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Lit 5353 Module 4 Application

The document discusses strategies to improve first grade students' reading comprehension skills. It recommends activating prior knowledge, questioning, sequencing, visualizing, and prediction before, during and after reading to engage students. Examples are provided for how to implement each strategy, such as using a KWL chart for prior knowledge, asking questions and writing them on post-it notes, identifying the temporal order of events, sharing mental images created from visualizing, and making predictions about the text using title and cover images. References are also included at the end to support the strategies.

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1K views8 pages

Lit 5353 Module 4 Application

The document discusses strategies to improve first grade students' reading comprehension skills. It recommends activating prior knowledge, questioning, sequencing, visualizing, and prediction before, during and after reading to engage students. Examples are provided for how to implement each strategy, such as using a KWL chart for prior knowledge, asking questions and writing them on post-it notes, identifying the temporal order of events, sharing mental images created from visualizing, and making predictions about the text using title and cover images. References are also included at the end to support the strategies.

Uploaded by

api-566305350
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
You are on page 1/ 8

Selecting or

Creating
Strategies
Sierra Rosario

American College of Education

LIT 5353 – Linguistics and Literature

Dr. Felicia Durden

August 8th, 2020


Students’ Needs
First grade students have a solid foundation when it comes to
decoding and fluency, however, they have difficulty with recall. It is
challenging for students to comprehend a text independently and is
evident that students are rarely engaged with a text while they are
reading. Therefore, activating prior knowledge, questioning,
sequencing, visualizing, and making predictions before, during and
after reading will engage students throughout the reading process.
Engaging students in this process will enhance their overall
comprehension skills and motivate students to learn.
1. Activate Prior Knowledge
Students draw from their schema to make
connections with fiction and nonfiction texts
(Hattan, 2019).

➔ Ask students what they already know


about the topic being presented
Write a list under the “What I Know”
column.

➔ Students generate questions about the


topic
Write a list under the “What I Wonder”
column.

➔ Students explore the topic and find https://www.teacherspayteachers.com/Product/KWL-Chart-595724


answers to their questions
Write a list under the “What I Learned”
column
2. Questioning
Students become involved in multiple processes
required to develop deeper interactions with text
when generating questions before, during and
after reading (Humphries & Ness, 2015).

➔ Students ask “I wonder” questions


before reading
Students write their questions on a post-it
note and place it under the “Before
Reading” column.

➔ Students ask “I wonder” questions


while reading
Students write their questions on a post-it
note and place it under the “During
Reading” column.

➔ After reading, students review the


questions
https://www.classroomnook.com/blog/reading-strategy-asking-questions
Students use information from the text to
answer their questions.
3. Sequencing
Students identify and recall the temporal
order of events in a narrative (Gouldthorp et
al., 2018).

➔ Introduce the word “sequence”


Write the definition on the board and
give examples.

➔ Model the strategy as a class


Use a familiar narrative that can be
sequenced. Use temporal words such
as first, next, then, finally or last to help
identify what happened at the
beginning, middle and end of the
narrative.
https://www.teacherspayteachers.com/Browse/Search:transiti
on%20word%20chart
4. Visualization
Students tap into their prior knowledge in order to
create pictures in their minds based on what is
read or hear (Lucariello et al., 2012).

➔ Introduce and read a text without


https://sarahchesworth.com/teaching-visualizing/
showing the pictures
Students will listen carefully to the words to
create mental images.

➔ Students share what they imagined


Students work in pairs to share their mental
images.

➔ The Teachers will reread the text with the


pictures
Students will compare and contrast the
pictures to the images they originally
created
5. Prediction
Students will use information from the text
and personal experiences to forecast what
they are going to read about (Campbell &
Cuba, 2015).

➔ Introduce the word “predict”


Write the definition on the board and
give examples.
➔ Model the strategy as a class
Introduce a text and ask students to
listen to the title and look at the cover
carefully. Students will share what they
think the text will be about. Students
will also stop throughout the book to
make predictions using information
from the text about what will come
https://www.teacherspayteachers.com/Product/Reading- next.
Comprehension-Prediction-Strategy-Poster-145513
References
Campbell, E., & Cuba, M. (2015). Analyzing the Role of Visual Cues in Developing Prediction-Making Skills of Third- and Ninth-Grade English Language

Learners. CATESOL Journal,27(1), 53–93.

Gouldthorp, B., Katsipis, L., & Mueller, C. (2018). An Investigation of the Role of Sequencing in Children’s Reading Comprehension. Reading Research Quarterly,

53(1), 91–106.

Hattan, C. (2019). Prompting Rural Students’ Use of Background Knowledge and Experience to Support Comprehension of Unfamiliar Content. Reading

Research Quarterly, 54(4), 451–455.

Humphries, J., & Ness, M. (2015). Beyond Who, What, Where, When, Why, and How: Preparing Students to Generate Questions in the Age of Common Core

Standards. Journal of Research in Childhood Education, 29(4), 551–564. https://doi.org/10.1080/02568543.2015.1073199

Lucariello, J. M., Butler, A. G., & Tine, M. T. (2012). Meet the “Reading Rangers”: Curriculum for Teaching Comprehension Strategies to Urban Third Graders.

Penn GSE Perspectives on Urban Education, 9(2).

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