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Comprehension Instructional Strategies

Instructional Library:
Name Prep Description Source
Relevance High  Interesting does not equal (Beers & Probst, 2016)
relevance page 44
 Getting attention –
interest, keeping attention –
relevance
 Personal

Increase complexity as High  Build in difficulty as the year (Beers & Probst, 2016)
the year goes on continues page 52
 Build their skills

Monologic Talk High  Teacher directed (Beers & Probst, 2016)


 Used with underachieving page 57
students
 Traditional lecture

Dialogic Talk Low  Student directed (Beers & Probst, 2016)


 Joint project page 58
 Each student "teaching"
 Encourages other students to
help solve problems

Talk to check for High  Monologic vs dialogic (Beers & Probst, 2016)
understanding vs Talk  Memorization vs learning page 59
to create understanding  Short answers vs long answers
 Inauthentic vs authentic

Summarizing Low  Summarizing looks different in (Beers & Probst, 2016)


different content areas page 69
 Recognize big concepts

Thinking about the High  Scientists and mathematicians (Beers & Probst, 2016)
author don't take notice of the author page 69
 Historians won't read
something if the author is not
qualified
“What surprised me?” Low  Students read expecting to be (Beers & Probst, 2016)
surprised page 78

“What did the author Low  Students read expecting that (Beers & Probst, 2016)
think I already knew?” when they become confused, they page 78
are able to solve the problem
 Let students identify what is
missing

“What challenged, Low  Causes students to expect that (Beers & Probst, 2016)
changed, or confirmed something will challenge them, page 79
what I already know?” change, or confirm their previous
knowledge

Reflection Low  Reflect on how questions (Beers & Probst, 2016)


affect their thinking page 87

B/D/A Questioning Low  What were you wondering: Class


Chart before reading, during reading,
after reading?
 What do you understand now
that you didn't before?

Q.A.R High  Question – Answer – Class


Relationship
 "On my own"
 "Author-and-me"
 "Right-there"
 "Putting it together"

Story Impressions High  Pick out words that are Class


important to understanding the
article
 Give list of words in order of
appearance
 Have students write their
version of a textbook passage that
includes all words
 Metacognition!

List/Group/Label Low  Class list of everything Class


students think of regarding topic
 Group those together
 Give labels
 Group discussion

Concept Test High  Conceptual question Class


 Interject in lectures
 "Pure Instruction"
 Socrative Student

Strategies for Parents:


 Read with children beginning at an early age
 Talk through connections to self, other books, and the world
 Visualize with child
 Ask questions/allow child to ask questions
 Give examples of synonyms, analogies, prefixes, suffixes, etc.
 Family book club – discussions about what you read

Works Cited:
Beers, K., Probst, R. E. (2016). Reading nonfiction. Portsmouth, NH: Heinemann.

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