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Comprehension

COMPREHENSION

Conference Sheet
 
Connections
 
Determining Importance
 
Fix-up Strategies
 
Inferring
 
Mosaic Posters
 
Owl
 
Questioning
 
Schema
 
Sensory Images
 
Strategy Instruction
 
Strategy Posters
 
Study Guide
 
Text to Self
 
Text to Text
 
Text to World
 
Think Alouds
 
Visualizing

Work Sheets

 

Study Guide Created by Russell Yates
Focus Questions  for Mosaic of Thought

One

1. What were the author's purposes in  writing Mosaic of Thought?

2. What is your interpretation of the last line of Billy Collins' poem, "First Reader" on page two?

3. How does  our Reading instruction here at ________ school compare/contrast with what  the authors are describing?

4. What do you think is the focus of this  book?

Two

1. When teaching in a Reader's Workshop, how is  the teaching of comprehension skills different than the way we learned to  read (i.e. comprehension questions, vocabulary words, three reading groups a day with seat work)?

2. Why do the authors' suggest teaching in a Reader's Workshop instead of a programmed reading instruction? How is this accomplished?

3. What are the reading strategies used by a proficient  reader? What role does metacognition play in teaching/learning reading comprehension?

Three

1. What were you thinking as you read "Salvador, Late or Early?" What were your thoughts after you finished reading?

2. Why is it important to understand how you comprehend reading before teaching our students?

3. What did Sharon do in her classroom to make students aware of their own comprehension?

4. How do you use  metacognition in Reader's Workshop?

Four

1. What are the  steps needed in order for the students to begin to use a comprehension  strategy independently as they read?

2. What kind of a chart could you  use in your classroom to ensure that your students are making the connections between their own schema and text?

3. In what ways do you apply the information in this chapter when working with your students?

4. What was the single one (or two) most interesting or  valuable insights while reading this chapter?

Five

1. Read pages 73-96

2. Bring a non-fiction book and an idea on how to model  the important information (what is essential) in your  book.

Six

1. According to research what is the biggest contributor to student's low performance in reading? Why?

2. What  kind of questions were modeled by the classroom teacher? Explain the process  she used.

3. What connections can you make to First Steps Reading from this chapter?

4. How can we incorporate students' questions in our reading conferences? What can be done to ensure the students remember their questions?

5. What are invitational groups and how could you  implement them in your classroom or as a support team member?

Seven - Cloze Procedure

Images are spawned by the  ______, but are linked to our experiences. Children gradually assumed responsibility for ________, paying attention to, and elaborating their own  mental ______ as they read, marking the text with self-adhesive notes when they became aware of an image. They began to differentiate between sensory  and ________ images.

The large group sharing time at the end of most  readers' workshops focused on how awareness of images deepens ______ and _______.

Each literature response area provided the space and different materials students could use to express images ________ during the reading or their own books.

Images of proficient readers emerge from all _________ senses, as well as the ______, and are anchored in a reader's prior knowledge.

Proficient readers ______ their images as they continue  to read. Images are revised to incorporate new _____ as they are developed by the reader.

The process of _______ should be almost entirely _______ directed in the early mini lessons. Most mini lessons at this stage will be done with interesting, but relatively ________ text with the whole class.

In conferences, the teacher asks children to read and think aloud about their images and helps them to ______ between images that are _____ to understanding the text and those details in images that may
be interesting, but not critical to understanding the text as a whole.

The  teacher meets with small _______ groups to support children who need more instruction and modeling in order to make the ______ between awareness of  their images and comprehension.

Key elements to ______ are images that are central to understanding ______ points in the text rather than __________ details; images that are detailed and richly descriptive; images  that extend and enhance the text; images that come from all the __________ and the emotions.

Eight

Match the terms and definitions. (2  columns here, not sure if the formatting will come through on email)

a. Infer ............................................1. words printed on a page
b. Inference .................................. 2. stated directly in the text
c. Build meaning................ .......... 3. wide variety of interpretation
d. Implicit meaning ...................... 4. push beyond the literal
e. Schema ...................................  5. predictions
f. Explicit  meaning ...................... 6. doing something with the text
g. Fiction text .................................7. prior knowledge
h. Non-fiction text ..........................8. weave our own sense into the  text
i. Literal   ........................................9.a mosaic
j. Inferences................................. 10. not stated directly in the text
k. Original meaning.................... 11. narrower range of interpretation

Nine

Working in small groups, participants write a summary or a synthesis of the chapter.

Ten

Cake walk all the strategies. Describe the strategy. Give activities.

Christopher-
Gordon Publishers

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