Reading strategies for comprehension elementary

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):

1. 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.
2. 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.
3. 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:

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.

NIT for You - Semantic reading and strategies for its implementation

According to scientists, it is semantic reading that can become the basis for the development of a student's value-semantic personal qualities, 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 the development of the individual, as a source of acquiring knowledge , overcoming the limitations of individual social experience.

Noting the complexity of the reading process, most researchers distinguish two of its sides: technical and semantic .

The technical side of involves optical perception, reproduction of the sound shell of the word, speech movements, that is, decoding of texts and their translation into oral speech form (T. G. Egorov, A. N. Kornev, A. R. Luria , M. I. Omorokova, L. S. Tsvetkova, D. B. Elkonin).

The semantic side includes understanding of the meaning and meaning of individual words and the whole statement (T. G Egorov, A. N. Kornev, A. R. Luria, L. S. Tsvetkova, D. B. Elkonin) or translation of the author's code to its semantic code (M. I. Omorokova).

For a novice reader, understanding arises as a result of the analysis and synthesis of syllables into words, and for experienced - the semantic side is ahead of the technical , as evidenced by the appearance of semantic guesses in the reading process (A. R. Luria, M. N. Rusetskaya ).

The concept of semantic reading

Semantic reading – a type of reading 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 and choosing the type of reading depending on the communicative task;
• defining primary and secondary information;
• formulating the problem and the main idea of ​​the text.

Semantic reading differs from any other reading in that in the semantic form of reading, processes of comprehension by the reader of the value-semantic moment of the text take place, i.e. the process of its interpretation, endowment with meaning. Each reader will "take" from the text exactly as much as he is able to "take" at the moment, depending on his needs and abilities. Hence the difference in perception. Semantic reading allows you to master both scientific and literary texts.

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 understanding of 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 is “meaning”?

Meaning - s-thought, i.e. with thought. To put it simply, it means what thought is embedded inside a word, text, gesture, picture, building, etc. Thought, in turn, is always tied to action.

Any thought means certain actions leading to the final goal, state, image. This is not a flow of information, but a hint of action and result.

The meaning of in relation to the text and, in particular, to the minimum unit of this text is the integral content of any statement, not reducible to the meanings of its constituent parts and elements, but itself determining these meanings. Meaning actualizes in the system of meanings of the word that side of it, which is determined by the given situation, given context.

It is important to understand the difference between " meaning " and " meaning ". L.S. Vygotsky (“Thinking and Speech”, 1934) noted that “if “ meaning ” a word is an objective reflection of a system of connections and relations , then " the meaning of " is the introduction of the subjective aspects of the meaning according to the given moment and situation ".

Stages in the perception of the text, decoding the information contained in the text.

Ways of semantic reading

Analytical, or structural. In this case, the reader goes from the whole to the particular. The purpose of such reading is to understand the author's attitude to the subject or phenomenon and to identify the factors that influenced this attitude.

Synthetic or interpretive. Here the reader moves from the particular to the whole. The purpose of this method is to identify what tasks the author has set in this text and how and to what extent he solved them.

Critical or evaluation. The purpose of this method is to evaluate the author's text and decide whether the reader agrees with it.

Main stages of semantic reading

First phase (preread) is the perception of the text, the disclosure of its content and meaning, a kind of decoding, when a common content is formed from individual words, phrases, sentences. In this case, reading includes: viewing, establishing the meanings of words, finding correspondences, recognizing facts, analyzing the plot and plot, reproduction and retelling.

The second phase (reading) is the extraction of meaning, the explanation of the facts found using existing knowledge, the interpretation of the text. Here there is ordering and classification, explanation and summation, distinction, comparison and comparison, grouping, analysis and generalization, correlation with one's own experience, reflection on the context and conclusions.

The third phase (post-reading) is the creation of one's own new meaning, that is, the appropriation of acquired new knowledge as one's own as a result of reflection.

degree and depth of perception of internal meaning depends on many reasons associated with the personality of the reader:

• Erudisted,
• Education level,
• Intuition,
• sensitivity to the word,

“The content of a text always has many degrees of freedom: different people understand the same text differently due to their individual characteristics and life experience” (L. Vygotsky).

“These two systems are a system of logical operations in cognitive activity and a system for evaluating the emotional meaning or deep meaning of a text,” writes A.R. Luria, are completely different psychological systems.

Mastering the skills of semantic reading

Meaningful reading cannot exist without cognitive activity. After all, in order for reading to be semantic, students need to:

• accurately and fully understand the content of the text,
• compose their own system of images,
• comprehend information, carry out cognitive activities.

  There are many ways of organizing cognitive activity, contributing to the development of semantic reading skills, such as:

  • problem-search method,
  • discussion,
  • discussion,
  • modeling,
  • drawing.

  How to help a primary school student to master “the skills of semantic reading of texts of various styles and genres”? One of the main ways to develop reading literacy is a strategic approach to teaching meaningful reading.

  The concept of “semantic reading strategies”

  Semantic reading strategies — various combinations of techniques that students use to perceive graphically designed textual information, as well as its processing into personal-semantic attitudes in accordance with the communicative-cognitive task. According to the definition of N. Smetannikova, "the way, the reader's program of actions for processing various information of the text is a strategy." Reading strategies are an algorithm of mental actions and operations in working with text. By ensuring its understanding, they help to master knowledge better and faster, retain it longer, and foster a culture of reading.

  N . Smetannikova distinguishes several types of semantic reading strategies:

  1. pre-text activity strategies;
  2. strategies for textual activity;
  3. post-text strategies;
  4. strategies for working with long texts;
  5. text compression strategies;
  6. general educational strategies;
  7. vocabulary development strategies.

  N. Smetannikova gives the following list of strategies for working with different types of texts:

  1. strategies for working with informational text;
  2. strategies for working with texts of persuasive-reasoning type;
  3. text frame strategies;
  4. Reading monitoring strategy.

  Description of semantic reading strategies according to N.N. Smetannikova

  In fact, the technology of mastering the skill of semantic reading, proposed by N. Smetannikova, in terms of three-stage work with the text (before reading, during reading and after reading) has something in common with the ideas of G. Granik, L. Kontseva and S. Bondarenko and the creators of the technology of productive reading in the educational program "School 2100" N. N. Svetlovskaya, E. V. Buneeva and O. V. Chindilova.

  Currently, about a hundred strategies are known, many of which are actively used in the educational process.

  Critical thinking and meaningful reading

  strategies for meaningful reading include technologies aimed at developing students' critical thinking .

  Critical thinking means the process of correlating external information with the knowledge available to a person, making decisions about what can be accepted, what needs to be supplemented, and what should be rejected. At the same time, situations arise when one has to correct one's own beliefs or even abandon them if they contradict new knowledge.

  The methodological foundations of critical thinking include three stages that should be present in the lesson in the learning process:

  • challenge (motivation),
  • comprehension (implementation),
  • reflection (thinking).

  Consistent implementation of the basic three-phase model in the classroom helps to improve the efficiency of the pedagogical process. Technologies for the development of critical thinking, as well as strategies for the development of semantic reading, are aimed at the formation of a thoughtful reader who analyzes, compares, contrasts and evaluates familiar and new information.

  Examples of the most common strategies

  System-activity approach and semantic reading

  System-activity approach defines the form of learning organization: learning activity. The key concepts of learning activity are " motivation " and " action ".

  The first stage in the organization of educational activities is the creation of conditions for motivating students to activities. Motives are expressed through the cognitive interest of students. Motive implies a special selective orientation of the individual to learning activities .

  Criteria of cognitive interest are:

  • active involvement in learning activities,
  • concentration on this activity,
  • students have questions that they ask each other and the teacher, or on the basis of which they formulate an information request.

  Under educational actions understand specific ways of transforming educational material in the process of completing educational tasks. Learning action is an integral element of activity, transforming not only the form of information, but also translating it into an internal plan, causing a change in the student himself, his understanding of processes and phenomena, the meaning of the material being studied. The action is performed on the basis of operations correlated with specific conditions and means. An action is a set of operations subordinate to a goal.

  The task of the teacher is to identify appropriate learning activities in and create conditions for their mastering by students and determine the means of activity. In exemplary programs, subject goals and planned learning outcomes are concretized to the level of learning activities that students should master in learning activities to master the subject content.

  The content of education is seen as a unity of knowledge, activity and development of students. Semantic reading skills are the basis for mastering the main content of education.

  Screen semantic reading

  It should be noted that while working on the formation of a functionally literate reader, one should take into account the modern conditions in which our students live. We are talking about the technologization of all spheres of life. International studies show a close relationship between the quality of reading in an electronic environment and the quality of reading a text presented on paper. That is, if students show a high or low level of literacy when reading on paper, then they show similar results when reading in an electronic environment.

  However, teaching screen reading requires both a theoretical rethinking of the concept of reading and the creation of new teaching methods (new technologies).

  1. When screen reading increases the importance of viewing, search types of reading, as well as the role of information selection during repeated reading.
  2. The very structure of the electronic text can be represented as hypertext. In hypertext, the direction of reading is not necessarily linear, as in printed text.

  Screen reading revolutionizes a wide area of ​​communication, putting the image on a par with writing, and the screen with a page of written text. From this we conclude: the school needs to teach children to work not only with printed, but also with electronic and audio publications. All this is connected with such a concept as functional literacy - the ability of a person to use reading and writing skills in terms of obtaining information from a text and in order to transmit such information. This differs from elementary literacy as the ability of a person to read, understand, compose simple short texts and perform simple arithmetic. In this regard, the words of Alvin Toffler are interesting: “ In the 21st century, not the one who cannot read and write will be considered illiterate, but the one who cannot learn and relearn using the ability to read and write ".

  Sources:
  • Formation of the basics of semantic reading as part of the Federal State Educational Standard of LLC
  • Psychological analysis of semantic reading as a specific type of activity
  • meaningful reading
  • Semlian readings

  - For teachers

  Reading is the best teaching. Follow the thoughts of a great man - there is the most entertaining science” A. S. Pushkin complexity of the reading process, most researchers distinguish two aspects of it: technical and semantic. The technical side involves optical perception, reproduction of the sound shell of the word, speech movements, that is, decoding texts and their translation into oral-speech form (T. G. Egorov, A. N. Kornev, A. R. Luria, M. I. Omorokova, L. S. Tsvetkova, D. B. Elkonin). semantic side includes understanding the meaning and meaning of individual words and the whole statements (T. G Egorov, A. N. Kornev, A. R. Luria, L. S. Tsvetkova, D. B. Elkonin) or translation of the author's code into your own semantic code (M. I. Omorokova). U for a beginner reader, understanding arises as a result of the analysis and synthesis of syllables in words, and for an experienced one, the semantic side is ahead of the technical one, as evidenced by the appearance of semantic guesses in the process of reading (A. R. Luria, M. N. Rusetskaya). Meaningful reading associated with understanding Levels of understanding text Purpose 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. It's considerate reading and penetrating the meaning with the help of text analysis. When a person is really reads thoughtfully, then his imagination is sure to work, he can actively interact with your inner images. Man installs himself relationship between themselves, the text and the surrounding world. When a child has meaning reading, then his oral speech develops and, as the next important stage of development, written speech. Semantic reading cannot exist without cognitive activity. After all, for so that reading is meaningful, learners it is necessary to accurately and fully understand the content of the text, to draw up your own system images, comprehend information, i. e. carry out cognitive activities. Exists many ways of organizing cognitive activity that contribute to development of semantic reading skills such as: problem-search method, discussion, discussion, modeling, drawing. Semantic reading is different from any other reading (for example, "introductory" or “search for information”) by the fact that during the semantic form of reading, processes comprehension by the reader of the value-semantic moment, i.e., the process of interpretation is carried out, giving meaning. One one of the ways to develop reading literacy is a strategic approach to semantic reading. Semantic reading – type of reading, which is aimed at understanding the semantic content of the text by the reader. AT concepts of universal educational activities (Asmolov A.G., Burmenskaya G.V., Volodarskaya I.A. etc.) semantic reading actions related to: comprehension of the purpose and choice of the type of reading in depending on the communicative task; definition of primary and secondary information; formulating the problem and the main idea text. For semantic understanding is not enough just to read the text, it is necessary to evaluate information, respond to content. Because reading is a meta-subject skill, then its constituent parts will be in structure of all universal educational activities: personal UUD includes reading motivation, motives teachings, attitude to oneself and to the school; into regulatory UUD - the student's acceptance of the educational tasks, arbitrary regulation of activity; into cognitive UUD - logical and abstract thinking, working memory, creative imagination, concentration, vocabulary volume. B scientific literature "strategies semantic reading" are understood as various combinations of techniques that students use to perceive graphically designed textual information and its processing into personal-semantic attitudes in accordance with the communicative-cognitive task. Essence semantic reading strategies lies in the fact that the strategy is related to choice, functions automatically at an unconscious level and is formed in the course of development of cognitive activity. Reading strategy training includes self acquisition skills: · distinguishing types of message content - facts, opinions, judgments, assessments; recognition of the hierarchy of meanings within the text - main idea, theme and its components; own understanding is a process of reflective perception of the cultural meaning of information. According to N.N. Smetannikova, strategy is a plan-program of joint activities in which a lot of students works independently under the guidance of a teacher. K semantic reading strategies include technologies aimed at developing critical thinking of students. Critical thinking means process correlation of external information with the knowledge available to a person, development decisions about what can be accepted, what needs to be supplemented, and what should be rejected. At the same time, situations arise when you have to adjust your own beliefs or even abandon them if they contradict new knowledge. Methodological The foundations of critical thinking include three stages that must be present in the lesson in the process of cognition: challenge (motivation), comprehension (implementation), reflection (thinking). Sequential implementation of the basic three-phase model in the classroom helps to increase the efficiency of the pedagogical process. Critical development technologies thinking, as well as strategies for the development of semantic reading, are aimed at the formation thoughtful reader who analyzes, compares, compares and evaluates familiar and new information. Follow to note that working on the formation of a functionally literate reader, should take into account the modern conditions in which our students live. It's about about the technologization of all spheres of life. International studies show close relationship between the quality of reading in the electronic environment and the quality of reading text presented on paper. That is, if students show high or low level of literacy, reading on paper, they show similar results when reading in an electronic environment. Tem However, teaching screen reading requires both theoretical rethinking the concept of reading, and the creation of new teaching methods (new technologies). 1. When screen reading increases the importance of viewing, search views reading, as well as the role of information selection during repeated reading. 2. The very structure of the electronic text can be represented as a hypertext. In hypertext, the direction of reading is not necessarily linear, as in printed text. Screen reading is revolutionizing the broader field of communication by in one row with the letter, and the screen with a page of written text. from here we conclude: the school needs to teach children to work not only with printed, but and with electronic and audio editions. All this is related to the concept functional literacy is the ability of a person to use reading and letters in terms of obtaining information from the text and in order to transmit such information. This is different from elementary literacy as an ability of the individual read, understand, compose simple short texts and perform the simplest arithmetic operations. In this regard, the words of Alvin Toffler are interesting: “At 21 century, the illiterate will not be considered the one who cannot read and write, but the one who who does not know how to learn and relearn, using the ability to read and write. Reading is the most important means of socialization students. We are currently seeing the dominance of pop culture through everything. channels and mass media. The environment does not always shape the child's need to think, experience. Radio and television shows, there is no such cultural environment in which a child would have the opportunity to immerse yourself in the world of quality literature. decisive influence on The quality of reading, according to experts, is leisure reading. students, who read every day for pleasure show significantly higher results in reading literacy than their non-reading peers. Today, when access to information becomes one of the main criteria for success, the ability to to process it effectively, we, educators, especially need the development of those qualities that yesterday seemed natural and did not require special attention. Right now, the ability to quickly learn and retrain in any age, development of their potential and expansion of existing abilities, and also the formation of strategic reading skills can be the key to success every teacher. Location semantic reading in the Federal State Educational Standard Reading - the foundation of all educational results indicated in the Federal State Educational Standard. Leading the purpose of general education is development of motivational, operational and cognitive resources of the individual a student in the conditions of a system-activity approach to the organization of education. motivational resources are value orientations, educational needs and interests, which determine the motives of activity; operational resources include mastered universal and special methods activities; cognitive resources are, first of all, knowledge that forms the basis of scientific representation about the world, subject skills and abilities. Development motivational, operational and cognitive resources of the individual correspond to personal, meta-subject and subject results of education. On the scheme presents groups of meta-subject results related to the semantic reading. System-activity the approach determines the form of organization of learning: learning activities. Key the concepts of learning activity are "motivation" and "action". First stage in the organization of educational activities is the creation of conditions for motivation of students to activity. Motives expressed through the cognitive interest of students. The motive implies a special selective orientation of the individual to educational activities. Criteria cognitive interest are: active involvement in educational activities, focus on this activity, the emergence of students questions that they ask each other and the teacher or on the basis of which the information request is formulated. Under educational actions understand specific ways of transforming educational material in the process of completing educational tasks. Training action is an integral element of activity, transforming not only form of information, but also translating it into an internal plan that causes a change the student himself, his understanding of processes and phenomena, the meaning of the material being studied. Action performed on the basis of operations, correlated with specific conditions and means. Action is a collection operations for the purpose. Task teacher is to highlight the appropriate learning activities and create conditions for their development students and determine the means of activity. B exemplary programs, subject goals and planned learning outcomes are specified to the level of educational activities that students must master in the educational activities for the development of subject content. Allocate universal (UUD) and subject learning activities. The instrumental basis of educational activities are universal learning activities that are over-subject in nature. K they include the actions of goal-setting, search and selection of the necessary information, modeling, research, design, interaction, self-control and other. Universal learning activities - a set of student actions and related learning skills that ensure his ability to independent the assimilation of new knowledge and skills, including the organization of this process. Universal learning activities reveal the internal essential connections of objects and phenomena, give the truth in all concreteness and objectivity, form the basis of scientific outlook and practical activity, have the property of broad transfer. Universal learning activities act as the basis for achieving educational results, since they contribute to the development of theoretical thinking: generalization, analysis, synthesis, evaluation, reflection and others. subject actions are a special kind of practical activity that exists within science and serving her. subject actions are directly related to the purpose of educational activities, have certain subject matter. In objective actions, an attitude is manifested to reality. Subject actions provide practical activity - in this case actually reading. Contents education is seen as a unity of knowledge, activity and development students. Fundamental the core of the content of general education is: system of scientific knowledge permeated with worldview ideas. The main elements of scientific knowledge of methodological, system-forming and ideological nature, intended for compulsory study are: key theories, ideas, concepts, facts, methods. universal learning activities, the formation of which is aimed at the educational process. Specification, differentiation and individualization of the invariant content of education is provided in the shell, which is a variable part, represented by an additional, auxiliary, alternative educational material and special subject actions. Skills semantic reading are the basis for mastering the main content education. What such meaning meaning - s-thought, i.e. with thought. Simply put, it means what thought is inside word, text, gesture, picture, building, etc. thought, in turn is always tied to action. Any thought means certain actions leading to the final goal, state, image. This is not a flow of information, but a hint at actions and results. Meaning as applied to a text, and in particular to the minimum unit of that text the holistic content of any statement is understood, not reducible to meanings its constituent parts and elements, but itself defining these meanings. Meaning actualizes in the system of meanings of the word that side of it, which is determined given situation, given context. Required understand the difference between the concepts of "meaning" and "meaning". L.S. Vygotsky (“Thinking and Speech”, 1934) noted that “if the ‘meaning’ of a word is objective reflection of a system of connections and relationships, then “meaning” is the introduction of subjective aspects of meaning appropriate to the moment and situation. Stages in the perception of the text, decoding the information contained in the text. First stage - the actual perception of information, contained in the text (direct perception of meanings, reception of a message). On At this stage, it is important to understand the meaning of the words, utterances found in the text, fragments. They serve as a means of expressing meaning. For different contexts, may be different. And comprehend the linguistic means of the text (i.e. open them meaning) does not mean to understand the meaning of the text. Second stage - understanding (comprehension of the message through the analysis of the external form). understand text means: choose in words contextually updated values ​​ reveal surface meaning based on these meanings. Third stage - interpretation. To understand the text, active analysis is required, comparison of text elements with each other. Few understand the immediate meaning messages in the text, a process of transition from the text to the selection of the one in the text is necessary. what is the inner meaning - interpretation. Awareness of inner meaning takes place taking into account the context and motivation of the reader. Degree and the depth of perception of the inner meaning depends on many reasons related to reader's personality: erudition, level education, intuition, sensitivity to word, intonation, skill experience emotionally, · spiritual subtlety. "Contents text always has many degrees of freedom: different people understand the same text in different ways due to their individual characteristics and life experience” (L. Vygotsky). Ability evaluate internal subtext, which may not correlate at all with ability for logical thinking. “These both systems are a system of logical operations in cognitive activity and a system for evaluating the emotional meaning or deep meaning of a text. A.R. Luria, are completely different psychological systems. Understanding text is a complex process of three stages: selection in words contextually actualized meanings; detection superficial meaning based on these meanings; interpretation – comprehension of the inner meaning, taking into account contextual motivation. Method work with text Stage 1. Perception Work with primary perception (formation of semantic attitudes). Formation emotional evaluation of the text using questions: What did you like? (Not did you like it?) Why? What is the text about? (primary work with title) Stage 2. Structural-functional analysis Work with parts of the text. Application of schemes, tables, other visualization techniques. B literary texts also analyze the plot, composition, are characterized characters (their appearance, speech characteristics, attitude, actions, motivation actions), the system of images is analyzed, the chronotope is built. Work on the meaning of the episode or key scene. Stage 3. Reconstruction of semantic structures Isolation episodes, building alternative models. B literary texts: interrupting the action at the climax and making hypotheses regarding the plot, the fate of the characters, the meaning of the work as a whole. Learn more Activities of numbers Draw 8 beads around the circle Social skills examples Making compound words Story of the dog Learning your letters Second grade guided reading level Rhymes with sweets Cute bedtime stories Cute kid story One day when the sky is falling