Reading Comprehension Activities Kit: Ready-To-Use Techniques and Worksheets for Assessment and Instruction

by Miller, Wilma H.

• ISBN13: 9780876287897
• ISBN10: 0876287895
• Format: Paperback
• Copyright: 1990-11-01
• Publisher: Pearson P T R

Table of Contents

About the Reading Comprehension Activities Kit	iii
What Is Reading Comprehension?	1	(8)
Defining Reading Comprehension	2	(2)
The Various Levels of Comprehension	4	(3)
Textually Explicit (Literal or Factual) Comprehension	4	(1)
Textually Implicit (Interpretive or Inferential) Comprehension	5	(1)
Critical (Textually Implicit or Evaluative) Reading	5	(1)
Scriptally Implicit (Schema Implicit, Creative, or Applied) Reading	6	(1)
A Final Statement	7	(2)
Assessing Comprehension Ability	9	(60)
How Can the Assessment and Testing of Reading Skills Be Defined?	10	(1)
General Strategies for Informal, Process-Oriented Ways of Assessing Reading Comprehension	10	(1)
Informal Comprehension Assessment Devices	11	(1)
Two Checklists for Assessing Comprehension Ability	11	(8)
Second-Third Grade Checklist of Teacher Observation of a Child's Comprehension Skills	12	(3)
Intermediate-Grade Checklist of Teacher Observation of a Child's Comprehension Skills	15	(4)
Assessing Prior Knowledge	19	(2)
Assessing Prior Knowledge Activity Sheet	21	(2)
A Self-Monitoring Checklist of Reading Comprehension	23	(2)
A Self-Monitoring Comprehension Rating Sheet	25	(3)
Using a Comprehension Rating Scale	28	(1)
Sample Comprehension Assessment Scale	29	(3)
Quick Assessment Procedure for Instructional Reading Level	32	(1)
The Individual Reading Inventory	33	(7)
Using Group Reading Inventories	40	(1)
A Sample Group Reading Inventory	41	(2)
Using the Cloze Procedure to Assess Comprehension Ability	43	(1)
Sample Cloze Exercise at the Fifth-Grade Reading Level	44	(4)
Using the Maze Technique for Assessing Comprehension Ability	48	(1)
Sample Maze Technique at the Fourth-Grade Reading Level	49	(4)
Standardized Comprehension Assessment Devices	52	(1)
Standardized Survey Reading or Achievement Tests	53	(2)
Criterion-Referenced Tests	55	(1)
Standardized Individual and Group Diagnostic Reading Tests	56	(2)
Standardized Process-Oriented Measures of Comprehension	58	(2)
Sample Process-Oriented Test of Comprehension	60
Reproducible Devices and Activities in Section 2:
Second-Third Grade Checklist of Teacher Observation of a Child's Comprehension Skills	12	(3)
Intermediate-Grade Checklist of Teacher Observation of a Child's Comprehension Skills	15	(7)
Assessment of Prior Knowledge Activity Sheet (Intermediate-grade level)	22	(2)
Self-Monitoring Checklist of Reading Comprehension (Upper-primary or intermediate-grade level)	24	(2)
Self-Monitoring Comprehension Rating Sheet (approximately fifth-grade reading level)	26	(4)
Comprehension Assessment Scale (approximately fourth-grade reading level)	30	(12)
Example of a Group Reading Inventory Based on a Specific Chapter (Intermediate-grade level)	42	(3)
Traditional Cloze Procedure (approximately fifth-grade level)	45	(5)
Maze Technique (approximately fourth-grade level)	50	(11)
Process-Oriented Measure of Comprehension Ability (Third-grade reading level)	61	(8)
Vocabulary Knowledge and Comprehension	69	(46)
Relation of Meaning Vocabulary and Reading Comprehension	70	(2)
Some Aspects of Contemporary Teaching of Vocabulary	72	(2)
Using Prior Knowledge for Vocabulary Development	74	(5)
Using the Vocabulary Overview Guide	75	(1)
Sample Vocabulary Overview Guide	76	(3)
Assessing Meaning Vocabulary Ability	79	(12)
Standardized Devices	80	(2)
Informal Devices	82	(1)
Sample of an Informal Context Assessment Sheet	83	(3)
Sample of Another Informal Context Assessment Sheet	86	(5)
Strategies for Improving Vocabulary Knowledge	91	(21)
Types of Context Clues	92	(1)
A Sample Activity Sheet Using the Context Method	93	(5)
Semantic Maps (Webs)	98	(2)
Semantic Feature Analysis	100	(1)
Sample Feature Analysis Grid at Approximately the Sixth-Grade Level	100	(2)
Semantic Association	102	(1)
Motor Imagery	103	(2)
Association Method	105	(2)
The Predict-o-Gram	107	(1)
Semantic Categories	108	(3)
Word Connection Procedure	111	(1)
Very Brief List of Materials, Games, and Computer Software That Can Be Used for Vocabulary Development	112
Reproducible Devices and Activities in Section 3:
Vocabulary Overview Guide (``Types of Blood Cells'') (Upper grade level)	78	(6)
Informal Context Assessment Sheet (approximately sixth-grade reading level)	84	(4)
Informal Context Assessment Sheet (approximately third-grade reading level)	88	(6)
Activity Sheet Using the Context Method (approximately fifth-grade reading level)	94	(7)
Sample Feature Analysis Grid (approximately sixth-grade level)	101	(5)
Activity Sheet for Improving Competency in the Use of Synonyms for Vocabulary Development (approximately fourth-grade reading level)	106	(4)
Activity Sheet Using Semantic Categories for Vocabulary Development (approximately sixth-grade reading level)	110	(5)
Using Questioning Techniques To Improve Comprehension Ability	115	(18)
The Levels of Comprehension and Examples of Comprehension Questions of Various Types or Levels	116	(2)
Textually Explicit Questions (Literal, Factual, or Recall Questions)	116	(1)
Textually Implicit Questions (Interpretive, Inferential, or Critical Questions)	116	(1)
Scriptally Implicit Questions (Creative, Applied, Script Implicit, Schema Implicit, Integrative, or Assimilative Questions)	116	(1)
Types of Comprehension Questions	117	(1)
What Is a Question?	118	(1)
The Importance of Using Questioning for Teaching Comprehension Instead of for Merely Assessing It	118	(2)
Effective Questioning Before and During Reading	120	(4)
Post-Reading Questions to Evaluate Comprehension Ability	124	(2)
An Example of a Text Lookback Strategy Activity Sheet	126	(2)
Several Final Considerations and Strategies for Using Questioning to Improve Comprehension Ability	128	(2)
An Example of a Self-Monitoring Checklist	130
Reproducible Devices and Activities in Section 4:
Text Lookback Strategy Activity Sheet (approximately fifth-grade reading level)	127	(4)
Self-Monitoring Checklist (middle-school level)	131	(2)
Improving Comprehension Ability At The Emergent Literacy Level	133	(60)
The Relation of Listening Comprehension to Subsequent Reading Comprehension	134	(1)
Picture Interpretation as a Means of Developing Readiness for Reading Comprehension	135	(1)
The Whole Language Approach Using Predictable Books, the Shared Book Experience, and the Patterned Language Approach	136	(5)
Books with Predictable Language Patterns	139	(2)
Strategies for Improving Comprehension Ability at the Emergent Literacy Level	141	(48)
Wide Reading of Relevant Material	142	(1)
The Language-Experience Approach	142	(4)
Individualized Reading	146	(1)
Questioning	147	(1)
Prediction Strategies	147	(5)
Directed Reading Activity	152	(1)
The Guided Reading Procedure	153	(1)
Directed Reading-Thinking Activity	154	(1)
The Anticipation Guide	155	(3)
Explicit Teaching of Reading Comprehension	158	(5)
Sample Variations of the Cloze Procedure	163	(3)
The Maze Technique	166	(3)
Every-Pupil Response Techniques	169	(1)
Sentence Comprehension	170	(2)
Following and Carrying Out Directions	172	(3)
Visual Imagery	175	(4)
Retelling Techniques	179	(1)
Text Lookbacks	179	(1)
Rereading	179	(1)
Metacognition for Monitoring Reading Comprehension	180	(3)
Marks of Punctuation	183	(1)
Semantic Maps	183	(4)
Anaphoric Relationships	187	(2)
Creative Activities to Improve Comprehension Ability	189
Reproducible Devices and Activities in Section 6:
Sample Activity Sheet Using the Prediction Strategy (approximately third-grade reading level)	150	(7)
Sample Anticipation Guide (third-grade reading level)	157	(4)
Sample Activity Sheet for the Explicit Teaching of the Reading Comprehension Skills of Determining Fact and Opinion (approximately third-grade reading level)	161	(7)
Sample Cloze Procedure with Deleted Words at Bottom of Page (approximately second-grade reading level)	168	(3)
Sample Directions for Improving Reading Comprehension (primary-grade comprehension ability)	171	(2)
Activity Sheet for Reading and Following Directions (approximately second-grade reading level)	173	(4)
Activity Sheet on Using Visual Imagery as an Aid to Reading Comprehension (approximately third-grade level)	177	(5)
Sample Checklist for Metacognition of Reading Comprehension (upper primary-grade reading level)	182	(3)
Sample Story Map (approximately third-grade reading level)	185	(3)
Activity Sheet for Use of Antecedent Matching (approximately second-grade reading levels)	188	(5)
Improving Comprehension Ability at The Middle-Upper Reading Levels	193	(82)
Importance of Teaching Comprehension Skills at the Middle-Upper Reading Levels	194	(4)
Strategies and Activity Sheets for Improving Comprehension Ability at the Middle and Upper Levels	198	(56)
Wide Reading of Relevant Materials	198	(1)
Using Prior Knowledge to Improve Comprehension Ability	199	(4)
Pre-Reading Plan (PREP)	203	(4)
Student-Generated Predictions Before and After Reading	207	(1)
Questioning Strategies of Various Types Emphasizing Textually and Scriptally Implicit (Higher Level) Responses	208	(6)
Using Metacognitive Strategies for Monitoring Reading Comprehension	214	(6)
Story Grammars, Semantic Maps, and Graphic Organizers	220	(5)
Directed Reading-Thinking Activity (DRTA)	225	(1)
The Guided Reading Procedure	225	(9)
Sentence Combining	234	(3)
Survey Q3R	237	(2)
A Metacognitive Study Strategy	239	(1)
REAP Technique	240	(1)
Selective Reading Guide-o-Rama	241	(4)
The Herringbone Technique	245	(4)
Paragraph Patterns of Organization	249	(5)
Relationship Between Reading and Writing	254
Writing on a Daily Basis	254	(1)
Summarization Skills	255	(3)
Gist Procedure (Generating Interactions Between Schemata and Text)	258	(7)
Guided Writing Procedure	265	(5)
Author's Chair/Peer Conferencing	270	(1)
Dialogue Journal	271	(2)
ECOLA (Extending Concepts Through Language Activities)	273
Reproducible Devices and Activities in Section 6:
Sample Anticipation Guide (approximately sixth-grade reading level)	201	(4)
Questionnaire-Inventory for Assessing Prior Knowledge (approximately fifth-grade reading level)	205	(7)
Activity Sheet for Self-Questioning on Main Ideas (approximately sixth-grade reading level)	212	(6)
Example of a Passage to Use with a Comprehension Rating Model (approximately fifth-grade reading level)	218	(4)
Sample Semantic Map (approximately sixth-grade reading level)	222	(5)
Example of the Guided Reading Procedure (approximately sixth-grade reading level)	227	(8)
Activity Sheet on Sentence Combining (approximately fifth-grade reading level)	235	(8)
Selective Guide-o-Rama (approximately sixth-grade reading level)	243	(4)
Sample Herringbone Technique (approximately fourth-to-twelfth-grade reading level)	247	(1)
Sample Completed Herringbone Technique (approximately sixth-grade level)	248	(3)
Activity Sheet on Cause-Effect Relationships (approximately fifth-grade reading level)	251	(5)
Activity Sheet for Selecting the Best Summary of a Passage (approximately fourth-grade reading level)	256	(5)
Activity Sheet Using the Gist Procedure (approximately sixth-grade reading level)	261	(7)
Activity Sheet on the Guided Writing Procedure (approximately sixth-grade reading level)	268	(7)
7 Materials and Computer Software For Improving Reading Comprehension Ability	275	(1)
Various Materials to Develop Reading Comprehension	275	(7)
Materials to Build Content Area Comprehension	282	(9)
Computer Software to Develop Reading Comprehension	291