Type: Student Strategy
Procedure:
The student decides on a reading interval (e.g., every four sentences; every 3 minutes; at the end of each paragraph). At the end of each interval, the student pauses briefly to recall the main points of the reading. If the student has questions or is uncertain about the content, the student rereads part or all of the section just read.
This strategy is useful both for students who need to monitor their understanding as well as those who benefit from brief breaks when engaging in intensive reading as a means to build up endurance as attentive readers.
Source: http://www.interventioncentral.org/academic-interventions/reading-comprehension/reading-comprehension-fix-skills-classroom-toolkit
Research Citation: Hedin, L. R., & Conderman, G. (2010). Teaching students to comprehend informational text through rereading. The Reading Teacher, 63(7), 556–565.
Showing posts with label main idea. Show all posts
Showing posts with label main idea. Show all posts
Providing Main Idea Practice through ‘Partner Retell’
Type: Core Instruction
Procedure:
Students in a group or class are assigned a text selection to read silently. Students are then paired off, with one student assigned the role of ‘reteller’ and the other appointed as ‘listener’. The reteller recounts the main idea to the listener, who can comment or ask questions.
The teacher then states the main idea to the class. Next, the reteller locates two key details from the reading that support the main idea and shares these with the listener.
At the end of the activity, the teacher does a spot check by randomly calling on one or more students in the listener role and asking them to recap what information was shared by the reteller.
Source:
http://www.interventioncentral.org/academic-interventions/reading-comprehension/reading-comprehension-fix-skills-classroom-toolkit
Research Citations: Carnine, L., & Carnine, D. (2004). The interaction of reading skills and science content knowledge when teaching struggling secondary students. Reading & Writing Quarterly, 20, 203-218.
Procedure:
Students in a group or class are assigned a text selection to read silently. Students are then paired off, with one student assigned the role of ‘reteller’ and the other appointed as ‘listener’. The reteller recounts the main idea to the listener, who can comment or ask questions.
The teacher then states the main idea to the class. Next, the reteller locates two key details from the reading that support the main idea and shares these with the listener.
At the end of the activity, the teacher does a spot check by randomly calling on one or more students in the listener role and asking them to recap what information was shared by the reteller.
Source:
http://www.interventioncentral.org/academic-interventions/reading-comprehension/reading-comprehension-fix-skills-classroom-toolkit
Research Citations: Carnine, L., & Carnine, D. (2004). The interaction of reading skills and science content knowledge when teaching struggling secondary students. Reading & Writing Quarterly, 20, 203-218.
Restructuring Paragraphs to Put Main Idea First
This intervention draws attention to the main-idea sentence during independent reading.
Type: Student Strategy
Procedure:
The student highlights or creates a main idea sentence for each paragraph in the assigned reading. When rereading each paragraph of the selection, the student:
(1) reads the main idea sentence or student-generated ‘gist’ sentence first (irrespective of where that sentence actually falls in the paragraph);
(2) reads the remainder of the paragraph, and
(3) reflects on how the main idea relates to the paragraph content.
Research Citations: Hedin, L. R., & Conderman, G. (2010). Teaching students to comprehend informational text through rereading. The Reading Teacher, 63(7), 556–565.
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