Elementary reading comprehension strategies
Strategies for Reading Comprehension :: Read Naturally, Inc.
Comprehension: The Goal of Reading
Comprehension, or extracting meaning from what you read, is the ultimate goal of reading. Experienced readers take this for granted and may not appreciate the reading comprehension skills required. The process of comprehension is both interactive and strategic. Rather than passively reading text, readers must analyze it, internalize it and make it their own.
In order to read with comprehension, developing readers must be able to read with some proficiency and then receive explicit instruction in reading comprehension strategies (Tierney, 1982).
Strategies for reading comprehension in Read Naturally programs
General Strategies for Reading Comprehension
The process of comprehending text begins before children can read, when someone reads a picture book to them. They listen to the words, see the pictures in the book, and may start to associate the words on the page with the words they are hearing and the ideas they represent.
In order to learn comprehension strategies, students need modeling, practice, and feedback. The key comprehension strategies are described below.
Using Prior Knowledge/Previewing
When students preview text, they tap into what they already know that will help them to understand the text they are about to read. This provides a framework for any new information they read.
Predicting
When students make predictions about the text they are about to read, it sets up expectations based on their prior knowledge about similar topics. As they read, they may mentally revise their prediction as they gain more information.
Identifying the Main Idea and Summarization
Identifying the main idea and summarizing requires that students determine what is important and then put it in their own words. Implicit in this process is trying to understand the author’s purpose in writing the text.
Questioning
Asking and answering questions about text is another strategy that helps students focus on the meaning of text.
Teachers can help by modeling both the process of asking good questions and strategies for finding the answers in the text.
Making Inferences
In order to make inferences about something that is not explicitly stated in the text, students must learn to draw on prior knowledge and recognize clues in the text itself.
Visualizing
Studies have shown that students who visualize while reading have better recall than those who do not (Pressley, 1977). Readers can take advantage of illustrations that are embedded in the text or create their own mental images or drawings when reading text without illustrations.
Strategies for Reading Comprehension: Narrative Text
Narrative text tells a story, either a true story or a fictional story. There are a number of strategies that will help students understand narrative text.
Story Maps
Teachers can have students diagram the story grammar of the text to raise their awareness of the elements the author uses to construct the story.
Story grammar includes:
- Setting: When and where the story takes place (which can change over the course of the story).
- Characters: The people or animals in the story, including the protagonist (main character), whose motivations and actions drive the story.
- Plot: The story line, which typically includes one or more problems or conflicts that the protagonist must address and ultimately resolve.
- Theme: The overriding lesson or main idea that the author wants readers to glean from the story. It could be explicitly stated as in Aesop’s Fables or inferred by the reader (more common).
Printable story map (blank)
Retelling
Asking students to retell a story in their own words forces them to analyze the content to determine what is important. Teachers can encourage students to go beyond literally recounting the story to drawing their own conclusions about it.
Prediction
Teachers can ask readers to make a prediction about a story based on the title and any other clues that are available, such as illustrations.
Teachers can later ask students to find text that supports or contradicts their predictions.
Answering Comprehension Questions
Asking students different types of questions requires that they find the answers in different ways, for example, by finding literal answers in the text itself or by drawing on prior knowledge and then inferring answers based on clues in the text.
Strategies for Reading Comprehension: Expository Text
Expository text explains facts and concepts in order to inform, persuade, or explain.
The Structure of Expository Text
Expository text is typically structured with visual cues such as headings and subheadings that provide clear cues as to the structure of the information. The first sentence in a paragraph is also typically a topic sentence that clearly states what the paragraph is about.
Expository text also often uses one of five common text structures as an organizing principle:
- Cause and effect
- Problem and solution
- Compare and contrast
- Description
- Time order (sequence of events, actions, or steps)
Teaching these structures can help students recognize relationships between ideas and the overall intent of the text.
Main Idea/Summarization
A summary briefly captures the main idea of the text and the key details that support the main idea. Students must understand the text in order to write a good summary that is more than a repetition of the text itself.
K-W-L
There are three steps in the K-W-L process (Ogle, 1986):
- What I Know: Before students read the text, ask them as a group to identify what they already know about the topic. Students write this list in the “K” column of their K-W-L forms.
- What I Want to Know: Ask students to write questions about what they want to learn from reading the text in the “W” column of their K-W-L forms. For example, students may wonder if some of the “facts” offered in the “K” column are true.
- What I Learned: As they read the text, students should look for answers to the questions listed in the “W” column and write their answers in the “L” column along with anything else they learn.
After all of the students have read the text, the teacher leads a discussion of the questions and answers.
Printable K-W-L chart (blank)
Graphic Organizers
Graphic organizers provide visual representations of the concepts in expository text. Representing ideas and relationships graphically can help students understand and remember them. Examples of graphic organizers are:
Tree diagrams that represent categories and hierarchies
Tables that compare and contrast data
Time-driven diagrams that represent the order of events
Flowcharts that represent the steps of a process
Teaching students how to develop and construct graphic organizers will require some modeling, guidance, and feedback. Teachers should demonstrate the process with examples first before students practice doing it on their own with teacher guidance and eventually work independently.
Strategies for Reading Comprehension in Read Naturally Programs
Several Read Naturally programs include strategies that support comprehension:
| Read Naturally Intervention Program | Strategies for Reading Comprehension | |||
|---|---|---|---|---|
| Prediction Step | Retelling Step | Quiz / Comprehension Questions | Graphic Organizers | |
| Read Naturally Live:
| ✔ | ✔ |
| |
| Read Naturally Encore:
| ✔ | ✔ |
| |
| Read Naturally GATE:
| ✔ | ✔ |
| |
| One Minute Reader Live:
|
| |||
| One Minute Reader Books/CDs:
|
| |||
| Take Aim at Vocabulary: A print-based program with audio CDs that teaches carefully selected target words and strategies for independently learning unknown words. Students work mostly independently or in teacher-led small groups of up to six students.
|
| ✔ | ||
Focuses on fluency and phonics with additional support for vocabulary.
Bibliography
Honig, B.
, L. Diamond, and L. Gutlohn. (2013). Teaching reading sourcebook, 2nd ed. Novato, CA: Arena Press.
Ogle, D. M. (1986). K-W-L: A teaching model that develops active reading of expository text. The Reading Teacher 38(6), pp. 564–570.
Pressley, M. (1977). Imagery and children’s learning: Putting the picture in developmental perspective. Review of Educational Research 47, pp. 586–622.
Tierney, R. J. (1982). Essential considerations for developing basic reading comprehension skills. School Psychology Review 11(3), pp. 299–305.
Seven Strategies to Teach Students Text Comprehension
1. Monitoring comprehension
Students who are good at monitoring their comprehension know when they understand what they read and when they do not. They have strategies to "fix" problems in their understanding as the problems arise. Research shows that instruction, even in the early grades, can help students become better at monitoring their comprehension.
Comprehension monitoring instruction teaches students to:
- Be aware of what they do understand
- Identify what they do not understand
- Use appropriate strategies to resolve problems in comprehension
2. Metacognition
Metacognition can be defined as "thinking about thinking." Good readers use metacognitive strategies to think about and have control over their reading. Before reading, they might clarify their purpose for reading and preview the text. During reading, they might monitor their understanding, adjusting their reading speed to fit the difficulty of the text and "fixing" any comprehension problems they have. After reading, they check their understanding of what they read.
Students may use several comprehension monitoring strategies:
- Identify where the difficulty occurs
"I don't understand the second paragraph on page 76."
- Identify what the difficulty is
"I don't get what the author means when she says, 'Arriving in America was a milestone in my grandmother's life.
'" - Restate the difficult sentence or passage in their own words
"Oh, so the author means that coming to America was a very important event in her grandmother's life."
- Look back through the text
"The author talked about Mr. McBride in Chapter 2, but I don't remember much about him. Maybe if I reread that chapter, I can figure out why he's acting this way now."
- Look forward in the text for information that might help them to resolve the difficulty
"The text says, 'The groundwater may form a stream or pond or create a wetland. People can also bring groundwater to the surface.' Hmm, I don't understand how people can do that… Oh, the next section is called 'Wells.' I'll read this section to see if it tells how they do it."
3. Graphic and semantic organizers
Graphic organizers illustrate concepts and relationships between concepts in a text or using diagrams. Graphic organizers are known by different names, such as maps, webs, graphs, charts, frames, or clusters.
Regardless of the label, graphic organizers can help readers focus on concepts and how they are related to other concepts. Graphic organizers help students read and understand textbooks and picture books.
Graphic organizers can:
- Help students focus on text structure differences between fiction and nonfiction as they read
- Provide students with tools they can use to examine and show relationships in a text
- Help students write well-organized summaries of a text
Here are some examples of graphic organizers:
4. Answering questions
Questions can be effective because they:
- Give students a purpose for reading
- Focus students' attention on what they are to learn
- Help students to think actively as they read
- Encourage students to monitor their comprehension
- Help students to review content and relate what they have learned to what they already know
The Question-Answer Relationship strategy (QAR) encourages students to learn how to answer questions better.
Students are asked to indicate whether the information they used to answer questions about the text was textually explicit information (information that was directly stated in the text), textually implicit information (information that was implied in the text), or information entirely from the student's own background knowledge.
There are four different types of questions:
- "Right There"
Questions found right in the text that ask students to find the one right answer located in one place as a word or a sentence in the passage.
Example: Who is Frog's friend? Answer: Toad
- "Think and Search"
Questions based on the recall of facts that can be found directly in the text. Answers are typically found in more than one place, thus requiring students to "think" and "search" through the passage to find the answer.
Example: Why was Frog sad? Answer: His friend was leaving.
- "Author and You"
Questions require students to use what they already know, with what they have learned from reading the text.
Students must understand the text and relate it to their prior knowledge before answering the question.Example: How do think Frog felt when he found Toad? Answer: I think that Frog felt happy because he had not seen Toad in a long time. I feel happy when I get to see my friend who lives far away.
- "On Your Own"
Questions are answered based on a student's prior knowledge and experiences. Reading the text may not be helpful to them when answering this type of question.
Example: How would you feel if your best friend moved away? Answer: I would feel very sad if my best friend moved away because I would miss her.
5. Generating questions
By generating questions, students become aware of whether they can answer the questions and if they understand what they are reading. Students learn to ask themselves questions that require them to combine information from different segments of text. For example, students can be taught to ask main idea questions that relate to important information in a text.
6. Recognizing story structure
In story structure instruction, students learn to identify the categories of content (characters, setting, events, problem, resolution). Often, students learn to recognize story structure through the use of story maps. Instruction in story structure improves students' comprehension.
7. Summarizing
Summarizing requires students to determine what is important in what they are reading and to put it into their own words. Instruction in summarizing helps students:
- Identify or generate main ideas
- Connect the main or central ideas
- Eliminate unnecessary information
- Remember what they read
Effective comprehension strategy instruction is explicit
Research shows that explicit teaching techniques are particularly effective for comprehension strategy instruction. In explicit instruction, teachers tell readers why and when they should use strategies, what strategies to use, and how to apply them.
The steps of explicit instruction typically include direct explanation, teacher modeling ("thinking aloud"), guided practice, and application.
- Direct explanation
The teacher explains to students why the strategy helps comprehension and when to apply the strategy.
- Modeling
The teacher models, or demonstrates, how to apply the strategy, usually by "thinking aloud" while reading the text that the students are using.
- Guided practice
The teacher guides and assists students as they learn how and when to apply the strategy.
- Application
The teacher helps students practice the strategy until they can apply it independently.
Effective comprehension strategy instruction can be accomplished through cooperative learning, which involves students working together as partners or in small groups on clearly defined tasks. Cooperative learning instruction has been used successfully to teach comprehension strategies.
Students work together to understand texts, helping each other learn and apply comprehension strategies. Teachers help students learn to work in groups. Teachers also provide modeling of the comprehension strategies.
Semantic reading strategies. Working with texts in English lessons
The results of the study showed that in Russia there are big problems in the formation of reading literacy, understood in the broad sense of the word as the ability of students to comprehend texts of various content and format, as well as to use what they read in various life situations . This is a real problem. Unfortunately, children are less likely to pick up a book. They are more interested in computer games, communication in social networks. The rapid introduction of information technology is simply pushing books out of our environment. This is also due to the fact that reading is a laborious process that requires a lot of time, effort, perseverance.
... Let's remember the statistics. A person perceives 20% of information with his eyes, 70% of them through reading. That is, if a child does not systematically read, then he misses about 14% of all the information available to him. So, reading today is a way to meet the times, its speeds and strict requirements. Moreover, the speed and level of reading comprehension must be increased all the time. Indeed, a well-read child quickly catches the meaning of what he read, highlights the main thing. A weakly reading child must read, for example, the condition of the problem several times in order to understand its essence. Fluent readers tend to be better at answering questions about what they have read and have more spelling "sharpness". Finally, a high reading technique contributes to its emotional expressiveness and increases the degree of perception and depth of understanding. And, of course, if a child reads more, he has a large amount of information, and is better oriented in all subjects, has the skills to search for it and communicate.
The federal state educational standards of basic general education are included in the meta-subject results of mastering the basic educational program of basic general education as a mandatory component "mastering the skills of semantic reading of texts of various styles and genres."
According to scientists, it is semantic reading that can become the basis for the development of the value-semantic personal qualities of a student, reliable support for successful cognitive activity throughout his life, since in the new sociocultural and economic conditions, reading is understood as a basic intellectual technology, as the most important resource for development personality as a source of acquiring knowledge, overcoming the limitations of individual social experience. Semantic (productive) reading is a type of reading that is aimed at understanding the semantic content of the text by the reader. In the concept of universal learning activities (A.G. Asmolov, G.
V. Burmenskaya, I.A. Volodarskaya, etc.), semantic reading actions related to:
- understanding the purpose of reading and choosing the type of reading depending on the purpose;
- extracting the necessary information from the listened texts of various genres;
- defining primary and secondary information;
- by formulating the problem and the main idea of the text. For semantic understanding, it is not enough just to read the text, it is necessary to evaluate the information, respond to the content.
How to make working with text in English interesting and exciting? How to interest the study of a foreign language through the text? I tried to trace how semantic reading can become the basis for the formation of a personality, the creation of one's image on the basis of great moral and cultural patterns. “Semantic reading is the perception of graphically designed textual information and its processing into personal-semantic attitudes in accordance with the communicative-cognitive task” A.
A. Leontiev, a famous psychologist.
The purpose of semantic reading is to understand the content of the text as accurately and completely as possible, to catch all the details and practically comprehend the extracted information. This is a careful reading and penetration into the meaning with the help of text analysis. When a person reads really thoughtfully, then his imagination is sure to work, he can actively interact with his internal images. A person himself establishes the relationship between himself, the text and the surrounding world. When a child masters semantic reading, then he develops oral speech and, as the next important stage of development, written speech.
What are semantic reading strategies? Semantic reading strategies are various combinations of techniques that are used to perceive textual information and process it in accordance with a communicative-cognitive task.
Working with any text involves three stages:
- Before reading the text.
Pretext. Pre-reading - While reading text. Text. While-reading
- After reading the text. Posttext. post reading
The most common semantic reading strategies that I use at different stages of working with text in foreign language lessons:
Pre-text stage (indicative)
The purpose of orienting pre-text strategies is to set the goal and objectives of reading, updating or getting to know important concepts , terms, keywords, actualization of previous knowledge, diagnostics, formation of a reading mindset with the help of questions or tasks, increasing the speed of reading and the number of readings, motivating the reader, turning on the anticipation mechanism - predicting content, thematic and emotional orientation, developing the ability and habit to think about text before reading.
- “Content Anticipation Guidelines” (true-false, agree-disagree, before-after)
- Brainstorming. (Associations about the stated topic)
- "Glossary".
(Updating and repeating the dictionary related to the topic of the text) - Preliminary Questions. (Come up with questions that students will look for answers in the text)
- "Dissection of the Question". (Semantic guess about the possible content of the text based on its title)
- "Forecast and Impressions". (An attempt to predict the content of the book by looking at the illustrations)
Text Stage (reading)
and how I read and how well I understand what I read.
- Circle reading (alternate reading)
- Reading in pairs
- “Reading with notes. Reception Insert»
- v Familiar Information
- + New information
- - I thought (thought) differently
- ? It interested me (surprised), I want to know more
- "Reading with questions"
- Stop Reading
- "Timeout!" (pauses to save information).
- "Convert text to table"
- "Text compression" (plan in questions, with keywords)
- "Cluster"
Post-text stage (reflexive-evaluating stage)
The purpose of the post-reading strategy is to apply, use the material in a variety of situations, forms, areas, and include it in another, larger-scale activity.
Strategies are associated with the assimilation, expansion, deepening, discussion of what has been read, and the reader's interpretation is corrected by the author's meaning.
- "Relationship between question and answer"
- "Questions after the text" (evaluative, reflective questions related to the critical analysis of the text)
- "Daisy Bloom" (six petals - six types of questions)
- simple (Who? When? Where? How?)
- clarifying (Did I understand correctly..?)
- practical (How can I apply..? What can be done from..?)
- interpretive (Why?)
- creative (What happens if..?)
- estimated (How do you feel?)
- Mutual Questions
- "Sinkwine." (to develop the ability of students to highlight key concepts in what they read, main ideas, synthesize the knowledge gained, show creativity)
- Pivot Tables
- "True, false, no information"
- "Checklist"
- "Change of perspective" (the student retells the text from the position of the characters)
So, teaching reading strategies develops the ability to interact with the text, to reflect on what is being read and what has been read; it includes comprehension training procedures where the reader analyzes how he understands the content of the text and how to work with it.
The development of semantic reading abilities will help to master the art of analytical, interpretive and critical reading. Modern realities require that he not only possess the amount of knowledge on the subject, but also successfully use them in various situations, be able and willing to learn all his life. A creative person must have a tool for self-education, self-education, master the techniques of analysis, synthesis, be able to draw conclusions, reason. Possession of semantic reading skills allows you to study productively from books always. All this can give a person Reading.
Appendix 1
Appendix 2
References Text as an object of linguistic research / I.R. Galperin. – M.: Nauka, 2015. Speech at pedagogical readings (slide 1) Semantic reading strategies: the experience of using Russian in the classroom Language and Literature (Slide 2) Federal State Educational Standard for Primary and basic general education, making requirements for meta-subject the results of mastering the main educational program, as the mandatory component highlights “mastering the skills of semantic reading of texts various styles and genres in accordance with the goals and objectives. (Slide 3) its constituent parts are in the structure of all universal educational activities: (Slide 4) The purpose of semantic reading - to understand the content of the text as accurately and fully as possible, to catch all the details and practically comprehend the extracted information. To work with the text, the reader chooses his strategies. (Slide 5) Strategies semantic reading are combinations of tricks that use students for the perception of graphically designed textual information and its processing in accordance with the communicative-cognitive task. (Slide 6) The strategic approach teaches you to analyze, select, integrate and nurtures an independent, thinking reader. If successful, the student remembers his ways and transfers them to other situations, which makes the strategy universal. Strategies semantic reading are based on the methods of modern educational technologies, such as technology for developing critical thinking through reading and writing, project activity technology, modular technology, case technology. (Slide 7) Technology of semantic reading includes three stages of working with text: I stage. Work with text before reading. II stage. Working with text while reading. III stage. Work with the text after reading. (Slide 8) Pre-text strategies (techniques) aimed at setting reading tasks, updating previous knowledge and experience, and also to motivate reading. To the most common, which used by me, include strategies "Brainstorming", "Associative bush”, “Landmarks of anticipation”, “Catch the mistake”. Receptions "Brainstorm" and "Association bush" allow for a short a period of time, using the intellectual potential of each student, to solve assigned tasks. I resort to these techniques for a collective search for a solution. problems, involving as many students as possible in the work. (Slide 9) For example, before analyzing a poem A. Blok "Stranger" eleventh graders were asked to write down their associations to word " Stranger" . then read the text of the poem and see if the information is adequate, given by them to what we learned from the text. This is where it starts work in the "Brainstorming" mode. In the course of work, I write down everything that offered by children. Every idea, every fact is important and should be fixed. Ideas must be written down in a short form, without corrections and comments or interpretations. If there is a need to clarify the essence any idea, you can give the opportunity to its author to speak after completion "Brainstorm". The role of the teacher is to immerse the students in problem, to unite them in the process of collective activity. This reception can be individual, pair or group, all depends on the type of lesson. (Slide 10) In class of the Russian language in the 5th grade, when studying the topic "Parts of Speech", I used the technique " Anticipation Landmarks". 1. Students it is necessary to read the judgments and note those with which they agree (V). Before reading the text Judgments After reading the text Morphology is a branch of the science of language in which the word is studied as Part of speech. Parts of speech are divided into independent, service and interjection. Scientists still have not finally decided how much parts of speech in Russian and on the basis of what signs they should be distinguished 2. (Slide 11) the formation of the ability to read thoughtfully, to connect the information found in text, with knowledge from other sources, on the basis of existing knowledge question the credibility of the available information. Advance I prepare a text containing erroneous information and offer students identify errors. The guys analyze the proposed text, try to identify errors, justify their conclusions. Further I suggest study new material, then return to the text of the task and correct those errors that could not be identified at the beginning of the lesson. Such material can be offered for analysis, and for creative processing of the text, and for synthesis of one's own opinion. For example, 7th grade students when studying the topic "Union", it was proposed the task to identify in the text the allowed errors. 1. (Slide 12) To strategies text activities include techniques, which help to manage the process of comprehending the text while reading. me in The following are used in work with students: 1. The strategy "Reading in a circle (alternate reading)”, the purpose of which is to test understanding of the text read aloud. Available in one copy, the text is given to the student who reads the paragraph, the rest listen to it and ask questions to the reader to check if he understands the text being read. If it the answer is not correct or not accurate, the listeners correct it. Always reads first teacher, he passes it on to the first student, then to the second, and so on. 2. The "Reading with stops" strategy is used when reading texts of various types of speech. Its purpose is to manage the process of thinking text while reading. In class literature in the 7th grade when studying Platonov's story "Yushka" I tell students, that we will read the text with stops, during which you will be asked questions, some of them aimed at to check understanding, others to predict the content of the following passage. - Guys, what is love, mercy? Can you offend classmate, stranger? Today we will read Andrey Platonov's story "Yushka". Who do you think Yushka is? Next students read a passage and answer questions about it before moving on to reading the next one. Questions should be designed to control general reading comprehension. passage and predict the content of the next. For example, the name Efim is almost never sounds, everyone calls him Yushka. Yushka is a nickname. When are people given nicknames? What What about Yefim's nickname? Were there any grounds for calling him a holy fool? About what say the details of the portrait? What are persistent eyes? Guys work with pleasure, express their opinions, learn to think, analyze, reflect and synthesize what has been said. A lyrical text can also serve as a material for work. Indispensable the condition for using this technique is to find the optimal moment in the text to stop. At the same time, at the first stage, there is a discussion of the title of the text and forecast of its content and problems. In the unread part of the story - unknown information that can seriously affect the assessment of events. This technique requires not only a serious adjustment of one's own understanding, but sometimes even a rejection of the previous position as a result of independent development new. (Slide 13) Target strategies "Diary of double entries": to form the ability to ask questions while reading, to critically evaluate information, compare what you read with your own experience. When studying V.P. Astafiev’s story “The Horse with a Pink Mane” I invite students to share notebook in two parts. In the process of reading, students should write down on the left side moments that struck, surprised, reminded of some facts, caused any associations; on the right - write concise commentary: why exactly this moment surprised, what associations it caused, what thoughts prompted. Moments, which amazed me, surprised me Comment: Why did this moment surprise me? Boy Vitya, the hero of the story, is attracted to the house of Levontius, to this unlucky person At Levontiy generous soul, kind to Vita, conscientious Grandmother is not lets his grandson into the house of Levontiy, where he feels good Fears for the fate of a grandson, a bad influence. In the description of the Levontievsky house there are many troubles: there is no peace in the family (Slide 14) Aim Posttext strategies is the application, the use of material in the most various situations, forms, spheres, its inclusion in another, larger scale activity. Strategy target " Timeout": self-test and assessment of understanding of the text by discussing it in pairs and in groups. grammatical meaning of phrases. The connection of words in the phrase "suggested was to read independently to yourself a paragraph of text. The children then worked in pairs. then asked a friend clarifying questions to each other, answered them. If students did not have confidence in the correctness of the answer, then they had to take out their questions for discussion by the whole group after the completion of the work with the text. (Slide 15) The goal of the strategy “Relationship between the issue and answer” - learning to understand the text. 1. Complete the table. Author's last name Title Genre Topic the answer to the question is to find the location of the answer. 2. Find and underline in the text the sentence that confirms that 1) in this tale has magic; 2) this household fairy tale. 3. How do you understand the words and expressions . 1) Christmas Eve – 2) "Bachelorette party" – _ 3) "Hay Girl" - 4. Find in the text the words that found in folk tales. Write down and choose a synonym. _ ___________ 5. Restore the sequence of the fairy tale by placing the numbers. 6 What kind of princess do you represent? 7. What represent the queen? Check answers and explain your choice . □ cruel □ kind □ young □ □ power hungry asking questions, expressing one's point of view, giving arguments as in support for the statement made, and in its refutation, explanation various situations with the help of text, - ways to ensure the development of skills semantic reading, mastery of various reading mechanisms by schoolchildren. (Slide 16) Using the or any other strategy of semantic reading depends on the text, its structure.
A. Ponomareva // Municipal education: innovations and experiment. - 2016. - No. 2. experience of using the Russian language and literature in the lessons
This is how we created the Associative Bush. The guys named such words as meeting, girl, acquaintance, secret, beautiful, mysterious, veil, date, etc.
Then mark them again after reading the text of the paragraph. If the answer has changed, explain why did this happen.
Union is an independent part of speech that expresses the dependence of some words on other words in phrase and sentence. Unions consisting of one word are simple, and consisting of two or more words - compound. Unions are divided into coordinating and subordinate, derivative and non-derivative.
Strategies are related to the assimilation, discussion of what has been read, the reader's interpretation is corrected by the author's meaning. From strategies for post-text activities, the guys are happy to work with techniques: “Relationships between question and answer”, “Questions after the text”, "Time out", "Checklist". 
Carried out such work to identify the level of understanding of the text after reading the fairy tale by A.S. Pushkin “On the dead princess and seven heroes. 5th grade students are given worksheets.
