Reading Comprehension

Table of Contents: 1) Shared Resources; 2) Round Robin Questions; 3) Retelling a story; 4) Cooperative Reading; 5) Focus Sheets for Background Knowledge Part One; 6) Focus Sheets for Background Knowledge Part Two; 7) Construction of Graphic Organizers; 8) Domes; 9) Story Graphs; 10) Story Sequence; 11) Semantic Mapping; 12) Sequence and Cartoons; 13) Bears, Bears, Bears.

Shared Resources

Team Roles: Reader, Writer.
Reader has a Social Studies book. The Writer is given a list of questions or words that are to be looked up in one chapter. The two work together as a team and then sign the paper.

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Round Robin Questions and Answers

Team Roles: Leader, Encourager, Writer, and Observer.
Each student has a text. The teacher assigns a five page section to be read silently or aloud as a group. After reading, the leader goes to the teacher and receives 3 envelopes, one for each team member. There is a different set of comprehension questions in each envelope. Each member completes his/her set of questions and then presents the answers for review by the group. When the group is satisfied with all answers, the sheets are taped together and signed by everyone.
Observer: Has a sheet for each team member with the following questions:
1. How did I help my group to be successful?
2. Did I ask questions in my group?
3. Did I offer answers?
4. Was I careful not to put-down another person's answers?
Overall group question:
How did we decide which answer we would choose for the question?
Were we careful to encourage rather than criticize?

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Retelling a Story

Team: 4 students (1 high, 2 middle, 1 low)
Roles: Reporter, checker, facilitator, organizer.
Materials: 4 sheets of paper, 6 pieces of construction paper.
Goal: After the task is completed, the story will be retold.
Interdependent Accountability: Each student is responsible for writing two complete sentences about the story.
The teacher will write on cards the names of famous fairy tales. Each team will select a card and begin the retelling of the story. Each student will write two sentences about different scenes of the fairy tale. After the sentences are written, the team determines the sequence of the sentences. Then each sentences is written on separate sheet of construction paper and illustrated. Assemble the construction paper into a book. Design a cover for the book and give credit to the team.

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Cooperative Reading

Team: Two to four members.
Rolls: Reader(s), Recorder, Encourager, Observer
Materials: Book for each student. One set of paper and pencil.
Team reads the story together. They may take turns or use 1 or 2 readers. After reading, the group brainstorms and writes three questions to ask the class. They must know the answers. Write the questions on paper with the answers written on the back. Questions are either asked and answered orally or written. Questions may be passed to other teams.
Observer: Checks to see all members participate
S. Hurwitz

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Focus Sheets for Background Knowledge Part One

Teams: 3 members (1 high, middle, low)
When reading a new story, it is important to establish background knowledge. Use any combination of the following ideas to set background knowledge. Let teams work together to solve problems.

Based on the pictures make a prediction about the story.
*Use maps to learn more about the location of a story.
Select key words. Have teams free associate. Write responses on the board in a story map.
Have teams select topics in the story and serve as experts about them. Present new information to the other groups.
Have a team simulate some part of the story for the class.
Preread a selected passage. Have the group write a prediction.
Invite the team to identify with a particular character's feelings.
Predict how the story will end. Ask the team to justify answers.
Have groups generate 3-5 questions about the story.
Ask two teams to adopt opposite points of view about the story. Have them present that view to the class.
Have a Trivia contest. Have all teams list as many facts as they can in three minutes about the subject covered in the story.
Get the groups to visualize part of the story by drawing a quick sketch.

Changing School Reading Programs.

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Focus Sheets for Background Knowledge Part Two:

Three (High, middle, low)
Goal: See what students know and help them to transfer this information is a key to understanding what is read. Select any combination of the following ideas to use in team sessions.

As new information is presented, have teams build story charts.
Hand out story chart partially filled in, allow teams to work together to complete the charts.
Ask teams to prepare a test. Have an open discussion on which test questions are the best kind and why.
Encourage team involvement during the reading selection by telling the students they will present a skit on a particular part of the story.
Have teams dramatize a selection; as them to act as tour guides. Changing School Reading Programs

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Construction of Graphic Organizer

Teams: Two members.
No roles.
Teacher works through the following model, then provides opportunities for the teams to build graphic organizer of their own.
Selection: Write the topic sentence.What reasons motivated European countries to explore and expand their horizons?

Diagram:
Reasons
Adventure
Religion
Economic
Tales about
Christianity in Europe
Far East silks and Marco Polo
and Near East-Africa
spices-need for short
an Asia
sea routes

Generalizations: Three major reasons motivated Europe to expand its horizons, but the most important was economic trade.
Changing School Reading Programs

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Domes

Teams: 4-5 members randomly selected
Materials: Large mural paper, markers, crayons.
Procedure: Build a web about a Domed City on Mars where everything for survival must be placed inside. Now the spaceship is ready to take off and can carry everything the groups needs. Build a web. Talk about what is needed to stay in a dome and label each item as the team places it inside. Teacher monitors groups checking to see if children can read and identify the labels.

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Story Graphs

Teams: Four members (Roles: problem, response, action, outcome)
In developing a story graph, the story must be divided into episodes. After the teacher describes the first episodes and has established the setting, the teams fills the four parts of the story graph. Each team member is responsible for one part: Problem, response, action, outcome. Training model episodes will be necessary.
Example:
First Episode:
Setting: Emma talks to a stranger about crossing his land with her herd.
Problem: Not across my land you're not.
Response: They won't do harm unless you stampede them.
Action: I'll settle this with your Pa! Pa's dead.
Outcome: You can cross my land but watch out for the bridge at Clinton.
Transition: (By teacher) I'll out maneuver them.

Second episode:
Problem: There are men at the bridge.
Response: Emma and her brother plan to cross after dark.
Action: As they lead cattle to the bridge, a man shouts.
Outcome: Cattle stampede.
Resolution: Cattle slow down as rider yells, "Turn them Left!"
Final resolution: They discover who the rider is and how he helped.
Changing School Reading Programs.

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Story Sequence

Team: Four members randomly selected
Materials: Primary level cartoon stories (Word Optional) cut into 4 equal blocks. Crayons, glue, 1 sheet of construction paper per groups.
Goal: sequencing
Roles: Leader - Places blocks in sequence after the team decides.
Checker - Checks to see if the story makes sense. Artist - Glues blocks on construction paper. Encourager - Encourages group to keep going.
Procedure: Each child takes his or her block of cartoons, looks at the pictures, reads the simple story part and colors the pictures. The group returns and works together to put the story blocks in the correct story sequence.

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Semantic Mapping

Team: Four roles: Guide, Reader, Writer, Encourager.
Choose a topic that you will be teaching. Gather the resources you will be using for your content information. Older students may be able to find their own resources in the Media Center.
Assign students a Mind Map/Semantic Map to create. They will work in four groups. Students in each group count off 1,2,3,4.
Group all #1 students--Type of Whales
Group all #2 students--Whale Characteristics
Group all #3 students--What Whales Eat
Group all #4 students--Where Whales Live
Students work in their groups to find information and then return to original group to share findings and create the Map.
P. Scarecrow

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Sequence and cartoons

Team: Four members randomly selected.
Roles: Observer, Encourager, Reader, Facilitator.
Materials: A 6 box cartoon strip for each group (cut apart) in an envelope.
Goal: Students are aware of cause/effect relationship and how one activity must occur before other activities make sense.
Assignment: Place the boxes in sequential order.
Individual Accountability: Randomly call on one member of the team to explain why box three (choose number) must be before box four and after box 2.
L Dunn and E. Donofry

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Bears, Bears, Bears

Team: Four members randomly selected. Leader gathers materials. Organizer puts away materials.
Materials: Bear pattern of arms, legs, head, and body.
Printed directions: Cut out parts, color the parts, fasten the parts together. Paper fasteners, crayons, scissors.
Procedure: Each team receives a bear pattern to assemble and directions for assembling. Teams assists one another in reading the directions. If a word is unknown, the team may go to the teacher and point to the word. The teacher will either draw it or pantomime the action. Children will work together to complete the project on their own.
Good cross-age tutoring project for older children to assist.