Comprehension Purpose Question (CPQ)
A CPQ is a question that is given to students prior to reading a selection. A CPQ gives the student a "purpose" or reason why he is reading.
A CPQ is NOT a yes/no or brief detail or summary type question. A great CPQ is a question that would make a student have to read the whole story to figure out the response. As each time you read the story of the week, the CPQ should change for that story to deepen understanding.
Example: How did the main character change in the story?
How do the 2 characters relate to each other?
What is the author's purpose? What is the author trying to teach you?
How does the author feel about his work?
Why do you use it?
When asking students questions, giving them a 5-8 second think time will produce better responses from students. Also, when students talk with each other, it is less intimidating compared to calling them out one at a time.
TTT is used strategically at certain stopping points in selected literature. When doing this, students get to communicate their thoughts and teachers can have an opportunity to monitor their thinking to provide corrective feedback.
What is a "think aloud"?
A think aloud is when a teacher models her strategy out loud. A teacher verbally states their thinking, reasoning, and models how they thought of solutions, connections, or experiences while reading.
This will help the student identify when and how to use a thinking strategy.
How do you teach a COGNITIVE STRATEGY?
A cognitive strategy is a comprehension strategy to help a reader understand what they are reading.
To gain success with student comprehension, a teacher should teach the strategy EXPLICITLY (in detail; step by step).
And how do we do that? You create a model lesson (Anchor Lesson) to show how to use the strategy during reading. The teacher models what they see in their reading and integrate the strategy they use to understand what is happening in the story. The teacher models the use of the cognitive strategy using the THINK ALOUD. The teacher, verbally and visually through contextual clues and graphic features, EXPLICITLY explains how they use the strategy to comprehend. When students don’t internalize the strategy, model the strategy again with a new passage
To determine if a student has internalized this skill, you must monitor student responses either verbally or in written response. When students internalize a comprehension strategy, students gain a tool to become better readers.
These are the 6 main Cognitive strategies.
Click on the pictures to see the hand gesture.
Select the strategy to get files for anchor lessons and informative documents.
Teach each strategy explicitly to help them understand how and when to use them. Each passage can use multiple strategies.
Types of Informational Text
Expository Text Graphic Organizers: These are graphic organizers for non-fiction texts.
Graphic Organizers for reading: These graphic organizers will have forms fields for editing.
The Lesson Planning Routine Card will help you develop an "EXPLICIT" method to teach a lesson
Routine Card explains in detail the steps to introduce a cognitive strategy.
Lesson Plan Template will give you an editable lesson plan form to incorportate the TLI Cognitive Strategies.
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