1. More on Strategies for Scaffolding Comprehension

2. 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

3. 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.

4. 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--

5. 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

6. 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.

7. 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…

8. Foldables http://foldables.wikispaces.com/

9. 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

10. 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.

11. 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.

12. I-Chart A planned framework for answering questions about a topic.

13. 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

14. 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

15. 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

16. 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.

17. 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.

18. Process Guide Example
From LA Literacy Strategies…