More on Strategies for Scaffolding Comprehensionwoodard.latech.edu/~kklopez/EDCI424/MoreOn... · Students evidence a need for a strategy. ... Reciprocal Teaching SPAWN writing ...

Remember…� Comprehension is the main purpose of reading.� Reading is the process of constructing meaning from

print.� Comprehension is a constructive, interactive process

involving:involving:� The reader� The text� The context in which the text is read

� Don’t forget…� Build background,

� Give students material on the appropriate level, and

� Teach strategies, such as generating questions as they read, to help your students make connections

Strategy Instruction Works Best When…

� Students evidence a need for a strategy.

� The strategy is taught and applied to a selection.selection.

� The teacher repeatedly models and explains the strategy.

� When assessment is based on comprehension of the text and use of the strategy.

Louisiana Literacy Strategies� Brainstorming� DR-TA� GISTing� Graphic Organizers� Learning Logs� Opinionnaires/

� RAFT writing� Reciprocal Teaching� SPAWN writing� Split-Page Notetaking� SQPL-Student Questions

for Purposeful Learning� Opinionnaires/ Anticipation Guides

� Professor Know-It-All� Process Guide� Questioning the Author

(QtA)

for Purposeful Learning� Story Chains� Vocabulary Cards (AKA

Frayer Model)� Vocabulary Self-Awareness� Word Grid (AKA Semantic

Feature Analysis)

Good Resource--Vermilion Parish Literacy Strategies--http://www.vrml.k12.la.us/cc/18str/18str.htm

More Strategies…� ABC Brainstorming

� Quick Write/List

� Quick Talk

Foldables

� Opinionnaires/ Anticipation Guide

� i-Chart

� Vocabulary Cards AKA � Foldables

� Flying High with Academics

� GISTing

� Vocabulary Cards AKA Frayer Model

� RAFT

� List-Group-Label

� Professor-Know-It-All

ABC Brainstorming� Activate students’ background knowledge before

talking about a topic by using ABC Brainstorming.

� Students are asked to think of a word or phrase related to the topic by matching it to each letter of the to the topic by matching it to each letter of the alphabet.

� http://www.readingquest.org/strat/abc.html

Quick Write or Quick Talk� Ask students to talk about or write down as many ideas

they can think of about a given topic.

� The ideas can be single words or phrases.

� Give students 60 seconds to write. � Give students 60 seconds to write.

� ReadWriteThink overview of quick write/quick talk.

� Also… http://www.litandlearn.lpb.org/strategies/strat_quick.pdf

Foldables� http://foldables.wikispaces.com/

� http://www.catawba.k12.nc.us/C_i_resources/Foldables.htm

Flying High with Academics� From Dr. Cummins…

� Strategy to get students moving

� Requires students to think critically as develop clues for “teaching”

� Legal to make paper airplanes ☺� Legal to make paper airplanes ☺

� Do it…

� Read passage

� Make an airplane

� Write a question about the passage

� Fly your plane

� Pick up a plane and answer the question

GISTing� A technique to help students to read text for main

ideas.

� Students are asked to summarize selected sections into a designated number of clear, concise words.a designated number of clear, concise words.

� http://www2.etown.edu/bap/Resources/gisting.pdf

Opinionnaires/ Anticipation Guide� A series of statements where students note whether

they agree or disagree with each one.

� Students then read a selection then compare what they said with what was in the text.said with what was in the text.

� http://www.greece.k12.ny.us/instruction/ela/6-12/reading/Reading%20Strategies/anticipation%20guide.htm

I-Chart� A planned framework for answering questions about a

topic.

� http://forpd.ucf.edu/strategies/stratIChart.html

Frayer Model/ Vocabulary Cards

Connect

DefinitionTo join or fasten together

CharacteristicsLink

Interlocking

Associate

Relate

ConnectRelate

ExamplesBridge

Paper clips linked together

NonexamplesUnlatched Gate

Illustrations

RAFT� Students respond in writing by thinking about a topic

from various perspectives.

� Role of the Writer: Who are you as the writer? A pilgrim? A soldier? The President?pilgrim? A soldier? The President?

� Audience: To whom are you writing? A political rally? A potential employer?

� Format: In what format are you writing? A letter? An advertisement? A speech?

� Topic: What are you writing about?

� From http://www.adlit.org/strategies/19783.

List-Group-Label� A brainstorming activity that helps students see how

words can belong in a variety of groups while activating and building background knowledge prior to beginning a unit of study.

Initial List of Animals

Labeled Groups

Jungle Forest/Woods House Farm

Zebra

Tiger

Lion

Giraffe

Elephant

Antelope

Deer

Possum

Raccoon

Coyote

Blue Jay

Cat

Dog

Goldfish

Parrot

Pig

Horse

Cow

Mule

Sheep

Goat

Initial List of Animals

Zebra

Deer

Pig

Cat

Horse

Dog

Tiger

Cow

Mule

Antelope

Lion

Sheep

Goat

Raccoon

Possum

Parrot

Blue Jay

Goldfish

Elephant

Coyote

Giraffe

Professor Know-It-All� Provides students with opportunities to be the “expert” on a

topic studied in class.1. Establish groups of three or four students.2. Students review the content just covered and generate three to

four content related questions they anticipate being asked. The group discusses these topics in detail in preparation for later class group discusses these topics in detail in preparation for later class discussion.

3. Come to the front of the room, one at a time, face the class and respond to questions posed by their classmates. Students should ask their proposed questions first and then others if more information is desired. The teacher should remind students to challenge and/or correct the professor-know-it-alls if needed.

4. Process continues until all groups have served as “professors” and/or until all content has been thoroughly and critically discussed. Ties, graduation caps, lab coats, clipboards, and other accessories can be used by the “professors” to add a touch of novelty.

Process Guides� Process Guides scaffold students’ comprehension

from literal level processing to more critical and applied content knowledge.

� Leveled formats designed by the teacher to match the � Leveled formats designed by the teacher to match the content being studied helps guide students’ thinking.

� Guides can be designed in a variety of ways to accompany the content being studied and/or the purpose and level of active learning to be implemented.

Process Guide Example� From LA Literacy Strategies…