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Ch. 7 Guiding Reading Comprehension, Questioning the Author (QtA),…

- - - - Find text selections that demonstrate the four comprehension activities.
      - Generate appropriate questions.
      - Generate predictions about each selection.
      - Locate summarizing sentences and develop summaries for each selection.
      - Note difficult vocabulary and concepts.
    - - decisions are made about which comprehension activities to teach based on the students’ needs.
    - - you model how to use four comprehension activities (generating questions, summarizing, predicting, and clarifying) while leading a dialogue. Then students take turns assuming the teacher’s role.
- - - - Interpretive
        (Putting together information preceiving relationships, and making inferences)
        
        Applied
        Using information to express opinions and form new ideas
        
        Reading beyond the lines
        
        Read between the lines
      - Reading the Lines
  - - - What are the students’ competencies?
      - What depth of understanding are the students expected to achieve?
      - What important ideas should be emphasized?
      - What is the difficulty of the material?
    - - 1. Begin construction of the guide at level II, the interpretive level. Analyze the text selection,
        
        asking yourself, “What does the author mean?”
        
        Write down in your own words all inferences that make sense to you and that fit your content objectives. Make sure your statements are written simply and clearly
      - 2. Search the text for the propositions and explicit pieces of information needed to support the inferences you have chosen for level II.
        
        Put these into statement form. You now have level I, the literal level.
      - *3. Decide whether you want to add a distractor or two to levels I and II. *
        
        We have found that a distractor maintains an active response to the information search, mainly because students sense that they cannot indiscriminately check every item and, therefore, must focus their information search more carefully.
      - 4. Develop statements for level III, the applied level.
        
        Such statements represent additional insights or principles that can be drawn when relationships established by the author are combined with other ideas outside the text selection itself but inside the heads of your students. In other words, help students connect what they know already to what they read.
      - 5. Be flexible and adaptive.
        
        Develop a format that will appeal to you and your students. Try to avoid crowding too much print on the reading guide.
- - - - Stop
        
        Setting,
        introduction
        of characters.
        initiating event
        
        Stop
        
        Title
    - - stop
        
        Outcomes or
        consequences
        of attempts,
        resolution of
        problem
        
        Stop
        
        Main
        character's
        reaction to
        events
- - - - It is important to first find out what we think we know about this topic. Then we want to anticipate how an author is likely to present and organize the information. From this assignment we can generate good questions to focus on reading and study. Our level of knowledge will determine, to some extent, how we will study. Then, as we read we will make notes of questions that get answered and other new and important information we learn. During this process some new questions will probably occur to us; these we should also note so we can get clarification later.