Reading Comprehension: Tips and Strategies for Parents

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hello I'm Stephanie Graham third-grade

teacher at Elmer Avenue elementary

school your children have just had a

full year of reading instruction they've

learned strategies for solving words and

making meaning from both fictional

stories and nonfiction texts every year

we assess students in June and again in

September year after year we see

students slip one to three levels in

reading instruction over summer vacation

this equates to three to six months of

school time children fall behind because

many do not read everyday or practice

the comprehension strategies that they

learned in school this video is created

for you parents and guardians to help

you as you guide your children through

summer reading something else on the

star we wish we'll do also wish is you

wish on the star note many parents come

to me and say my child reads all the

time at home and well that may be true

their comprehension is where they're

they're lacking a lot of times students

in grades three through six are reading

grade-level material with 99 and 100

percent accuracy however they cannot

retell anything that they've just read

having a comprehension conversation with

your child will encourage him to

continue using the reading strategies

that he's learned in school the

comprehension conversation which is

really just talking about what your

child has read can happen during reading

as you stop from chapter to chapter or

at the end of a page or it can happen

after the book is finished we focus on

three areas of comprehension when

thinking about and discussing the book

literal recall this is the first step in

comprehension can the child retell and

paraphrase what he just read inferential

understandings this is the second step

in comprehension you can think of it as

knowledge the author didn't explicitly

say what the reader should understand

critical thinking is the third step in

comprehension students think about the

text from the author's perspective and

evaluate the text and graphics


comprehension conversations about

fictional stories generally have to do

with the problem the main problem in the

story the character is how the problem

got solved and some of the inferential

questions have to do with how the

character changed from the beginning of

the story to the end of the story and

the the last step a lot of the times the

author is using some descriptive

language they have an interesting title

for the book which reflects the central

message or the central theme of the

story in a nonfiction text it's set up a

little differently so the reader should

really be thinking about main idea and

supporting details when a reader is

reading a nonfiction text they really

should be looking at the pictures and

the captions to help them gain deeper

understandings of the text okay Devin

can you tell me what happened in the

story um well Jen was building a lighter

box and it was raining for a soccer game

so he built it and he he built it for

his so he could go to a soccer game I

went on what was the big problem in the

story that he put it on the shelf and he

thought oh no that his dad took it to

work right and then what happened

he made us know hey Mia it's know a lot

didn't he and how the problem gets

solved come on hujan and he son went to

his dad's work and got the letter box

and read it to Sonny they did good job

how did the character change from the

beginning to the end the boys that

wanted the weather machines how did they

change from the beginning of the store

to the end of the story

well first they wanted the weather

machine and then they figured out after

all that was a little too dangerous yes

so they change a little bit didn't they

it believes him that they really had the

water so that she did not how did dad

feel about the weather box fell excited

and in the beginning how did dad feel

about it when he first heard about it

he's like boy are you talking I didn't

really believe it didn't and then how

did he feel at the end did he believe it

yeah he had it in his hand with him

that's right um okay here's another

question can you find some descriptive

language in the book you do mom said as

she smiled and looked at dad who smiled

now no I know ring back at her knowingly

back at her and why do you say that's

descriptive language what is it

describing describing that mom didn't

know what you who Dan was talking about

okay how do the pictures help you as a

reader as you're reading this book the

way the way they're like contacting at

the each other and how they're looking

at each other all right very good

Anthony can you tell me what you learned

in the book tsunamis mighty ocean waves

oh no thanks for mommies can get and how

powerful they are and can you find the

headings on the on the pages here and

tell me how the headings help you as a

reader the headings help me because it

do tell me what they are first hang um

the hangs of the titles are just at

Zastrow strikes washing mommies what

happened will cause tsunamis and

predicting tsunami okay and how does

reading the head the headings help you

as a reader it tells you what the pail

graph or the pail glass all in me a belt

excellent can you turn to page two here

and can you tell me something that

you've learned from the picture and the

captions here um I'll um um I won't what

how tsunami stop like how how far they

can go for me from reading this

everybody looking at the picture by um

look reading this and

yes picture so if there's a tsunami

right here how far can it go it can go

to a LAN around the shoreline over here

all right

is that close present far away fall so

tsunamis are pretty bad aren't there

okay and what did you learn on what

causes a tsunami what did you learn

about that how do they how did they

happen um they happen is it's from an

earthquake on the ocean floor and as it

gets to sea level the way stopped rising

higher and higher very good other

certain countries that are more prone to

tsunamis than others yeah

and where was that in the but um it was

it was a ten okay so is it in this chart

mm-hmm all right and where do they

normally hit they normally hit Indian

Ocean South Java see Pacific Ocean and

Lovan chick Chile Chile and South China

Sea and those are the deadly ones aren't

that I was it pretty bad can you look at

the beginning of the book and tell me

what did the author do to make this book

interesting um he started off with a

watercolor paint picture of a lot of

stuff being shoe being took away that's

true that is an actual picture of a

tsunami isn't it it's pretty scary

looking in the back there was said about

predicting tsunamis are scientists close

to knowing how to predict tsunamis yeah

cool and how are they gonna do that um

yeah all right do that be you can look

at the boat cabinet do that because um

it's actually simple it says in the book

um it because for the places that will

get hit it's easy for the scientists

that are doing now a lot of people moves

to how ground a star living and higher

around so can they really predict

tsunamis or are they really just getting

better of knowing when it starts to get

people safe don't worry in battle

knowing how to get people shave yeah

what's a word from the glossary ah um

treacherous and what is treacherous mean

having having hitting danger and how can

a glossary help you when you're reading

a book like this

um it's helpful if the book like this

because a lot of these ones I didn't

know it so at the end I looked at the

glossary and it Thoth told me what the

words meant excellent for more

information on helping your child become

a better reader please visit the website

below thank you very much for watching

the video today have a wonderful summer

and enjoy your comprehension