Emily Jones
Reading to learn: comprehension strategies

                                                              Do you know what you just read?

Rationale:  As children progress in reading fluency, they begin learning how to comprehend what they are reading.  There are several strategies mentioned in the article, ãStrategies That Improve Children's Memory and Comprehension of Text,ä but the strategy I choose to focus on is story grammar, they can begin to facilitate comprehension and memory of stories.

Materials: short stories- Little Red Riding Hood (Charles Perrault), Hansel and Gretel (Jakob and Wilhelm Grimm), and The Three Little Pigs (Joseph Jacobs); story map format sheet (copies of it); pencil and paper

1) I will begin this lesson by introducing what story grammar is. ãConventional stories share a general structure.  They have a beginning that can include information about the time of the story, where it took place, and the central characters.  An initiating event then sets a goal or a problem, which is followed by attempts to achieve the goal or solve the problem.  Finally, the goal is somehow attained or resolved and the central characters react to the resolutionä(The Elementary School Journal, pg. 13).  I will introduce the stories will be reading and discussing.

2) I will model how to know story grammar and use it to facilitate comprehension and memory from stories.  As a student reads a story, he/she needs to ask themselves five questions defined in this article.
    a) Who is the main character?
    b) Where and when did the story take place?
    c) What did the main characters do?
    d) How did the story end?
    e) How did the main character feel?
For example,
    a) Little Red Riding Hood was the main character.
    b) It took place in a small village where her grandmother lived. It was in the middle of the day.
    c) The wolf pretended to be Little Red Riding Hood's grandmother a cake and a jar of butter.
    d) The wolf ate her up.
    e) The main character felt scared.

3) The children will then practice the other two stories on their own on a sheet of paper.

4) After each child is finished, the class will come back together to discuss it.

Assessment:  To assess the children of their knowledge of story grammar, I will give them My Story Map worksheet.  I will explain it and then have them choose a story and outline it with this worksheet.


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