More on Strategies for Scaffolding Comprehension

Remember… Comprehension is the main purpose of reading. Reading is the process of constructing meaning from print. Comprehension is a constructive, interactive process 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. 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/ Anticipation Guides Professor Know-It-All Process Guide Questioning the Author (QtA) RAFT writing Reciprocal Teaching SPAWN writing Split-Page Notetaking SQPL-Student Questions 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 Flying High with Academics GISTing Opinionnaires/ Anticipation Guide i-Chart 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 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. 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  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. 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. 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 Illustrations Frayer Model/ Vocabulary Cards Connect Definition To join or fasten together Characteristics Link Interlocking Associate Relate Examples Bridge Paper clips linked together Nonexamples Unlatched Gate Vocabulary Cards is a strategy that helps students develop an understanding of word meanings by defining the term, identifying characteristics and examples of the word, and drawing an illustration to represent the word help students see connections between words, examples of the words, and the critical attributes associated with the word. This strategy is similar to the Frayer Model with the major difference being in the last step – nonexamples versus illustrations. Vocabulary cards are most often created on index cards with one card each for the word, definition, characteristics, examples and nonexamples, and illustrations. The cards make it easy for students to create a graphic organizer of sorts. One popular design is like the traditional Frayer Model but the cards can be arranged in a variety of patterns. Vocabulary cards help students see connections between words, examples of the words, and the critical attributes associated with the word. 1) The targeted word or concept is placed in the middle of the graphic organizer design. 2) Students write a definition for the word on a card and place it in the graphic organizer. 3) Students list the characteristics for the word on a card and place it in the graphic organizer. 4) Students list several examples and nonexamples and place the card in the graphic organizer. 5) If appropriate, students create an illustration or visual to accompany their word and place the card in the graphic organizer. 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? 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.

Initial List of Animals 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 Zebra Deer Pig Cat Horse Dog Tiger Cow Mule Antelope Lion Sheep Goat Raccoon Possum Parrot Blue Jay Goldfish Elephant Coyote Giraffe 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

Professor Know-It-All Provides students with opportunities to be the “expert” on a topic studied in class. Establish groups of three or four students. 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 discussion. 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. 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 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…