inferential

Secondary Content Teachers

COMPREHENSION
Sentence Level

Reading Services Center

SUBJECT:

Reading Comprehension/Sentence Level

COURSE OR GRADE:

Content Subjects

GOAL:

This strategy assists the students in comprehending at the sentence level (who, what, when, where, why/how).

Supports the Learner Characteristic:

Has reading skills consistent with reading tasks required.

WHO:

Students in content area courses whose basic comprehension is weak.

Content Area Teachers/Classroom Teachers

WHEN:

Use the procedure daily for two weeks.

TEACHING PROCEDURES:
Strategy for Sentence Level Comprehension

List the 5 W's on the board:

who
what
when
where
why/how

Begin with a simple, brief sentence:
John ran home.

Analyze the sentence:

What is done? (the action word)
Who did it? (who did the action)
Where did John run?

NOTE: Sentences are built around the action word. Locate the action or "doing" word first.

Present a larger sentence that answers all the questions, as that shown in the model graphic. Direct the students to answer all five questions

STUDENT PRACTICE:

Choose several sentences that are critical to the overall main idea or theme. Have the students apply the 5W's (who, what, when, where, why/how) to the sentences.

CHECK UP:

Choose five sentences from content books (basal, short novel, social studies, science). Have students identify the most prominent information features (the 5W's).

NOTE: Not all of the 5W's are always used. For example, in a social studies sentence, there may not be a word that answers "who."

80% correct of the five sentences practiced (4/5 sentences) would be considered mastery.

FOLLOW-UP:

If students need additional help, choose three sentences. Provide one of the 5W components or answers. Then, as a group, decide which other of the 5W's can be applied using a "think aloud" modeled process. See Extension Ideas for more detail.

EXTENSION IDEAS:

Expand the sentences.

Put two or more sentences together.

Apply the 5W's procedure to a passage with no more than 5 sentences.

As a group using the "think aloud" modeling process, diagram a complex sentence using a graphic organizer:

Provide a blank sentence organizer. Have the students "map" another model sentence independently. As a group, using a think-aloud approach, "map" the sentence on the board or overhead to check student responses and understanding.

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SUBJECT:	Reading Comprehension/Sentence Level
COURSE OR GRADE:	Content Subjects
GOAL:	This strategy assists the students in comprehending at the sentence level (who, what, when, where, why/how). Supports the Learner Characteristic: Has reading skills consistent with reading tasks required.
WHO:	Students in content area courses whose basic comprehension is weak. Content Area Teachers/Classroom Teachers
WHEN:	Use the procedure daily for two weeks.
TEACHING PROCEDURES:	Strategy for Sentence Level Comprehension List the 5 W's on the board: who what when where why/how Begin with a simple, brief sentence: John ran home. Analyze the sentence: What is done? (the action word) Who did it? (who did the action) Where did John run? NOTE: Sentences are built around the action word. Locate the action or "doing" word first. Present a larger sentence that answers all the questions, as that shown in the model graphic. Direct the students to answer all five questions
STUDENT PRACTICE:	Choose several sentences that are critical to the overall main idea or theme. Have the students apply the 5W's (who, what, when, where, why/how) to the sentences.
CHECK UP:	Choose five sentences from content books (basal, short novel, social studies, science). Have students identify the most prominent information features (the 5W's). NOTE: Not all of the 5W's are always used. For example, in a social studies sentence, there may not be a word that answers "who." 80% correct of the five sentences practiced (4/5 sentences) would be considered mastery.
FOLLOW-UP:	If students need additional help, choose three sentences. Provide one of the 5W components or answers. Then, as a group, decide which other of the 5W's can be applied using a "think aloud" modeled process. See Extension Ideas for more detail.
EXTENSION IDEAS:	Expand the sentences. Put two or more sentences together. Apply the 5W's procedure to a passage with no more than 5 sentences. As a group using the "think aloud" modeling process, diagram a complex sentence using a graphic organizer: Provide a blank sentence organizer. Have the students "map" another model sentence independently. As a group, using a think-aloud approach, "map" the sentence on the board or overhead to check student responses and understanding.
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