comprehension

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 || 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 ||  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 || 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 || 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 ||  || 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 ||  || 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 ||
 * [] || Comprehension strategies from arbs ||
 * [|Probe Website] || Visualising text type helps with comprehension ||
 * ** LITERAL ** information stated directly in the text
 * ** REORGANISATION ** reconstructing literal information contained in the text
 *  **INFERENCE** information implied, but not given directly in the text
 * ** EVALUATION ** extrapolating additional information not given in the text
 * ** VOCABULARY ** defining a word or phrase as it is used in the text
 * ** REACTION ** giving an opinion based on information given in the text  and explain why and how
 * @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.