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The Magnificent Seven

The Magnificent Seven. Reading Comprehension Strategies Richard Staton Language Arts Instructional Specialist & Tiffany Johnson Title I Reading- Instructional Specialist. Effective Reading Program. Five Components of Reading Phonemic awareness Phonics* Fluency* Vocabulary*

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The Magnificent Seven

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  1. The Magnificent Seven Reading Comprehension Strategies Richard Staton Language Arts Instructional Specialist & Tiffany Johnson Title I Reading- Instructional Specialist

  2. Effective Reading Program Five Components of Reading • Phonemic awareness • Phonics* • Fluency* • Vocabulary* • Comprehension*

  3. Strategy vs. Skill vs. Activity • What is the difference? Strategy: actions readers do to solve a problem while reading Skill: what readers need to understand to follow the plot Activity

  4. Strategies are used daily & can be applied to all texts. Skills are used with specific texts. Strategy vs. Skill

  5. Strategies Math Language Arts All content areas All day Social Studies Science

  6. Make connections Ask questions Visualize Infer Determine important information Synthesize Monitor comprehension Magnificent Seven

  7. Making connections • Pay more attention • Need a hook • Growth when there is a connection • Other reading material, movies, TV, events, other people

  8. Making connections

  9. Making connections Students say to themselves • That reminds me of . . . • It made me think of . . . • I read another book where . . . • This is different from . . . • I remember when . . . *

  10. Ask Questions • Reading is thinking • Ask questions before, during and after reading • Clarify and gain understanding • Of author and of themselves

  11. Students ask themselves . . . • What is the author saying here? • I wonder what I would have done in this situation? • What is the author’s message? • What is the author talking about? • What does the author mean here? • Does the author explain this clearly?

  12. Bloom’s Taxonomy • Evaluation • Synthesis • Analysis • Application • Comprehension • Knowledge *

  13. Visualize • Create a picture in your head • What • are you doing? • do you see? • do you smell? • do you feel?

  14. Visualize *

  15. Drawing inferences • What is known + clues from the text = judgment • Reading • Must find proof

  16. QAR- Question Answer Relationships What might you infer about this man from the picture? Drawing inferences

  17. vs. Drawing Inferences Drawing Conclusions Text + Text + Text MUST Background Knowledge + Text FIND PROOF *

  18. Determining Important Ideas • Weed out unimportant details • Including but not limited to • Main idea • Theme • Major events • Facts the author wants the reader to know

  19. Fiction & Nonfiction Determining Important Ideas The students will ask themselves . . . • The big idea is . . . • The most important ideas are . . . • So far I have learned that . . . • This is important because . . . • I can use this information to help me . . . • This idea is similar to . . . • This idea changed my mind because . . .

  20. Text features Titles & headings Bold print Pictures & captions Graphs & charts Chapter objectives & questions Post-it notes * = interesting or important L = learned something new SM = summary R = research Nonfiction Determining Important Ideas *

  21. Synthesize Information • New information + existing knowledge = new ideas • Summarizing and predicting • Employers want this

  22. Synthesize Information Students will ask themselves • Do I compare and contrast what I’m reading with what I already know? • Do I think of new ways to use this information? • Do the connections I make across text help me to create new generalizations or newperspectives? *

  23. Monitor Comprehension That doesn’t make sense. Student fix up process • I am confused by or because . . . • I will try . . .

  24. Make connections Make predictions Stop and think Ask and answer questions Reflect in writing Fix-it List

  25. Fix-it List • Use text clues • Retell • Reread • Look for text patterns • Adjustreading speed

  26. Instructional flowchart model the strategy tell the strategy guided practice independent practice Students write down how they applied the strategy

  27. Students should . . . conscious unconscious AUTOMATICITY

  28. Richard Staton Language Arts Instructional Specialist 780-7776 rstaton@richmond. k12.va.us Tiffany Johnson Title I Reading Instructional Specialist 780-7797 tjohnson5@richmond.k12.va.us Instructional Specialists

  29. The Magnificent Seven Reading Comprehension Strategies Richard Staton Language Arts Instructional Specialist & Tiffany Johnson Title I Reading- Instructional Specialist

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