• These helpful hints are courtesy of the USC Balanced Literacy Approach
    In the classroom, students are introduced to Comprehension Strategies that we practice whole group and again in small group instruction. Here are some strategies we use that you can ask you child to practice at home with you:
    Making Connections: when we connect the book to our own life, to other books, or to something happening in the world, it helps us to understand the story better. As your child reads, ask if he or she can make some connections. The three kinds of connections we make are:
    Text-to-self (How the text is like my own life)
    Text-to-text (How the text is like another book or movie)
    Text-to-world (How the text is like something happening in the world)
    Questioning: good readers ask themselves questions as they read and then think about where the answers come from. As your child reads, encourage him or her to ask questions and then think about the answers. The sources of answers to question might....
    be answered in the text
    require inferring
    require background knowledge (previous) knowledge
    requires some discussion with others
    requires further research
    Inferring: sometimes the author doesn't come right out and tell us something-we have to make inferences from the text to understand the author's message. We can support our inference with clues that the author gives us in the story. Ask you child to make inferences and use the text to support the idea.
    Visualizing: good readers create pictures in their minds to help them to understand what is happening in the story. Have your child talk about the mental pictures he or she has after reading.
    Other comprehension activities: these are some activities that you can do at home with your child:
    retelling the story in sequence
    give the main idea of the story
    give details about the story
    sharing favorite parts
    share interesting or favorite parts
    discussing/comparing characters
    Identify the problem/solution
    Identify the author's message

    by Gay Su Pinnell and Irene Fountas

Last Modified on August 5, 2016