http://arb.nzcer.org.nz/comprehension/strategies.php
Comprehension strategies from arbs
Probe Website
Visualising text type helps with comprehension
LITERAL information stated directly in the text
Reading the lines to work out facts and details
Label a graphic
Answer What, Where, When, Who questions.
Create a list
Focus on surface features of text
Describe a character.
Retrieve and locate facts.
Recall and retell
Use connection between visual and text to get basic understand of title page, cover, or illustrations
Evidence based
Awareness of text structure
Unistructural
REORGANISATION reconstructing literal information contained in the text
Information transfer charts.
Can sequence ideas
Subskill of Inference, Evaluation and Reaction
Infer at a simple level/ one step thinking
Interpret what is read
Can predict what happens next
Can recall and retell in own words
Can skim scan, and select key ideas
Making connections with text and prior knowledge
Visualise as you read
Self monitor as you read and adjust speed
Reread text
Multistructural
Relational
INFERENCE information implied, but not given directly in the text
Reading between the lines, crunch the numbers and find the meaning
A sub skill of Evaluation and Organisation
Inference requires the reader to unravel implicit information
Interpret what is read
Can draw on several related items of information in order to infer ideas and information not directly stated in the text.
"Inference is detective work. It is seeking clues, resolving mysteries and figuring out 'Who dunit." - Jamie McKenzie
It is digging below the surface to find meaning.
Progessively disclosing text using description
Three level guides
Relational
EVALUATION extrapolating additional information not given in the text
Reading for applied meaning
Reading beyond the lines
Answering How and Why Questions
Clarify the authors purpose
Complex Inference
Unravel all information in a text before opinion is given
Analyze and summarise key ideas
Ask questions
Using prior knowledge
Extended Abstract
VOCABULARY defining a word or phrase as it is used in the text
Draw the word
Use the word in a new sentence
Replace with a word that shows understanding of the meaning.
Explain what is meant by.......
Ability to paraphrase
Some words have different meanings depending on the context
Ability to use contextual clues to infer meaning of a word
Seeing explanations of vocabulary in the text or in illustrations

REACTION giving an opinion based on information given in the text and explain why and how
Can discuss responses to text
Can identify evidence in the text that supports their thinking
React to messages and detect author's message
Interpret and infer underlying meanings

http://englishonline.tki.org.nz/English-Online/Teacher-needs/Teaching+%26+Learning+sequences/New+English+Online+units/English-Units-NCEA-Level-1/Worth-reading/Resource-c-three-level-guide-planning-template
Three level guides
Predict: Make a smart guess about what is going to happen.
Make Connections: Connect what’s happening in the story with your own life.
Clarify: Look closer to understand confusing parts.
Visualize: Get a picture in your brain of what is happening in a story.
Sum up: Tell what has happened so far in a story.
Reread: Read again to clarify or to remember what you have forgotten or may have missed
the first time.
Working on this