Comprehension, Grade 1
Previewing the Selection
As you browse, preview selection vocabulary to avoid potential comprehension problems as you read.
As necessary, illustrate, pantomime, or use pictures to clarify words.
- Begin previewing the selection by activating the student's background knowledge of the topic or theme at hand. Helping students make connections between what they already know and what they are reading about is an important focus of comprehension instruction. Students have some knowledge of the world and what happens in it. Helping them activate their existing knowledge and applying it to what they read is an important strategy for building comprehension.
- - Activate students' prior knowledge of the unit theme by asking questions. Be sure to also address questions students might have in order to help them get more out of the selection.
- - If the topic of the selection is unfamiliar to students, provide background information relevant to the reading.
- - Explain the type of the selection (narrative, informational, and so on). It is important for students to know and understand the genre of a text, and to understand the author's purpose for writing the text, in order for students to set appropriate purposes for reading.
- - Highlighting key features of the text, such as photographs, headings, and so on, will help students understand the difference between informational and fictional texts as well as what the author wants his or her readers to pay particular attention to.
- - Share information about the content to help students focus on what knowledge they will be building about the unit theme as they listen to the selection.
- Good readers preview or browse the selection to get an idea of what to expect from it. Previewing at text with students can reinforce their print and book awareness. Making this a routine for students will help them to become proficient, independent, and enthusiastic readers.
- - Begin by browsing the selection with students—locate and read the selection title, author, and illustrator. Review with students what an author and illustrator do.
- - Help students set purposes, or goals, for reading by having them think of reasons to read the selection. Have students consider what they might learn about the unit theme. If reading a fictional text, have students make predictions about what will happen, and remind them to look for clues that will help them either confirm or review their predictions. Students who set reading goals will help them be more engaged in their reading and notice more in what they read.
- - Read the words aloud and have students repeat them after you.
- - Discuss the meanings with students.
