Comprehension - Currituck County Schools



Comprehension

(I understand what I read) |Accuracy

(I can read the words) |Fluency

(I can read smoothly and understand what I read) |Expand

Vocabulary

(I know, find and use interesting words) | |

|Strategies/Processes |Strategies/Processes |Strategies/Processes |Strategies/Processes |

|Check for understanding (2.02) |Use the picture…Do the words and pictures match? |Reread to make it smooth (2.01) |Tune in to interesting words and use new |

|Ask…Does this make sense? | | |vocabulary in my reading and writing (1.06) |

|Remember what was read/Retell story |Cross checking…Do the pictures and words look |Practice common sight words and high | |

|Use the pictures |right? Does it sound right? Does it make sense? |frequency words (1.04) |Reread to clarify meaning of a word (2.01) |

| | | | |

|Self Monitor; reread (2.02) |Use beginning sounds and ending sounds (1.01) |Read with expression (4.01) |Use pictures, illustrations and diagrams |

|Back up and Reread (2.02) | | |(2.03) |

|Monitor meaning and fix up (2.06) |Chunk letters/parts together (find a |Read like you enjoy the book (4.01) | |

|Ask myself… Do I have any background knowledge about the book? (1.03) |smaller word inside the word) (1.01) | |Use prior knowledge and context to predict and|

|Make a picture or mental image (2.02) | |Read books that are “Good Fit” books |confirm meaning (1.03) |

|Ask questions while reading (2.02) |Blend sounds/chunks…stretch and reread (sounding | | |

|Summarize text, include sequence of main events (2.06) |out letters/chunks) |Apply different reading rates to match |Adjust reading rate (2.01) |

|Make connections to what is read (2.02) |(1.01) |text, not too fast, not too slow, just | |

|Predict what will happen, use text to confirm (2.02) | |right (2.01) |Use prefixes, suffixes and abbreviations to |

|Infer using prior knowledge and the text, support with evidence (3.01) |Flip the sounds (1.01) | |determine the meaning of the word (1.02) |

|Determine importance using theme, main ideas, and supporting details (2.04) | |Adjust reading pace to match purpose and | |

|Recognize and explain cause and effect relationships (2.04) |Go back to a word I have read before in the |difficulty of text (2.01) |Use word origins and knowledge of affixes and |

|Compare and contrast elements within and between text (2.04) |passage (1.01) | |roots (1.01) |

|Recognize literary elements (genre; plot, character, setting, problem/solution | |Read accurately with expression, pacing, | |

|(resolution) (2.04) |Skip the word and then come back (1.01) |and phrasing to enhance comprehension |Understand and apply content vocabulary |

|Understand text features (titles, headings, captions, graphic features) ( | |(4.01) |critical to the meaning of the text (1.04) |

|Determine and analyze author’s purpose and support with text (2.04) |Trade a word/guess a word that makes sense (1.01) | | |

| | | |Ask someone to define the word for you (1.05) |

| | | | |

| | | |Use dictionaries, thesauruses and glossaries |

| | | |(1.05) |

[pic][pic]

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download