Reading Comprehension

Literal Response - Reading “the lines”

(students recall explicitly stated facts and/or ideas)

Students

  • respond accurately to most literal questions by selecting and locating relevant details, locate information using a variety of sources

  • identify key story elements (setting, characters, events, problem/resolution, theme/lesson) of a narrative text including most relevant details; explain how events are related to the theme; graphic organizers (e.g. timelines, story maps) may be used

  • identify main ideas and supporting details using graphic organizers (e.g., timelines, charts, webs); summarize key points

Literal Comprehension Response

  • Skim this part to find ___ (information/topic) and tell me about it.

  • Summarize what you have found out so far. What key words did you make note of to help you remember?

  • Where would you begin to construct a timeline to plot the events in this autobiography?

  • Why is ___ (event/action of character) important to the story?

  • What message do you think the author is trying to give to the reader?

  • What were the main ideas in this selection? What did you find out about each of the main ideas?

Inferential/Interpretive Response - Reading “between the lines”

(students connect ideas within the text, demonstrating an ability to identify and understand messages that are implied, but not explicitly stated)

Students

  • make logical inferences about characters (motivations, feelings or personality), and story events, referring to some relevant textual details; describe relationships between characters and effect on plot or overall theme

  • interpret relationships among several ideas to draw conclusions (e.g., plot, sequence, cause/effect, problem/solution) or make comparisons; support responses with relevant details

  • use context clues, prior knowledge, and reference tools (e.g., dictionary, glossary) to explain the meaning of new vocabulary/technical terms; provide obvious interpretations of more subtle shades of meaning, and figurative and descriptive language

  • interpret text features (e.g. headings, subheadings, captions, font, diagrams, maps, keys/legends, cutaways, graphs) and explain how they help the reader understand the text

Inferential/Interpretive Comprehension Response

  • Describe ___ (character) at the beginning of the story and at the end of the story. What do you think caused this change?

  • How did the character’s strengths/weaknesses affect the sequence of events in the story?

  • How would the story be different if the character had acted differently?

  • How does the information in this book fit with what you already knew about___ (the topic)? What is the same? What is different?

  • What does this word mean? What helped you figure that out?

  • “The sky’s the limit.” was used on page__. What does this expression mean? How else could this have been said?

  • Show me how you used this key to understand the map.

  • Look at this photograph and caption. What information do you learn that adds to the words of the text?

  • How do the text features (e.g. headings, charts, questions...) help you understand what you have read?

Personal/Critical/Evaluative Response - Reading “beyond the lines”

(students make judgments about textual content)

Students

  • make personal connections: compare/contrast with personal experiences/ relevant prior knowledge and make logical text-to-text comparisons; many connections go beyond the obvious and can be supported with a reasonable explanation

  • express and support preferences for, and opinions about particular texts, authors, illustrators and genres with specific details/examples

  • recognize some aspects of an author’s style/technique (e.g., figurative language, dialect, descriptions); explain how this influences the reader’s experience; evaluate author’s effectivene ss by providing relevant examples

  • respond critically to texts: recognize language used to manipulate, persuade, or control; detect prejudice, stereotyping and bias

  • recognize purpose, structure, and features of a variety of text forms (e.g. short story, ballad, report, explanation, persuasive, autobiography, science fiction, fantasy)

Personal/Critical/Evaluative Comprehension Response

  • Which character is most like you? How?

  • How would you have solved the problem?

  • What did you already know about this topic? What questions do you still have? Where could you find that information?

  • Would you recommend this book to someone? Why or why not?

  • Does the author keep you interested in this story? How?

  • What does the author do to help you picture this character?

  • The problem is described by ___ .What do you think ___ would say about it?

  • Compare these opposing points-of-view. Explain how each author supports their position. Take a stand and explain/defend your point-of-view.

  • What are some examples of how the author used persuasive language in this piece? What are some similarities and differences between one form/genre and another? (e.g. myths and legends)