ave students read the text.
G. @onduct a follo'!up discussion.
6.
#>eadence* 3ean* ; 3ald'in* 16G1$
Example for "nots on !ounting Rope #9allis* 1665$C
Place a &R( beside statements 'hith 'hich "ou agree and a &!& beside the ones 'ith 'hich "ou
disagree.
: )no' man" traditions of the Lative 4mericans.
<randparent relationships are important.
Aids enHo" hearing stories about 'hen the" 'ere babies.
:ndian names are sometimes different from some of m" other friends= names.
5/2006
+1
Strategy: +etelling
>etelling allo's both readers and teachers a 'a" to naturall" assess comprehension. 4ccording
to @ambourne and 3ro'n* this strateg" &possesses all the characteristics of natural learning.( :t
is suitable for use for individuals* small groups* and large groups. 1his strateg" is useful for
instruction and assessment of comprehension.
4 retelling is a complete retelling of the textnot a summar".
1he strateg" has seven partsC
1. :mmersion in the genre
2. Selecting the text
+. Placing students in groups of +!-
- Predicting 'hat the text is about
5. >eading
6. >etelling
7. Sharing and comparing
1. Students are immersed in the genre to be retold. <enres ma" include all t"pes of text
including graphics li)e maps and charts.
2. 8nce the text is selected* teacher ma)es multiple copies of the text 'ith nothing but the title
sho'ing.
+. Students are placed in groups of +!- to 'or) together.
-. Students predict 'hat the text is about
5. 1he teacher reads aloud first to demonstrate fluent reading. Students silentl" read as man"
times as the" need to read to retell.
6. Students retell 'ithout consulting the text.
2. Students compare and share their retellings and explain ho' the retellings are ali)e or
different. Students loo) for important* omitted information* confusions* or altered meanings.
1he" also tell 'hat part the" 'ould &borro'( from their partners.
1his strateg" can be done orall" for "ounger students.
5/2006
+2
Strategy: 6ix-7p Strategies
Kix!Qp strategies are those strategies that readers use to &fix!up( meaning 'hen
comprehension doesn=t occur* 'hen there is confusion* or a reader needs clarification.
1he" can ta)e several formsC rereading* verif"ing the meaning of an unfamiliar 'ord*
adHusting the pace of reading* and using self!,uestioning to assess comprehension.
1he follo'ing ,uestions can be used.
hat 0ould make sense4
hat 0ould sound right4
hat questions do I need ans0ered4
(hould I go back and reread4
Do I need to ad5ust my pace and slo0 do0n a bit until I understand4
!an I make a guess about 0hat it means and then read to see if I am right4
(hould I read on and then go back4
!an I ask someone to help4
4dHusting pace includes. . .
discussing ho' to read for different purposesC using s)imming and scanning
using pacing 'hen understanding doesn=t occur
slo'ing do'n 'hen the material is difficult or unfamiliar
Note: See &monitoring for meaning( in the section on cognitive strategies.
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CONFLICT
CHARACTERS ATTRIBUTES SETTING
LOOKING AT RELATIONSHIPS
PERSON AGAINST PERSON
PERSON AGAINST SELF
PERSON AGAINST NATURE
PERSON AGAINST SOCIETY
Readers Connections
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+5
@haracter=s LameC
6or writing . . . think a'out what your character is like.
6or reading . . . write so!e &ualities your character possesses and the page nu!'ers where
you found support for those &ualities.

Something "our character might sa" to a friend . . .
Something "our character might sa" if "ou met him/her . . .
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#9allis* 1666$
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