Comprehension Strategy Instruction
What should instruction look like?
Do tell students the name of the strategy(s) Don’t start the lesson without stating to
you want them to practice in the lesson (e.g., students what you expect them to learn or
context clues, word structure). practice in that lesson.
Do write the name of the strategy on the Don’t just say the name of the strategy
board and have students repeat the strategy without writing it on the board or pointing to a
name. classroom poster with the strategy name.
Do create a poster in your classroom with the Don’t expect students to apply use of reading
reading strategies that your students have strategies without judicious review of prior
learned so far; Refer to the poster often and learning.
remind students to use these strategies as
Do model for students the targeted strategy Don’t ask students to provide the first model.
Do provide additional models as needed Don’t assume reading strategy use is easy for
throughout the lesson. students and jump to the application level of
Do refer to the strategy names often during Don’t just model or provide guided practice
the lesson and have students repeat them. without teaching students the name of the
Do provide multiple opportunities for students Don’t just call on one student at a time to
to Think-Pair-Share with a partner regarding share their strategy use.
their own strategy use during guided practice
Do provide individual turns to answer and Don’t call on individual students without first
share strategy use after students have all had giving them an opportunity to share with a
an opportunity to Think-Pair-Share their partner.
Do find opportunities to connect strategy use Don’t just ask for an answer and not prompt
to student learning when they are asked to students to think about the strategy they used.
answer questions about text.
Do remind students to use the strategies every Don’t limit your discussion of reading
time you give them a reading assignment strategies to the reading of the selection on
during the day. Days 2 or 3.
Participant Appendix for Module I-2 HMR 2003 1
Participant Appendix for Module I-2 HMR 2003 2