Slide 1Chapter 7 Anticipation GuideProcess of ComprehendingComprehension StrategiesComprehension Strategies (Continued)Slide 6Slide 7Slide 8Figure 7.6: It Says—I Say—And So ChartSlide 10Figure 7.8: Metacognitive StrategiesSlide 12Closing the Gap By Making ConnectionsSocial-Constructivist Nature of ComprehensionIntegration of StrategiesMaking Strategy Instruction WorkImportance of Affective FactorsExplicit versus Nonexplicit InstructionTools for the ClassroomChapter 7Chapter 7 Comprehension: Theory and StrategiesThis multimedia product and its contents are protected under copyright law. The following are prohibited by law: –any public performance or display including transmission of any image over a network; –preparation of any derivative work, including the extraction, in whole or in part, of any images; –any rental, lease, or lending of the program.© 2010 Pearson Education, Inc. All rights reserved.Copyright © Pearson Allyn & Bacon 2010Chapter 7 Anticipation GuideChapter 7 Anticipation GuideCopyright  Pearson Allyn & Bacon 2010Process of ComprehendingProcess of Comprehending•Schema Theory•Situation Model Theory•Role of Reasoning•Role of Attention•Role of Surface Features•Developmental NatureCopyright  Pearson Allyn & Bacon 2010Comprehension StrategiesComprehension Strategies•Preparational•Organizational•Elaboration•Rehearsing•MetacognitiveCopyright  Pearson Allyn & Bacon 2010Comprehension StrategiesComprehension Strategies(Continued)(Continued)•Strategy Instruction–Introducing the strategy–Demonstrating and modeling the strategy–Guided practice–Independent practice and application–Assessment and reteaching–Ongoing reinforcement and implementationCopyright  Pearson Allyn & Bacon 2010Comprehension StrategiesComprehension Strategies(Continued)(Continued)•Teaching Preparational Strategies–Activating prior knowledge–Setting purpose and goals–Previewing–PredictingCopyright  Pearson Allyn & Bacon 2010Comprehension StrategiesComprehension Strategies(Continued)(Continued)•Teaching Organizational Strategies–Comprehending main idea–Constructing main idea–Determining relative importance of information–Organizing details•Sequencing•Following directions–SummarizingCopyright  Pearson Allyn & Bacon 2010Comprehension StrategiesComprehension Strategies(Continued)(Continued)•Teaching Elaboration Strategies–Making inferences•Using QAR•Difficulties in applying•Applying skills in classroom•It Says-I Say-And So•Macro-Cloze•Difficulties in drawing conclusions–Imaging–Question generation–Other strategiesCopyright  Pearson Allyn & Bacon 2010Figure 7.6: It SaysFigure 7.6: It Says——I SayI Say——And So ChartAnd So ChartCopyright  Pearson Allyn & Bacon 2010Comprehension StrategiesComprehension Strategies(Continued)(Continued)•Teaching Monitoring Strategies–Knowing where and how to use (metacognition)–Knowing oneself as a learner–Regulating–Checking –Repairing–Click and clunkCopyright  Pearson Allyn & Bacon 2010Figure 7.8: Metacognitive StrategiesFigure 7.8: Metacognitive StrategiesCopyright  Pearson Allyn & Bacon 2010Comprehension StrategiesComprehension Strategies(Continued)(Continued)•Use Process Questions and Think-Alouds to Assess Comprehension•Scheduling Strategy Instruction–Various models and scheduling–Gradual Release of Responsibility modelCopyright  Pearson Allyn & Bacon 2010Closing the Gap By Making Closing the Gap By Making ConnectionsConnections•Comprehension Increases Through Use of Causal Relationships•Comprehension Strategies for Bilingual Learners–Translating information–Transferring informationCopyright  Pearson Allyn & Bacon 2010Social-Constructivist Nature of Social-Constructivist Nature of ComprehensionComprehension•Reciprocal Teaching–Uses predicting, questioning, clarifying, summarizing•Questioning the Author–Emphasizes contentCopyright  Pearson Allyn & Bacon 2010Integration of StrategiesIntegration of Strategies•Several Strategies Are Applied Simultaneously•Takes Time to Learn Strategies•Strategies Learned at One Level May Need to Be Refined at Higher LevelCopyright  Pearson Allyn & Bacon 2010Making Strategy Instruction WorkMaking Strategy Instruction Work•Base on Student Need•Teacher Repeatedly Models and Explains•Teacher Adapts InstructionCopyright  Pearson Allyn & Bacon 2010Importance of Affective FactorsImportance of Affective Factors•Attentive•Active•ReflectiveCopyright  Pearson Allyn & Bacon 2010Explicit versus Nonexplicit Explicit versus Nonexplicit InstructionInstruction•Better Readers Infer Strategies•Struggling Readers Need Explicit InstructionCopyright  Pearson Allyn & Bacon 2010Tools for the ClassroomTools for the Classroom•Emphasize Higher-Level Thinking•Provide Struggling Readers with Appropriate Level Materials & Instruction•Review Essential Standards•Use Ongoing