ACCELERATED READER IMPROVING COMPREHENSION
ACCELERATED READERIMPROVING COMPREHENSION BOOKLET
Contents:Page:1. What Makes a Proficient Reader – Links with AR – Supporting Resources32. RSP Symposium Presentation ‘Top 10 Reading Strategies’ With Resources103. DEAR Time Resources and Generic Activities254. Non-Fiction Resources445. Posters and Bookmarks586. Teacher Monitoring Resources677. References and Further Reading Links792
Section 1. What Makes a Proficient Reader? Links with Accelerated Reader Supporting Resources3
What Makes a Proficient Reader?*Proficient readers successfully leave tracks of their thinking when actively reading a text.1. CONNECT TO THE TEXT2. ASK QUESTIONS10. BUILD FLUENCY3. EXPAND VOCABULARY9. CHECK UNDERSTANDING4. PREDICT AND PROVE8. SUMMARISE AND SYNTHESISE5. SENSE IT7. MAKE INFERENCES ANDDRAW CONCLUSIONS6. DECIDE WHAT’S IMPORTANT* A summary on the key points of these strategies follows. For detailed information on the strategies, please refer to ‘Comprehension StrategiesDefined’ at the end of this booklet within the Teacher Monitoring section.4
Proficient Readers Are Able To 1. CONNECT TO THE TEXTLinks With AR Key Points: Recall prior knowledge, before, duringand after read. Use text to self, text to text, text to worldconnections.Learn new things. Knowledge changesand adapts. Information is learned,remembered and reapplied. Explain their use of knowledge. Engage indiscussion about this with others. Use their knowledge of techniques in theauthors craft. Make connections with how they readand their own preferences. Each type of background knowledgepermits students to monitor for meaning,pose questions, make predictions, drawconclusions, create mental images,synthesise, and determine importance asthey read and learn. Teachers help build backgroundknowledge and remind students on usingit.2. ASK QUESTIONSKey Points: Ask spontaneous, purposeful questionsbefore, during and after reading. Give rhetorical questions inspired by text. Questions may be to clarify meaning, becritical, speculate what will happen next,find an answer in the text or to considerwhy the author is writing that way. Understand many questions answered arethe reader’s interpretation. Know if it can be answered in the text,inferred from the text or by othertext/background knowledge. Know why questions are important in allareas of their lives and how it deepensunderstanding. Know how one question leads to another;listening to other questions andgenerating own. Use background knowledge and text toanswer their own questions, makeconnections. Connections with the text increase as thevolume of reading increases with AR.When students are guided to read at theright AR Book Level of difficulty and canread with success on AR quizzes, thismotivates more reading and can nurturean intrinsic love of reading. Texts thenbecome more memorable, increasingknowledge and enabling moreconnections.AR engages students in literature basedreading and encourages them to choosefrom a huge variety of reading materialfrom different genres within their ZPD,developing knowledge of all different texttypes.There are currently over 4,500 AR quizzeson Non Fiction books to help challengeand expand students’ backgroundknowledge on various topics.Literacy Skills Quizzes focus on LiteraryAnalysis and these contain specificquestions to analyse the authors craft andunderstand historical/cultural factors. The Pupil Record Report and HomeConnect display details of all books readand quizzed on. Students can then reflecton their preferences for reading andconnections between their book choices. AR boosts confidence in reading andstudents then feel more able to askquestions. Reading Practice Quizzes familiarisestudents to think about key questions onevery book they read. Self-generation ofthese questions and further questions canoften come more easily to the student. Literacy Skills Quizzes provide questionson higher order thinking skills, with threequizzes on each book. This gives studentsexperience of a wide range of in-depthquestions that can be generated.Supporting Resources ‘Making Connections Chart’ –what thetext is about, what it reminds me of. p15 ‘Making Connections – Self, Text, World’ filling in the phrase/situation from thetext and my connection. p16 ‘Thinking about Connections’ to recordthoughts whilst reading. p21 ‘Coding the Text’ post-it-notes withT-S, T-T, T-W connections. p34-35 ‘Inference Record Form’ - When I read Ithink because (my backgroundknowledge). p14 ‘Thinking Spot’ on pivotal plot notes –writing down connections, predictions,questions and feelings. p43 ‘Nonfiction Conventions Notebook’ torecord examples of features in the textand build background knowledge. p46-57 ‘Make a Mini Booklet’. p33 Thinkmarks’ to make a connection anduse background knowledge. p64 ‘The Four-Door Chart ‘to fill in; Predict,Question, Clarify and Summarise. p32 ‘Make a Mini Booklet’. p33 ‘Coding the Text’ post-it-notes with? for Iwonder, then write out your question.p34-35 ‘Asking Questions before, during and afterreading’ with possible answers tocomplete. p18 ‘Thinking Spot’ on pivotal plot notes –writing down connections, predictions,questions and feelings. p43 ‘Thinkmarks’ to ask questions. p63-64 ‘Asking Questions’ with quote from thetext, question and possible answer. p175
Proficient Readers Are Able To 3. EXPAND VOCABULARYLinks With AR Key Points: Use their oral vocabulary to make senseof the words read. AR guides students to read within a ZPDto accelerate reading growth. Studentscan see their potential for readingchallenge. Vocabulary is therefore builtupon with reading more challenginglevelled text. ‘5 Finger Rule Cue Card’ to help chooseappropriate books with vocabularysuitable for my understanding. p62 Thinkmarks’ to write down words whichhelp you visualise. p64 ‘Strategies for Expanding Vocabulary’Resource. p23-24 ‘Make a Mini Booklet’. p33 ‘Coding the Text’ post-it-notes with ? fornew words that puzzle me, then find outwhat these words mean. p34-35 Using Context Clues p36-37 Games that Aid Vocabulary Acquisitionp38 Vocabulary Acquisition Worksheet p39-40 ‘The Four-Door Chart ‘to fill in; Predict,Question, Clarify and Summarise. p32 ‘Make a Mini Booklet’. p33 ‘Thinking Spot’ on pivotal plot notes –writing down connections, predictions,questions and feelings. p43 ‘Multiple Entry Journals’ to recordpredictions about what will happen basedon your reading. p30 Thinkmarks’ to make a prediction. p64 ‘Coding the Text’ post-it-notes with P forpredict and ϋ for confirms what I thoughtor X for I thought differently. p34-35Know how to check meaning of unknownwords. Use typographical, structural analysis ofwords and contextual clues to understandand infer new vocabulary.Reading Practice Quizzes develop skills ofidentifying and reading words andrecalling word meaning. Vocabulary Quizzes help students acquireand learn new vocabulary within thecontext of reading material. Correctdefinitions are identified, helping developstudents’ precision in word choice. Apply newly learned words in theirwriting and oral vocabulary. Can share their prior experiences with thewords used. Word knowledge is developed byrepeating the words in a variety ofcontexts.Vocabulary Quiz questions have secondtry and review words to help build andcheck vocabulary knowledge. TOPS Reports for Vocabulary Quizzes andHome Connect provide feedback onwords learned and words to practice,therefore encouraging revision for missedwords to achieve mastery. Literacy Skills Quizzes include questionson deriving word or phrase meaning. Draw on their connections, use imageryand prior knowledge to find wordmeanings.4. PREDICT AND PROVEKey Points: Anticipate what is coming next andchange predictions whilst reading. Adapt conclusions as a result of readingfurther into the text. When readers predict they are awarewhen meaning is breaking down. Check if predictions were correct,referring to examples in the text. Explain why they arrived at thosepredictions and why this has changed. Use prior knowledge to support reasonsfor predictions. When an event doesn’t match aprediction good readers rethink andrevise their thinking. Supporting ResourcesLiteracy Skills Quizzes have InferentialComprehension questions which includemaking predictions and drawingconclusions.6
Proficient Readers Are Able To 5. SENSE ITKey Points: Make spontaneous and purposefulimages during and after reading, using allfive senses. Links With AR AR monitors engaged time, which will behigh if students are immersed in reading. Literacy Skills Quizzes have InitialUnderstanding questions, promptingstudents to draw on senses to analysecharacters’ feelings and extract detailsfrom the text.Use senses to gather detail whichimmerses them in what they are reading.Engagement and comprehension areheightened and the text is much morememorable. Emotions are anchored in readers’ priorknowledge and personal experience. Images are used for recall and drawingconclusions. Use these images in their writing. Images adapt as they read more and areadapted after sharing images with others. Explain how images help theircomprehension.6. DECIDE WHAT’SIMPORTANT Key Points: Word, sentence and text level importancecan be picked out. Able to look for clues, like repetition, boldtype, illustrations/diagrams, symbolism,character and setting prominence toestablish the importance.Pick out the un-important aspects of thetext. Re-reading passages to check importance.Explaining and defending view points onimportance. Importance is based on prior knowledge,purpose for reading, values, language thatsurprises, knowledge of the text formatand structure, others’ views. Able to explain how they made theirdecision on what is important and how ithelped their overall comprehension. Reading Practice Quizzes pick out themost important questions that showunderstanding of what students haveread. Students therefore know they needto be prepared to identify the importantdetails of setting, historical/culturalfactors, plot, characters, significant eventsand sequence of events whilst reading.Reading Practice Quizzes on Non-Fictionbooks ask questions relating to importantliterary features e.g. headings, tables,diagrams etc.Students can see which questions wereanswered incorrectly at the end of a quizand reflect on what important aspectsthey missed.Vocabulary Practice Quizzes pick out wordlevel questions, highlighting the meaningof that word and its importance to thesentence.Supporting Resources ‘Coding the Text’ post-it-notes with V forvisualise or make a picture in my head.p34-35 ‘Say, Mean, Matter Chart’. p31 Story Wheel with drawings of thoughtsabout each aspect of the text. p42 ‘Thinking Spot’ on pivotal plot notes –writing down connections, predictions,questions and feelings. p43 ‘Make a Mini Booklet’. p33 Thinkmarks’ to help you visualise. p64 ‘Visualising’ sheet with thoughts of what Ican see, hear, smell, taste, feel in aspectsof the text. p22 ‘Say, Mean, Matter Chart’ p31 ‘Make a Mini Booklet’. p33 ‘Coding the Text’ post-it-notes with VIP or! for very important information to thensummarise afterwards. p34-35 ‘Thinking Spot’ on pivotal plot notes –writing down connections, predictions,questions and feelings. p43 ‘Multiple Entry Journals’ to recordimportant ideas as you read and whyafter you read. p30 ‘Nonfiction Conventions Notebook’ torecord examples of features in the text.p46-57 Story Wheel with the most importantelement in the middle and surroundingcharacters, events themes in the wheelsegments. p42Literacy Skills Quizzes have ConstructingMeaning questions on identifying theoverall message and Literary Analysisquestions on the features of the text thatare pivotal to comprehension.7
Proficient Readers Are Able To 7. MAKE INFERENCES ANDDRAW CONCLUSIONSKey Points: Create a personal and unique meaningfrom the text. Combine what has been read with priorknowledge to achieve their uniqueinterpretation. Aware of and search for implicit meaning. Due to wanting to infer, readers slowdown, re-read sections, converse, write ordraw to better understand. Pause to reflect and consider otherinterpretations and perspectives andengage in conversations about what theyhave read. Draw conclusions and adaptinterpretations. During reading, they are aware theirconclusions are changing, and can explainthis. Make critical and analytical judgements. Inference helps them remember andreapply what they have read.8. SUMMARISE ANDSYNTHESISELinks With AR Bring together knowledge of e.g.character, setting, plot, sequence, theme,cause and effect, compare and contrast,problem and solution elements of a textto make a decision on overall meaning.After reading they can express via oral,written, dramatic or artistic, a synthesis ofwhat they have read. The synthesis brings together a summaryof the text, other text, prior knowledge,ideas and opinions presented in anoriginal way. Use synthesis to share, review andrecommend books and explain how thishelps their understanding.Questions on making inferences anddrawing conclusions are asked withinLiteracy Skills Quizzes – InferentialComprehension. ‘Inference Record Form’ - When I read Ithink (Inference) because. p14 ‘Make a Mini Booklet’. p33Correct and incorrect answers oninference and conclusion questions arefed back to the student via Literacy SkillsTOPS Reports to make them aware oftheir acquirement of these skills. ‘Coding the Text’ post-it-notes with I forInfer. p34-35 Thinkmarks’ to ask questions that can beanswered by inference. p63 ‘Making Inferences’ with quote or picturefrom the text and my inference. p20 ‘Coding the Text’ post-it-notes with 2 2for Synthesize and ! for things you findinteresting, hard to believe, or areunexpected. Write a summary onwhat/why you found this interesting.p34-35 ‘Nonfiction Conventions Notebook’ torecord examples of features in the textand how these bring together theirunderstanding of it. p46-57 One Sentence Summaries’ of who andwhat happened. p13 ‘Make a Mini Booklet’. p33 ‘The Four-Door Chart ‘to fill in; Predict,Question, Clarify and Summarise. p32 Motivation acquired from being able toread appropriate books and scoring wellon Reading Practice Quizzes leads toenjoyment of those books andencourages students to recommendbooks to others, bringing about asynthesis of what they have read. Favourite Books Report provides feedbackon students’ thoughts regarding theirgeneral enjoyment of the book, which isasked at the end of each Reading PracticeQuiz.Key Points: Aware of text elements and structurescoming together to build meaning andtheme. Supporting ResourcesLiteracy Skills Quizzes have InferentialComprehension questions on recognisingcause and effect and comparing andcontrasting. These quizzes also addressquestions on identifying setting,historical/cultural factors, analysingcharacters and plot to bring together theelements of what they have read.Home Connect encourages students totalk about and explain what they haveread to those at home.8
Proficient Readers Are Able To 9. CHECK UNDERSTANDINGLinks With AR Key Points: Know which bits make sense and whichdo not and whether it is important. Know what they need to know tounderstand the text. Read past the unclear passage, re-readingparts. Know why they are reading and can selectthe important parts to achieve this. Take a stance e.g. character view, bookreview, author techniques. Decide what they are having trouble withand decode, analyse word structure orsound out.Evolve their thoughts on the text usingknowledge. Explain how they solve the problem.Adapt the strategies and be independent,using some strategies more than othersor combinations. They pause, re-read, skim, scan, considerthe meaning in text and reflect on theirunderstanding with other readers. Arrive at insight after struggle tocomprehend a concept.Accelerated Reader Reading PracticeDiagnostic Report, TOPS and otherreports give feedback on achievement of85% average percentage correct onquizzes. This enables monitoring ofunderstanding of what students haveread.Feedback on the correct and incorrectanswers helps students know which partsthey misunderstood.Students look at their AR results withteacher support to help them makeadjustments to their reading and improvetheir understanding.AR program overall helps studentsrecognise and reflect on their readingability and know what their obstacles areand what they need to do next toimprove. Students know their ownreading ability and can match books levelsto their own reading level, self-selectingappropriate books for success. The practice promoted with AR of guidedindependent reading with accountability,provides a framework for students tocheck their understanding. Literacy Skills Quizzes contain features onConstructing Meaning. Students areasked to deriving word or phrasemeaning, identify the overall message,differentiate between fact and opinionand recognise persuasive language tohelp check their understanding.10.BUILD FLUENCY Key Points: Read orally with speed, accuracy andexpression.Automaticity is increased with regularguided independent reading practice forAccelerated Reader. Engaged time helps monitor time spentreading and students understanding ofwhat has been read. Students make mostamount of progress if they read between19-35 minutes per day. Points accumulation on AR builds withhigh volumes of successful readingactivity, therefore encouraging studentsto spend more time reading and buildingon fluency to quiz on more books andlonger texts. Feedback on word count via Dashboard,TOPS and Word Count Report encourageshigher volumes of successful reading. AR helps develop book stock withlibrarians analysing and updating theirbook stock to ensure sufficient books areavailable for every student’s ZPD range. Oral reading fluency – words read perminute is reported within STAR Readingfor students up to Year 5. Understand how fluency is necessary forreading comprehension. Engaged in reading for sustained periodsfor at least 20 minutes a day. All strategies for comprehension ofreading come together to developautomaticity and fluency.Supporting Resources ‘One Sentence Summaries’ of who andwhat happened. p13 Challenge Bookmark, how I solved it. p19 ‘Coding the Text’ post-it-notes with ? forinformation you are confused about orcan’t make sense of. Then write aquestion to express what puzzles you. p34 ‘The Four-Door Chart ‘to fill in; Predict,Question, Clarify and Summarise. p32 ‘Make a Mini Booklet’. p33 ‘Search and find’ Non Fiction text. p45 ‘Strategies Bookmark’ for ‘when you arestuck’. p66 ‘5 Finger Rule Cue Card’ to help chooseappropriate books suitable for myunderstanding. p62 ‘Fix-Up Strategies’ bookmark withquestions to ask when I don’t understandwhat I read. p65 ‘5 Finger Rule Cue Card’ to help chooseappropriate books that will not slowdown fluency. p629
Section 2.RSP Symposium Presentation‘Top 10 Reading Strategies’With Resources10
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ONE - SENTENCE SUMMARIESRead one long sentence/chapter from your book. Fill in the first 2 columns and the 3rd one if needed.WHO or WHAT?WHAT Happened?To WHAT or WHO?13
Inference Record FormNameWhen I read, (words from text)I think (inference)because(My background knowledge)14
Making Connections ChartName:Date:What the text is aboutWhat it reminds me of15
Making Connections – Self, Text, WorldName:Date:Connection TypePhrase/Situation in TextMy Connection16
Quote from textMy QuestionPossible AnswerQuote from textMy QuestionPossible Answer17
Name:Date:Questions before reading:Possible answers:Questions during reading:Possible answers:Questions after reading:Possible answers:18
llengePage#Author:How I solved the challengeDate:Author:How I solved the challengeDate:Author:How I solved the challengeDate:19
Quote or Picture from the TextInference20
Thinking about ConnectionsText to Self, Text to Text, Text to WorldRecord your thoughts about connections that you make whilst reading a book.Book Title:Author:When I read the part about It reminded me of 21
Name:Title of Book:Author:Date:22
Strategies for Expanding VocabularyResearch suggests that beyond the first 10,000 words used by adults, the rest are rare words, and these play acritical role in reading. The eventual strength of our vocabulary is determined not by the common 10,000 words,but by how many rare words we understand. ‘AR Vocabulary Quizzes’ are an excellent way to monitor thedevelopment of students’ vocabulary, once they have finished reading the book. The following arestrategies/activities that help expand students’ vocabulary as they are reading.1. Stages of Word Knowledge and developing jargon1Stage 1: No clueStage 2: Have heard/seen itStage 3: Think I know itStage 4: Know it well/can use it in a sentence.As a pre-reading activity, students might examine a list of specialised vocabulary for that particular lesson. Part ofownership involves students assessing what level of knowledge they have regarding those words. Those studentswho “know it well” can share their prior experiences with the words.2. Word knowledge is developed my repeating the words in a variety of contextsLooking at various aspects of a word is important. The following are ideas for quick activities that students can doto consolidate their knowledge of new words (reading journals can be used for these activities):a.b.c.d.e.f.g.h.i.j.k.l.m.n.Describe the words – What are examples of the word? What is it not? Explain attributes.Support the words with visuals – Logographics (see below)Connect the words to their livesExtend the words with anecdotesExplore word oppositesMake associations – Ask students when they have heard or seen this word. Ask how they will remember theword.Give definitions – Initially ask for student definitions and follow up by consulting a dictionary.Compare and contrastQuestionChart characteristicsRephrase sentencesProvide tactile experiencesGive example of correct and incorrect usageMake analogies3. Wordstorming2a. Students write down all the words they can think of related to a given topic.b. When the list-making slows down, add words to the list by asking them guided questions about the topic.c. Ask the students to group and categorise their words. Once column can be for miscellaneous words.d. Introduce a word that you think should be included and ask the students which category they think it belongsto and add it to that.Example: On a scrap piece of paper, record all the words you associate with weightlifting. Share your list with apartner. What are names of different muscle groups? What are names of weightlifting equipment?4. Make a picture: LogographicsThe brain loves pictures. By asking a student to draw a visual symbol for the word, the teacher is asking thestudent to create a personal connection. After that, the personalised drawing creates a rapid association with theword’s meaning. Memory is said to increase by 50% by making a graphic representation.a. Construct a visual image that connects the target word with the meaningb. One connection could be auditory. Example: ‘Carlin’ means old woman. The word “car” could generate apicture of an old woman driving a car.1Can be used in most subjects to introduce new topics/reinforce prior knowledge. It can also serve well as a quick starter/settling down activity to reading lessonsand DEAR time.2Can be used in most subjects to introduce new topics/reinforce prior learning. It can also serve well as a quick starter/settling down activity to reading lessons andDEAR time.23
5. Context Clues There is rich and lean context.Rich Context - Current textbooks have rich context providing typographical clues and detailed explanations;students can learn from this text structure.o Typographical Clues: While they are reading have students look at:a. Bold-faced, italicised wordsb. Footnotesc. Parenthetical definitionsd. Illustrationse. Charts, graphsf. Glossaryo Contextual Clues: While they are reading instruct students to look at how the word is used in thesentence, and then look at the surrounding sentences. When contextual clues are provided, have thestudents look for:a. Synonymsb. Antonymsc. Concrete examplesd. Descriptions, or finally the actuale. Definitions Lean Context – Books might not provide enough clues to infer the word’s meaning. We often tell students to“use the context” to guess a word’s meaning. Research has found that in many print situations there are notenough clues to define the words. Readers may get the “gist” of the word but will need more experiencewith the word. Structural analysis like knowing word parts, is one tool:o Word parts – Looking for roots, prefixes and suffixes will add to the students’ knowledge of words.6. Word WallsWord walls are a good way to visually engage with unfamiliar words and they can be organised alphabetically orthematically. Often when the word wall exists, the words creep into students’ oral vocabulary as well as into theirwriting. Emphasise the relationships between words on the wall. Also students will incorporate the words thatteachers use frequently in their lessons. The words become a part of their expressive vocabulary.7. Pronouncing wordsThe following strategies will allow students to sound out any unfamiliar words:a. Look for chunks you know. Chunks of words could be prefixes, suffixes, roots, or base words. Smallsections of words could remind you of a rhyme pattern, or word family like “ate.”b. Underline the vowel sounds. When you underline the vowels, you can determine how manysyllables there will be. Be careful to stress that students should look for vowel sounds.c. Use the syllable pattern to break down the word.d. Sound out the word. Blend the sounds together.e. Sound out the word and ask yourself if the word sounds right and makes sense.f. Consult a dictionary – paper or electronic.8. Gamesa. Word Jars – students write down new words they have seen or heard on slips. And place them in ajar. Teachers can pull out two words and discuss them in DEAR time. These can also be linked torewards systems already in place in schools.b. Draw pictures of words with multiple meanings: bat for example. This is a good activity to use withEAL students.c. Creating new words with roots.d. Encourage students to play word game like Scrabble, Crosswords, Pictionary etc. there are a lot offree versions of games on the internet and on most app stores.24
Section 3.DEAR Time Resourcesand Generic Activities25
Comprehension StrategiesDEAR time resourcesMonitoring Comprehension: Proficient readers successfully leave tracks of their thinking when activelyreading a text (metacognition) therefore self-monitoring their comprehension. For struggling readers it isoften useful to use the ‘Hansel and Gretel’ breadcrumb trail analogy to explain the concept. Whilst studentsare honing their reading skills they should be encouraged to leave physical tracks (some ideas are listedbelow) of their thinking, so that they can demonstrate to teachers who will be monitoring them, how muchof the text they have comprehended. Additionally, it makes it easier for the students to revisit and revisesections that have already been read, should the need arise (it is also a quick revision tool prior to takingAccelerated Reader quizzes).Written response to literature Reading journals – it is a good idea to provide students with exercise books that they can use asjournals to record all their thoughts, notes, post-it notes, ideas etc. while they read. It will stop themfrom scribbling on library books. (See attached – Reading Journals: Ideas and activities) Charting thinking records – lots of examples, can be used for demonstration in lessons:http://pinterest.com/kristin k/thinking-maps-anchor-charts/ Post-it notes – these can be put in the reading journals rather than in library books Double entry journals – ‘Say, Mean, Matter Charts’ etc. (See attached examples) Venn diagrams Column charts – see attached examples Letters to other readers and authors Quick write – about characters, plots, themes etc. (See attached example) Highlighting Story maps/webs Story wheels – see attached example Coding text – see attached example Timelines Bar and line graphs 4-door charts – see attached example Thinking Spots charts – see attached exampleArtistic responses Sketches Collages Mobiles Cartoon Strips Storyboards Posters Group depictions of text concepts Story Wheels – see attached sheet Artistic metaphors Artistic timelines Photographs of the mind26
Oral Responses Four-way-share – first two students share their ideas, then they share their ideas with another pair. Think alouds – articulate your thought process about the text you are reading and how you form anunderstanding of the key concepts etc. (teachers might need to model this technique) Think-pair-share Book clubs Large and small group sharing Notice and share Strategy study groupsDramatic Responses Student-created dramatic representations of text content or students’ use of a strategy18 points to consider when checking for comprehensionDoes the student:1. Possess and activate rich background knowledge2. Classify within given categories (i.e. listing or grouping objects)3. Classify by generating categories (i.e. how could you group these words?)4. Generate titles for short stories or paragraphs5. Identify events in correct sequence, from a story (often by retelling)6. Fill out Story Map Graphic Organizers7. Orally recount stories, including the 5 W’s8. Accurately sum-up single, lengthy sentences9. Distinguish between important and interesting information10. Distinguish between fact and opinion11. Identify a topic sentence in a paragraph12. Scan and Skim to locate key words, important events, or ideas13. Identify text features and pattern of organization (text structure)14. Infer meanings of words, idioms, figurative speech, & homonyms15. Give eviden
7 Proficient Readers Are Able To Links With AR Supporting Resources 5. SENSE IT Key Points: Make spontaneous and purposeful images during and after reading, using all five senses. Use senses to gather detail which immerses them in what they are reading. Engagement and comprehension
Accelerated Reader Evaluation Report 5 Executive summary This report should be read in conjunction with the Accelerated Reader addendum report, which is included as appendix G. The Project Accelerated Reader (AR), developed by Renaissance Learning, is a digital whole-class reading management and
reading comprehension and thus listening comprehension instructional activities can be used as a tool for improving reading comprehension (Hogan, Adlof, and Alonzo, 2014) . As early as 1969, researchers demonstrated that listening comprehension and reading comprehension are two separate co
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Readers Theatre Scripts Family Tutoring 584 Come Hippopotamus Roles: Reader 1, All, Reader 2, Reader 3 Reader 1 Come hippopotamus All HIP HIP HIP! HIP HIP HIP! Reader 2 What an enormous face you have! Reader 3 What an enormous lip! Reader 1 Can't you come and play a bit? All Dance! Dance! Reader 2 And hop!
child is using the time provided for reading practice. How many Accelerated Reader quizzes are there? There are over 11,000 AR quizzes available and more being written every month. What kinds of quizzes are there? Accelerated Reader includes several types of quizzes designed to support the development of several reading skills. Quiz types include:
Comprehension means making sense of what one reads. A reader who comprehends text is an active reader. Comprehension is complex, yet reading researchers have developed approaches to teach students to be active readers through the use of comprehension strategies
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sentence comprehension skills of children and how these skills may impact reading comprehension. Although there is evidence that children’s sentence comprehension may also relate to accurate decoding(e.g.,Nation &Snowling,2004),myfocuswillbeon the relationship between sentence comprehension and reading com-
