Comprehension Flashcards
Venn Diagram
Used to compare and contrast
T-chart
Used to compare, but they do not provide a space to collect similarities. Commonly used to plan for persuasive writing by collecting support for one argument on the first side and the opposing argument on the other side
Cluster, Mind Map, or Idea Web
Most often used as a brainstorming tool. The main idea or topic is written in the center circle, and students write their related ideas in the surrounding circles
Concept Map
Concept maps have some characteristics in common with idea webs but are more hierarchical and deliberately structured. More appropriate for prewriting that occurs after a topic has been selected
Sequencing Chart
Used to support the planning or analysis of a chronologically organized text. Each event or each step of a process is written in a box
Cause and Effect Diagram
Similar in structure to the sequencing chart, this graphic organizer is used to reflect cause and effect relationships, not just the order of them
Linear Array Diagram
Linear arrays are used to show the degree of change between words with similar or related meaning
ELA Group Activities
literature circles - small groups of students discussing literature previously read; can be teacher or student directed.
small groups - groups of 2-4 students collaborating on an assignment or discussion.
workshops - concentrated stations where students focus on one skill or element of a lesson.
reading centers - similar to workshops, but focused solely on reading skills, such as comprehension, fluency, vocabulary, discussion, and/or written response.
muti-age groups - working with students from other grade levels on a skill.
think-pair-share - students work with a partner to discuss and evaluate the topic.
Homogenous Group
Similar. Best for differentiation to work on a skill.
Heterogeneous Group
Different. Best for collaboration.
4 areas that effect reading comprehension
- Fluency
- Vocabulary
- Background Knowledge
- Skills
KWL chart
(what we KNOW, what we WANT to know, and what we LEARNED). Students complete the first two columns before reading and the final column after reading.
Anticipatory Sets
Example: In a science class, the teacher provides a list of statements for the students to agree or disagree with before reading the text. After reading the text, the students compare their initial opinions with the opinions of the author.
Before Reading – SCAN
S= Survey headings and turn them into questions to answer while reading
C= Capture the captions and visuals and try to understand their meanings
A= Attach boldface words and find the meanings
N=Note and read the chapter questions before reading
While Reading – RUN
R= Read and adjust speed depending on difficulty level.
U= Use word identification skills such as sounding it out, looking for other words clues in the sentence, or breaking words into parts for unknown words.
N= Notice and check parts you don’t understand and reread or skip and go back.
