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This presentation can help the readers to deepen their understanding by building connections. A variety of strategies along with activities will ensure a better result and development of strategic readers.
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BY SAIMA ABEDI
Creating Connections for Comprehension
Comprehension is “making meaning” of text.
Students find the comprehension difficult to understand when they lack
Comprehension strategiesBackground knowledge A purpose for engaging with the text
Creating connections can assist students in making the meaning of the text.
1. Metacognition
It can be defined as "thinking about thinking.”
Good readers read
and think at the same time.
W³- What? So What? Now What?
Good readers have control over their reading.
Identify where the difficulty occurs
Identify what the difficulty is
Restate the difficult sentence or passage in
their own words
Look back through the text
Look forward in the text for information
that might help them to resolve the difficulty
Thinking
about
our
Thinking
Metacognition
THINKING STEMS
I’m thinking…I’m noticing…I’m wondering…
2. Activating SchemaSchema is the background
knowledge and experience readers bring to the text.
Schema theory explains how our previous experiences, knowledge, emotions, and understandings affect what and how we learn.
(Harvey & Goudvis, 2000).
Activating SchemaGood readers stimulate their schema
before and while reading.
Good readers make connections (text-to-self, text-to-text, and text-to-world) while reading.
Text to Self
These are highly personal
connections that a reader makes
between a piece of reading
material and the reader's own
experiences or life.
“My brother and I were playing
around, when things got out of
hand. As we were wrestling
around on the floor, my foot
kicked the glass table and
smashed it into pieces!”
That Reminds Me……….
Had I ever fought with my siblings?
Had I broken any object?What was that?How did my parents react?
What does this remind me of in my life?
What is this similar to in my life?
How is this different from my life?
Has something like this ever happened
to me?
How does this relate to my life?
What were my feelings when I read this?
Text-to-Self Questions
Text-to-Text
If the readers make a connection
from the story they are reading
to another story they have read,
it is called a text-to-text
connection;
The wizard looked up at the
stars. Surely, the lunar eclipse
was a bad omen! He knew he
had to tell the king quickly
before the marriage ceremony
started.What other texts does this
remind you of?
Have you read a book about a
wizard and astronomy?
What does this remind me of in another book
I’ve read?
How is this text similar to other things I’ve
read?
How is this different from other books I’ve
read?
Have I read about something like this before?
Text-to-Text Questions
Text-to-World
If the readers make a
connection to something they
have seen on the news or
experienced by someone they
know has had, it is called
a text-to-world connection.
“Unlike Iraq, which most experts
agreed was five to seven years
away from developing its own
nuclear weapons, there is
broad agreement that North
Korea is only months away”
Text-to-World
America is concerned about weapons of mass destruction in Iraq
United States dropped nuclear bombs in Japan in World War II
Weapons of mass destruction used in Iran–Iraq War
Chemical weapons were a major point of discussion between the Syrian government and world leaders
Text-to-World
What does this remind me of in the real
world?
How is this text similar to things that
happen in the real world?
How is this different from things that
happen in the real world?
How did that part relate to the world
around me?
Text-to-World Questions
3. Visualization
“Visualizing is a comprehension
strategy that enables readers to
make the words on a page real
and concrete.”
Gives a clearer picture in mind
Helps to get rid of dullness
Let readers feel the taste, smell,
touch etc.
Makes the text personal or
memorable to the reader.
Visualizing
Picture This!
The powder-white beach slopes gently into the
emerald tropical lagoon. Further out, beyond the
coral reef, a spectacular wedge-shaped, green-
coated island juts out of the deep blue expanse
of the Indian Ocean. The sun gradually sets
behind the island in radiant shades of orange,
red, pink, mauve and purple.
Sketch- to- Stretch
Sketch your response to the story in the box.
Describe your sketch and your reaction to the story .____________________________________________________________________________________________________________________________________________________
STORY WHEEL
Visualizing
THINKING STEMSI’m picturing…I can imagine…I can feel…see…smell…
taste…touch…hearMy mental images
include…
Create
mental
images
USE YOUR
SENSES
4. Answering QuestionsGive students a purpose for
readingHelp students to think actively as
they readEncourage students to monitor
their comprehensionHelp students to review content
and relate what they have learned to what they already know
Four Different Types of Questions:The Question-Answer Relationship
strategy (QAR) encourages students to learn how to answer questions better.
In the Book In the Head
Right There Author and You
Think and Search
On Your Own
Right There Think & Search
Author & Me
On My Own
What? Where? What examples? What kind of person is?
If you could?
Who? When? What are the three or four…?
What would you do if you..?
Do you Agree with?
Define. Name. What happened before/ after…?
What part of the text made you….?
Have you ever…?
How many….? Why does the… ?
Compare
Where did…?
What will probably…?
What’s your opinion…?
THINKING STEMS
http://www.nbss.ie/sites/default/files/publications/qar_strategy_handout.pdf
Read this paragraph and categorize the following questions.
Sam has lived in Merrytown his entire life; however, tomorrow Sam and his family would be moving to Rosslare. Sam hated the idea of shifting. He would be leaving behind his best friend, Pat. And to make the matter worse, he was moving on his birthday!
5. Questioning
“Questioning is the strategy
that keeps readers engaged.
When readers ask questions,
they clarify understanding and
forge ahead to make meaning.”
Harvey and Goudvis
Good readers ask questions before, during and after reading.
Readers will focus their attention, clarify meaning and have a deeper comprehension level.
By generating questions, students become aware of their understanding of text and they learn to ask questions.
Questioning
QuestioningTHINKING STEMS
I wonder…What if…Why…I don’t understand…It confuses me…How could…
Generate
Questions
Before,
During, and
After Reading
24/7!
Generate
Questions
Before,
During, and
After Reading
24/7!
6.Determining Importance
“Thoughtful readers grasp the
essential ideas and important
information when reading. Readers
must differentiate between less
important ideas and key ideas that are
central to the meaning of the text.”
Harvey and Goudvis
They skim and scan the text.
Good readers think about what information is important to remember.
They use clues the author gives them like headings, bold words, and captions to find important information.
Determining Importance
Use a few words or make
symbols / pictures to represent important
places, people, actions etc.
Coat of Arms
Timeline
Determining Importance
THINKING STEMS
What’s important here…What matters to me…One thing that we
should notice…I want to remember…
It’s interesting that…
What
Matters
Most?
7. Predict and Infer
“Research suggests that when
students make predictions their
understanding increases and they
are more interested in the reading
material.”
Fielding, Anderson, Pearson, Hanson
Predict and InferGood readers make predictions
about text and confirm or reject them as they read on.
Good readers use their schema and the clues in the book to draw conclusions and make their own interpretations.
Predict Prove
Look at this picture and make three predictions about the text you will read.
Predict and Infer
“Eleven” By Sandra Cisneros
"Whose is this?" Mrs. Price says, and she holds the red sweater up in the air for all the class to see. "Whose? It's been sitting in the coatroom for a month."
"Not mine," says everybody. "Not me."
"It has to belong to somebody," Mrs. Price keeps saying, but nobody can remember. It's an ugly sweater with red plastic buttons and a collar and sleeves all stretched out like you could use it for a jump rope. It's maybe a thousand years old and even if it belonged to me I wouldn't say so.
Saldivar says, "I think it belongs to Rachel.
"Of course it's yours," Mrs. Price says. "I remember you wearing it once.”
"Rachel," Mrs. Price says. She says it like she's getting mad. "You put that sweater on right now and no more nonsense."
Today I'm eleven. There's cake Mama's making for tonight, and when Papa comes home from work we'll eat it. There'll be candles and presents and everybody will sing Happy birthday, happy birthday to you, Rachel, but I wish I was anything but eleven, because I want today to be far away already, far away like a runaway balloon, like a tiny o in the sky, so tiny-tiny you have to close your eyes to see it.
InferringTHINKING STEMSMy guess is…Maybe…Perhaps…It could be that…This could mean…I predict…I infer…
schema +
evidence
=
inference
8. Building Conceptual Frameworks
Graphic organizers can help readers focus on concepts and how they are related to other concepts.
Graphic organizers are known by different names, such as maps, webs, graphs, charts, frames, or clusters.
Building Conceptual Frameworks
Building Conceptual Frameworks
Readers use story maps to identify the elements of story (characters, setting, events, problem, resolution).
Story map can assist students organise and comprehend the events of the story.
9. SynthesizingSynthesizing is putting together separate parts into a new whole….a process akin to working a jigsaw puzzle.
Harvey and Goudvis
Good readers retell what they have read as one way to synthesize.
Good readers advocate and criticize books/ text they have read.
Good readers synthesize to create their own interpretation.
Synthesizing
Helping Students Move Beyond the Text
Reexamine
Reconnect
Rethink
• A good end-of-the-study task builds on students’
strengths to express themselves in a variety of
formats.
Poem
Play
Story
Helping Students Move Beyond the Text
“Open-mind" Activity:
Frame Work
Determining
Importance
QuestioningInferring
Visualizing
Synthesis
Sch
em
a
Met
acog
nitio
n
Answering
ReferencesAdler, C.R. (Ed). 2001. Put Reading First: The Research Building Blocks for Teaching Children to Read, pp. 49-54. National Institute for Literacy. Retrieved Nov. 1, 2007, from http://www.nifl.gov/partnershipforreading/publications/reading_first1text.html .
McGregor, T. (2007) Comprehension Connections:Bridges to Strategic Reading. Heinemann: USA
Harvey, S. & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance understanding. Portland, ME: Stenhouse.
Draper, D. Comprehension Strategies: Making Connections. Retrieved from http://curriculumdepot.wikispaces.com/file/view/Making_Connections_Strateg.pdf on 20th Oct 2013
Draper, D. Comprehension Strategies: Visualising and Visual Literacy . Retrieved from http://www.decd.sa.gov.au/northernadelaide/files/links/4_VisualisingBooklet.pdf on 26th Oct 2013.
Hatzigeorgiou, K. J. Making Connections. Retrieved from http://www.slideshare.net/kjhatzi/making-connections-1926853 on 21st Oct 2013.
Olson, C. B. Interactive Strategies for Teaching Students Response to Literature. Retrieved from http://www.gse.uci.edu/uciwp/documents/eleven_nevada.pdf on 19th October 2013.
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