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Comprehension Strategy Explanations Procedural Knowledge Sample Teacher Talk 1. Look for clues in the words Good readers predict before and and pictures. during reading. Here I see a picture Predicting 2. Think about what they of a _______. I know that _______. already know about the topic. Because of both what I see and 3. On the basis of prior what I know, I predict that this story knowledge, predict what they will be about _______. think will happen. 1. Keep the original prediction I predicted that _____. So far, that Monitoring, Questioning in mind. might be right because the text says and Repredicting 2. Keep asking whether that ______. prediction continues to make sense in light of new I predicted that _____. That must information from the text. not be true because the text says 3. Use new information in the ______. My new prediction is text and prior knowledge _______. about that information to make new predictions. Identify descriptive words the Good readers make pictures in their author is using. minds to help them to understand. I Visualizing 1. Use prior knowledge about know that this story takes place those words and about the _______. I know that setting would world to create a visual have _______. The author uses the image. words ____ and _____. In my mind I am visualizing _____________. 1. Note the clues embedded in The author tells us that this the text. character is ________. Because of 2. Access their own experience my own experience, I know that Inferring regarding the clues. _________. Therefore, I think the 3. Make inferences about the character is _______. implied meaning based on experience and the clues the author provides. Adapted from Walpole, S., & McKenna, M. C. (in press). Differentiated reading instruction for small groups: Supporting struggling readers in grades K-3. New York: Guilford Press. 1. Put yourself in the author’s The author has given me a whole lot place. of facts about _____ and about Finding the Main 2. Examine words and phrases _____. Some of them are the same for clues to what is important and some are different. I think that Idea to the author. the main idea here is that ______ 3. Ask questions about what, in are similar to ____ in some ways their experience, the clues and different in other ways. combined seem to say about what the author values. 1. Know the parts of a story. I can use what I know about stories 2. Review the book to identify to retell this one very simply. I Retelling a Story the story information don’t tell everything. I think about provided at the beginning, in what the author usually does in the the middle, and at the end. beginning, the middle, and the end. This story is set ____. The main characters are ______. The problem in the story is _____. The characters solve the problem by _____. 1. Think about the content of When I want to think about two each text. stories at once, I have to decide how 2. Decide how they are alike they are alike and different. I first Synthesizing and different. think about how they were alike. In 3. Use experience about the our stories, they were alike because common elements to create a _______. Then I think about how synthesis. they were different. Our stories were different because ______. Together, then, I can synthesize information from the stories to say that ___________. Adapted from Walpole, S., & McKenna, M. C. (in press). Differentiated reading instruction for small groups: Supporting struggling readers in grades K-3. New York: Guilford Press.
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