Comprehension

Best Advice Paper:

decd-best-advice-1-6-comprehension-1t4coci

Common comprehension strategies:

1. Predicting and activating prior knowledge

2. Questioning

3. Visualising

4. Monitoring and Clarifying

5. Making connections

6. Inferring

7. Determining importance

8. Summarising and synthesising

 

Effective Strategies to share with parents

Echo Reading – teacher/ adult reads one sentence aloud and then the student repeats it.

This can also be done by paragraph or page.

Shared Reading – Teacher/ adult reads one sentence, then the student reads the next sentence

Paired Reading – both the adult and student read at the same time

NIM (Neurological Impress Method) – adult to read and the student to mimic words behind them. Specifically used if the book is text dense. Adult to track the text using their finger.

Levels of comprehension:

Here

Hidden

Head

Heart

Levels of questioning: Marion Blank

Early Years: http://www.wisewordsaustralia.com.au/levels-of-questioning

 

 

Questions to further investigate: (from staff 7/3/18)

Am I aware of when I use Here, Hidden, Head and Heart questions?

How difficult can we make the questions for year 2/3 based on Here, Hidden and Head questions?

How do you think inferential questions can be used to explore students’ levels of achievement and as a tool to differentiate learning?

Would it be a productive learning activity to ask children to devise their own ‘Here, Hidden, Head, Heart’ questions?

How will I get my students involved in making content for my Guided Reading activities?

I wonder if these types of questions (Here, Hidden, Head, Heart) will be more easily understood by using these titles/ prompts?

I wonder how the children will respond to using the strategy of NIM – both younger (Reception) and older students (5/6) in our classes?

How can we expand on children designing their own here, hidden and head questions?

What opportunities can be presented to students in order to activate student voice in designing questions to show their level of thinking?

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