Making reading comprehension strategies explicit

Here Anna, Ryan and Hannah are working with Carolyn in the library. The students are reflecting on the reading comprehension strategies they use. They are then exploring those reading comprehension strategies further and giving the strategies a name - visualising, predicting, applying prior knowledge, for example. The process of making comprehension strategies explicit will empower the students to use those strategies more effectively in the future. In future sessions, they will discover new ccomprehension strategies that they can use. These will be added to their effective reading toolkit and will increase their reading competence.

Over time this will assist students to achieve the Amesbury School Standards' indicators related to using reading comprehension strategies.

For example:

Year 2: "With support can use and combine a variety of comprehension strategies to meet their purposes for reading"
Year 3: "With some confidence, can use and combine a variety of comprehension strategies to understand texts."
Year 4: "With increased confidence students can use and combine a variety of comprehension strategies."

By the way - do you know what a nogard is? See if you can work it out from the description below.....

Can you visualise this? If you can then you are using a comprehension strategy.