閱讀理解：仔細閱讀以了解意義

During each class I will present a topic needed to be a great reader. We will then read short passages and practice using that technique. A variety of sources will be used to practice reading comprehension - informational texts, workplace and community-based documents, general fiction, opinion based texts, and non-fiction aligned with science and social studies curriculums for this age group. Students will be assessed on their comprehension of the reading passages by answering questions about the main idea, making inferences, the author’s purpose, summary, mood, characterization, character’s point of view, sequence of events, theme, and supporting details. A solid understand of these concepts will also greatly improve one's writing. 

These classes are designed for learners who have mastered the decoding skills needed for reading sentences and paragraphs fluently, and are now ready to focus on interpreting the meaning of what they are reading and making observations about it. We will practice the critical thinking skills needed to separate fact from opinion and recognize claims that are supported by evidence. 

What we cover on a specific day will be learner led and depend on the specific class. The topics listed below will all be presented. 

Finding the Main Idea
Locating and Understanding Supporting Details
Making Inferences
Sequence of Events
Comparing and Contrasting
Cause and Effect
Drawing Conclusions
Determining Author's Evidence and Purpose
Setting
Character Traits
Application (apply recently learned information to a new situation)
Synthesis 
Finding the Theme
Analyzing Story Structure (Inciting Incident, Conflict, Climax, Resolution)


Below is an example of a practice question. This is from the application section and is representative of the practice questions we will do after I have presented each topic. I will read each passage aloud and have it on the screen for learners to read and go back and refer to.

Read the following passage and choose the one best answer to the question:

Serious head injuries can happen in any sport where participants are traveling at a high rate of speed. To be effective, a helmet must fit properly and guard against the particular dangers of a sport. For example, a ski helmet must cover more of the head than a bicycle helmet. A ski helmet is designed to protect against collisions with tree branches and the sharp edges of a ski.

Question:
An athlete asks if a ski helmet would be a good choice for hockey. Which response BEST applies the ideas in the passage?

A. No, it is not designed for hockey.
B. No, it covers too much of the head.
C. Yes, if it fits properly.
D. Yes, all helmets are basically alike.

Answer: A. The second sentence says a helmet must "guard against the particular dangers of a sport," making A the correct answer.

I will always carefully explain WHY each answer is correct, so learned are able to better understand how to apply each of these reading strategies.