1. Copyright © 2010 Pearson Education, Inc. Chapter 5 Using Comprehension Strategies to Guide Thinking Maureen McLaughlin This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program.

2. Copyright © 2010 Pearson Education, Inc. How Can We Use Comprehension Strategies to Guide Thinking? Self-Questioning   A reading comprehension strategy that involves generating questions to guide thinking while reading.   Question-Answer Relationships (QAR)   “I Wonder…” Statements   ReQuest   Paired Questioning

3. Copyright © 2010 Pearson Education, Inc. Question-Answer Relationships (QAR)   Students use QAR to develop self-questioning abilities by focusing on the information source needed to answer the question.   There are two information sources: text and prior knowledge.   Within each information source, there are two Question-Answer Relationships.

4. Copyright © 2010 Pearson Education, Inc. Question-Answer Relationships In the Book   Right There – The answer is stated in the passage.   Think and Search – The answer is derived from more than one sentence or paragraph but is stated in the text.

5. Copyright © 2010 Pearson Education, Inc. Question-Answer Relationships In My Head   On My Own – The answer is contingent on information the reader already possesses in his/her prior knowledge.   Author and Me – The answer is inferred in the text, but the reader must make the connections with his/her own prior knowledge.

6. Copyright © 2010 Pearson Education, Inc. Figure 5.1: Question-Answer Relationships Created in a Spanish Language and Culture Course

7. Copyright © 2010 Pearson Education, Inc. “I Wonder...” Statements   Students use “I Wonder...” Statements to generate questions and to provide a model for active thinking during the reading process.   Students can share “I Wonder...” Statements orally, through sketching, or in writing.

8. Copyright © 2010 Pearson Education, Inc. Figure 5.2: “I Wonder...” Bookmarks Based on “The Pedestrian” by Ray Bradbury (1964)

9. Copyright © 2010 Pearson Education, Inc. ReQuest   When engaging in ReQuest, students actively participate in the discussion of the text.   After observing teacher modeling, students practice generating questions at multiple levels. Teachers and students also answer questions.

10. Copyright © 2010 Pearson Education, Inc. Paired Questioning   When using Paired Questioning, students take turns generating text-related questions and responding to them.   When the students have finished generating and responding to questions while reading segments of the text, one partner summarizes the important ideas in the text and the other agrees or disagrees and justifies his/her thinking.

11. Copyright © 2010 Pearson Education, Inc. Figure 5.3: Students’ Paired Questioning Example about “Structure of the Earth” in Earth Science

12. Copyright © 2010 Pearson Education, Inc. How Can We Use Comprehension Strategies to Guide Thinking? Monitoring/Clarifying   Monitoring/clarifying is a reading comprehension strategy that involves constantly asking ourselves, “Does this make sense?” and adapting strategic processes to make the message clear.   Bookmark Technique   Say Something   KWL (Know–Want to Know–Learn)   KWLS (the K-W-L components plus What I Still Want to Know)   INSERT (Interactive Notation System to Effective Reading and Thinking)

13. Copyright © 2010 Pearson Education, Inc. Bookmark Technique   Students use Bookmark Technique to monitor their comprehension while reading and to make judgments about aspects of the text.   There are four bookmarks:   What was the most important part? Why?   Which vocabulary word do you think the whole class should discuss? Why? What do you think the word means?   What was confusing in this text? Why?   Which chart, map, graph, or illustration helped you to understand what you read? Why?

14. Copyright © 2010 Pearson Education, Inc. Figure 5.4: Bookmark Technique: Biology – Student Responses When Reading about DNA

15. Copyright © 2010 Pearson Education, Inc. Say Something   Students use Say Something to monitor their understanding.   They work in pairs to read a text, stopping at designated points to turn and Say Something to their partners.   When participating in Say Something while reading informational text, students might make a comment, ask a question, make a prediction, clarify a point, or make a connection.   When using Say Something while reading narrative text, students might extend their comments to include narrative elements such as setting, characters, and theme.

16. Copyright © 2010 Pearson Education, Inc. Figure 5.5: Examples of Say Something from Science Class

17. Copyright © 2010 Pearson Education, Inc. KWL and KWLS   Students use KWL to activate prior knowledge about a topic, set purposes for reading, and confirm, revise, or expand original understandings of a topic.   In the traditional form of KWL, readers ask themselves “What do I know?” “What do I want to know?” and “What have I learned?”   When using KWLS, the first three questions are the same. The new question is “What do I still want to know?”

18. Copyright © 2010 Pearson Education, Inc. Figure 5.6: KWL: Chemistry – The Nature of Matter

19. Copyright © 2010 Pearson Education, Inc. INSERT   Students use INSERT to actively monitor their comprehension. They reflect on what they know and make decisions about the ideas expressed in the text.   When using INSERT, students begin by brainstorming what they already know about the topic and writing a list. Then they insert the following symbols into the margins of the text: √ (check) = I knew that. + (plus) = I did not know that. - (minus) = I thought differently. ? (question mark) = I thought it was confusing.   As an alternative, students can complete INSERT Bookmarks.

20. Copyright © 2010 Pearson Education, Inc. Figure 5.7: INSERT Bookmarks about the Louisiana Purchase

21. Copyright © 2010 Pearson Education, Inc. How Can We Use Comprehension Strategies to Guide Thinking? Visualizing   Visualizing is a reading comprehension strategy that involves creating mental images of the text as we read.   Photographs of the Mind   Guided Imagery   Gallery Images

22. Copyright © 2010 Pearson Education, Inc. Photographs of the Mind   Students use Photographs of the Mind to share the mental images they create while reading.   While reading text, students stop at four designated points and sketch their visualizations.   The graphic organizer we use with this teaching idea is divided into four sections, one for each time the students sketch their visualizations.

23. Copyright © 2010 Pearson Education, Inc. Figure 5.8: Photographs of the Mind: “Juan” (The Life of Juan Francisco Manzano)

24. Copyright © 2010 Pearson Education, Inc. Guided Imagery   Students use Guided Imagery to activate prior knowledge, create visualizations, solve problems, and use their imaginations.   Remember to use a text that will evoke images.   Students close their eyes and create sensory images while listening to a segment of text.   At the end of the text, discuss the images created and how they helped you to understand the text.

25. Copyright © 2010 Pearson Education, Inc. Figure 5.9: Holocaust Survivor Guided Imagery Example

26. Copyright © 2010 Pearson Education, Inc. Figure 5.10: Poetry Guided Imagery Example

27. Copyright © 2010 Pearson Education, Inc. Gallery Images   Students use Gallery Images as a format for sharing visualizations they create while reading.   Students create mental images as they read. Then they represent their visualizations through sketching. They use simple lines and shapes as they sketch. They can use a provided template or poster-size paper to express their ideas.   Finally, they write one or more sentences below the sketches to explain their visualizations.

28. Copyright © 2010 Pearson Education, Inc. Figure 5.11: Gallery Images about the Water Cycle in Science Class

29. Copyright © 2010 Pearson Education, Inc. Final Thoughts   Using reading comprehension strategies to guide our thinking helps us to focus on content and construct personal meaning.   We use strategies such as self-questioning, monitoring/clarifying, and visualizing during reading to help us engage with text and monitor our understanding.