Under the headings described by Master, Mori, & Mori (1993), the
learning activities will be outlined and elaborated upon.
1. Establish a purpose for reading.
Have student peruse the selection, view the pictures,
consider the reasons for reading such a selection. Discuss
what the student thought about the overall impression of the
selection and discuss why one would read it. When he/she
has determined that the reason why one would read this
selection would be to learn about the various sea creatures
that live at the Vancouver Aquarium, point out that the
author wrote the selection to share the information about the
sea creatures and teach information about each one.
2. Skim the material.
Teach the student to look for information about the
selection's content without actually reading it in the
beginning. There are two strategies for skimming, but
one is more appropriate here:
-Look for chapter headings. (None for this selection)
-Look for all subheadings. (Orca Whales, In the Tidepool,
etc.)
-Look for all boldfaced type.(orcas, blowhole, rays, pods,
etc)
-Look for words in italics.(you, almost)
-Examine photos, charts, maps, and graphs.
Looking at the subheadings, boldfaced words, various
pictures and maps, a student can get an idea of what
the selection may be about.
3. Make a prediction.
The student will make a prediction based on the skimming
exercise just completed. If necessary the predicting can
be modeled for the student.
4. Read.
The reader reads through the selection either silently or
out loud to obtain information and to test the accuracy of
the prediction.
5. Alter/Verify.
The student, after reading the story, asks him/herself if
the prediction made was correct. What aspects of the
prediction could be changed to make it right?
6. Clarify.
The reader clarifies the information in the selection.
The teacher may need to model ways to clarify the
information. (for example, rereading sections of the
selection).
7. Compose questions.
The reader makes up questions about the selection that
will test his/her understanding. Again, questions may
have to be modeled or included on a quiz in the beginning.
Questions could be asked such as: What is another name
for killer whales? What keeps orcas and other whale
warm in the cold water? Why does a whale have a
blowhole? What color is a beluga whale? What is a
young seal called?
8. Paraphrase.
The student completes the comprehension strategy
process by paraphrasing the story either verbally or
by writing.
Using this Reading Comprehension Strategy, the student will have
predicted the content, read to determine if he/she was right,
verified the prediction, composed comprehension questions, and
paraphrased the story. Here the student will have constructed
meaning in various ways.