Comprehension
"The big 8"
1. Self-monitoring
This is best done through modeling, think alouds or fluent student readers. The teacher can
stop and say, "Wait that doesn't make sense, I must have missed something" and go back and
re-read or model a "fix-up" stratgey.
2. Using graphic organizers and Thinking Maps
These help lead the thinking of students as they work. Thinking Maps allow students to organize
their thoughtsin a way that makes sense to them.
3. Answering questions
This can be text or explicit or text inexplicit, employing higher level queries aloow for no wrong
answer, and motivating students to think beyond the print.
4. Generating questions
Teaching students to ask their own questions improves their active processing of text and their
comprehension. Review "chapter" questions prior to reading; allow them to generate their own
questions on that topic.
5. Recognizing story structure
The ability to recognize plot, characters, etc. is very valuable. This could include using historical
fiction to support content. Example: a lesson on the Holocaust can be supported with Ann Frank
by Cherie Bennett.
6. Summarizing
This allows students to determine what's important, CONDENSE it, and put it in their own words.
Beware that students want to include every detail and their summary could be longer than the
original. Try this when summarizing: somebody.......wanted.......but.......so.......
7. Prior knowledge
Good readers draw on prior knowledge, history, experiences, and family culture to help them connect
to the text. Teachers not only validate this prior knowledge but allow for success.
8. Mental Imagery
Good readers form mental images as they read. Teachers can promote this by having students "picture"
something described or read.
Michael Boergers
Reading Coach
Jackson Middle School