1. Comprehension: During Reading Strategies

2. Learning Objectives
Teachers will understand and be able to use strategies for increasing students' comprehension during reading.
Teachers will be able to use strategies for students to generate different kinds of questions and to identify the main idea during reading.  
Intro to During Reading Strategies-1 minute, read and discuss learning objectives

3. Essential Concepts Effective readers:
Use text structure as a context for comprehension
Identify main ideas and supporting details
generate questions about the text
Make inferences
Make informed predictions/verify predictions
Discuss how during reading effective readers do the things on this list

4. Frayer Model Activity Steps for completion:
Groups will complete a Frayer model based on the characteristics of expository and narrative text
Groups will then share out their completed Frayer Model.
Reflect on how Frayer Model can be used to help students develop comprehension of concepts.
Debrief
How can the Frayer Model be used to help students reflect on their comprehension of concepts?
Here teachers will look at the Worksheet given titled Figures 30 & 31 (p ) -- expository and narrative text(Bring a prepared text for teachers)
Figures 30 & 31 (p ) -- expository and narrative text(Bring a prepared text for teachers)
Teachers will use the following wksht. To use Figures 30 & 31 (p ) -- expository and narrative text(Bring a prepared text for teachers) to complete the Frayer Model Activity.

5. How can you use the Main Idea Form with your students?
Main Idea Activity
**Important Activity for monitoring student learning and allowing periodic review and multiple opportunities to practice formulating main ideas-while students read**
Work in pairs to complete the Main Idea Form using the prepared text.
Debrief
How can you use the Main Idea Form with your students?
Reiterate the importance of teachers to monitor and check for understanding while students are reading a passage by complteing this main idea form. Also, have teachers complete this activity as written and allow for the debrief question.

6. 3 Levels of Questioning
Generate examples of 3 levels of questions from your text
Level 1-”Right There”-Can be answered in one word or one sentence (Who? What? When? Why? How? Where?) Can be found word-for-word in the text.
Level 2-”Putting It Together”-Can be answered by looking in the text-must look in more than one place and put information together
Level 3-”Making Connections”-Answers require you to think about what you just read, what you already know, and how it fits together
Debrief
How might creating 3 levels of questions-with regard to a text-be helpful to students in gaining greater comprehension in a reading assignment?
Here have teachers use their prepared text to generate the 3 levels of questioning-to understand how to do this with students.

7. Resources The Reading Teacher’s Sourcebook
Authors: Carolyn Denton, Deanna Bryan, Jade Wexler, Deborah Reed, and Sharon Vaughn
Figures 30 & 31 (p ) -- expository and narrative text
Frayer Model (p )
Main Idea Form (p )
Characteristics of Level 1, 2, 3 Questions

8. Connections with the HAPG’s
Making Connections
Connections with the HAPG’s
Math-Cooperative Learning (Think-Pair-Share, "Popcorn" out group thoughts),
 Nonlinguistic Representations (Frayer model, building models of shapes),
Summarizing/Notetaking (from discussions) 
Science-Instructional strategies summarizing and note taking, cooperative learning, Cues, questions and advanced organizers 
Social Studies-Multiple examples of the use of Frayer Model, Sort/Label/Categorize, and Concept Webs
ELA-Cornell Notes (group, individual, or pairs), Think-Pair-Share, Collaborative Preview/Review (CPR), Cooperative Learning, Readers Theater/Negotiate Roles, Literature Circles, Literary Analysis/Summarizing and Note taking 

9. Connections to Literacy Commitments
Making Connections
Connections to Literacy Commitments
Literacy Leads the Way
Reading-Use of text structure, content-specific academic language, purpose for reading and note-taking work, and developing prior knowledge and making connections. (All useful in formulating greater reading comprehension)
Writing-Use of systematic ways to summarize text (based on the main ideas presented in text), informal writing (journals, interactive notebooks)
Speaking/Listening-Think/Pair/Share, small group discussions

10. Teacher’s Toolkit Frayer Model Cornell Notes Main Idea Form
3 Levels of Questioning
Summarizing and notetaking (from text)