Metacognitive Comprehension Instruction - includes all of the elements that influence comprehension

A Good Comprehender: has the ability to decode, can instantly read 300 sight words, has a good vocab, can read fluently, can read accurately, can use comprehension strategies
Recognising Words/Decoding
Look at the sounds and letters at
the beginning of the word
Look at the sounds and letters in
the middle and end of the word
Break the word into syllables and
sound out each syllable
Look for common letter
combinations within a word
Look for a word family, then think
of a word you know that rhymes and
would make sense
Look for a word family, then think
of a word you know with a similar
spelling pattern
Look at word structure do you see
a root or base word? A suffi? A
prefi? An ending?
Break the word into syllables
sound out each syllable and blend
the parts together
oca!u"ar#
!reviewing tet
!redicting "ocabulary
#eaching about contet clues
$eveloping an understanding of
prefies
$eveloping an understanding of
suffies
$isplay new words that have been
learnt
%ole&play use of vocabulary
'se (uestioning to understand word
meanings
)ord of the day guess my word
)ord *orting
+ploring %oot words
,lo-e Activities
,ategorisation
+ploring )ord $erivations
)ords that go together
,lassroom talk
%eading to students
$"uenc#
.odel fluent reading
/ral reading with feedback 0
guidance
!artner %eading for fluency
%eading with Audio support
#each behaviours of a fluent reader1
23%ead accurately
43 5now what to do if they6re stuck on
a word
33 .ake it sound like talking1
!unctuation
*peed
#one
7atural breaks
8mportant words that need
emphasis
*ound of tet & writer is
talking to us
93 ,an talk about what they have read
/ther approaches1 ,horal reading,
sustained silent reading, readers6
theatre
Comprehension %trategies
Ma&ing Connections ' connect what 8
am reading to things 8 already know
(redicting ' :uess what6s going to
come net
isua"ising ' .ake a picture in my
mind
In)erring %ead between the lines
%e")-*uestioning ask myself
(uestions
%ee&ing C"ari)ication go back and
reread
%ummarising summarise as 8 am
reading
Identi)#ing main idea Look for the
big idea or message
Ana"#sing and %#nthesising use
other ways to understand, eg by
recalling the se(uence of events or
relationships between characters
+va"uating
%peci)ic ,eeds: Response Activities
Graphic -rganisers, Repeated
Reading, oca!u"ar# %orting, .e/t
%tructure, (rior 0no1"edge, Word
%tud#, (honics
DAI23 4 5 .as& 6oard
%ead to self,
%ead to Buddy,
Listen to %eading,
)ord )ork,
)ork on )riting
2014 Group Reading Overview Group: Level: Term: