All Info About Reading

Objective:

• Students will match words or sentences with pictures.

Materials:

• index cards
• thumbnail pictures from calendar backs
• scissors
• glue
• writing utensils

Preparation:

• Cut out thumbnail pictures from calendars.
• Glue one picture onto each index card.
• Write a word or sentence on another card to match each picture.  Be sure the written cue matches one and only one picture.
• Make at least 12 sets of matching cards per group of 2 to 4 students.

Procedure:

• Remind students that words convey information and meaning.
• Use one pair of cards for every 2 students.  Shuffle the cards. 
• Pass out one card to each student.
• Challenge students to pair up with the partner who has the matching card.
• Combine pairs as needed to form game groups.
• Give each group a set of cards.
• Play “Memory” or “Old Maid” type games:

To Play Memory:

• Shuffle the cards and spread out face down between players.
• Players take turns choosing 2 cards to turn over.  If they match, remove the cards from play and take another turn.  If they do not match, return to the face down position and continue with the next player’s turn.

To play Old Maid:

• Shuffle the cards and remove one from the deck.
• Deal cards out evenly to all players.
• Players take turns choosing one card from the person to their left.  If it matches something in their hand, lay down the cards for points.  If not, add the new card to the hand and continue with the next player.
• One card will not match.  The player holding this card at the end of the game can be declared winner or loser, at the game leader’s discretion.

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(c) 2009 Sandra Fleming

 Goals:

• Students will recognize literal comprehension questions.
• Students will systematically search text for an answer.
• Students will mark the desired information in the text.

Materials:

• Highlighter for each student
• Text that can be highlighted for each student
• Literal level comprehension questions
• One or two other kinds of comprehension questions

Procedure:

• Read the text together.
• Have the students read the first question.  See if anyone remembers the answer. 
• Challenge students to find the sentence that contains the correct answer.  Once checked, have them highlight the sentence they found.
• Continue answering the literal questions in this way.
• Review all the literal questions and look for patterns in the wording.  Many will use the words who, what, when, and where.
• Explain to students that there are two types of questions:  literal or concrete questions like these have answers you can highlight in the text.  Thinking questions have answers that the reader must think up based on what they’ve read.  The answers are not written right in the text, and they cannot be highlighted.
• Show an example of an inferential question.  Explain that sometimes, if the questions seem hard and the answers are not jumping out, the question may be a thinking question.  The answer may not be stated in the text.  It may need to be figured out using information from the reading combined with things that the student already knows.
• Try to answer the thinking questions as a group.  For each one, explain to the students how the answer can be figured out using clues from the text.

Evaluation:

• Using c comprehension worksheet or your own questions, have the students distinguish between literal and thinking questions.

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© 2007 Sandra Fleming