• IRIS Center
  • COVID-19 RESOURCES
  • Resources
    • IRIS Resource Locator
      Modules, case studies, activities, & more
    • Evidence-Based Practice Summaries
      Research annotations
    • High-Leverage Practices
      IRIS resources on HLPs
    • IRIS Alignment Tools
      HLPs, SiMRs, & CEEDAR ICs
    • Films
      Portrayals of people with disabilities
    • Children's Books
      Portrayals of people with disabilities
    • For Faculty
      Sample syllabi, curriculum matrices, & more
    • For PD Providers
      Sample PD activities, planning forms, & more
    • For Independent Learners
      Resources & tools for independent learners
    • Website Navigation Videos
      Getting around our Website & modules
    • New & Coming Soon
      Latest modules & resources
    • Glossary
      Disability related terms
  • PD Options
    • PD Certificates for Educators
      Our certificate, your PD hours
    • School & District Platform
      A powerful tool for school leaders
    • Log in to Your IRIS PD
    • Micro-credentials
      Short. Focused. Intense.
  • Articles & Reports
    • Articles
      Articles about IRIS use & efficacy
    • Internal IRIS Reports
      Reports on IRIS use & accomplishments
    • External Evaluation Reports
      Evaluations of the IRIS Center
    • Learner Outcomes
      Summaries of module effectiveness
    • Consumer Satisfaction
      Feedback and testimonials from IRIS users
    • IRIS Stories
      Our resources, your stories
    • News & Events
      What, when, & where it's happening
  • About
    • Who We Are
      Our team, experts, & advisors
    • What We Do
      Our resources & process
    • Contact Us
      Get in touch with IRIS
  • Help
    • Help & Support
      Get the full benefit from our resources
    • Website Navigation Videos
      Getting around our Website & modules
  • AAA
  • Module
  • Challenge
  • Initial Thoughts
  • Perspectives & Resources
  • Wrap Up
  • Assessment
Challenge
Initial Thoughts
Perspectives & Resources

What are some reasons to teach reading comprehension strategies in content-area classes?

  • Page 1: The Significance of Reading Comprehension
  • Page 2: Improving Reading Comprehension

What can teachers do to improve their students’ reading comprehension?

  • Page 3: Introduction to CSR
  • Page 4: Overview of the CSR Reading Strategies
  • Page 5: Preview Strategy
  • Page 6: Click and Clunk Strategy
  • Page 7: Get the Gist Strategy
  • Page 8: Wrap Up Strategy

How can reading comprehension strategies be implemented in content-area classes?

  • Page 9: Cooperative Learning
  • Page 10: Preparing the Class
  • Page 11: Materials for CSR
  • Page 12: Implementing CSR

Resources

  • Page 13: References & Additional Resources
  • Page 14: Credits
Wrap Up
Assessment
We want to hear from you. Please complete our brief Module Feedback Form.

What can teachers do to improve their students’ reading comprehension?

Page 5: Preview Strategy

Student readingMr. Dupree will teach the first strategy in the CSR approach, the Preview strategy, which students use before they read a text. The purpose of this pre-reading strategy is for students to:

  • Learn as much as they can about the text in a short period of time
  • Think about what they already know about the topic covered by the text
  • Predict what the text might say about the topic using the features of the text (e.g., titles, subtitles, graphs and illustrations, terms in bold print)

Preview Strategy

Activities: brainstorming, making predictions/ Estimated time: 12 minutes

The teacher introduces the topic of the passage.

  1. Students write down everything they already know about the topic in the Preview section of their learning log under What I already know about the topic.
  2. Students in pairs share their responses with each other.
  3. Students skim the passage, using textual features (headings, pictures, graphs, etc.) to predict what they might learn as they read. They write down these predictions in the Preview section of their learning logs under What I think I will learn.
  4. Students share their best ideas with the class.

Click here to see the passage the students are reading.

Ecosystems: Making Connections

An ecosystem is part of the environment. In an ecosystem, big and small animals live in harmony with the rest of their natural world. A shoreline is one kind of ecosystem. Other kinds include deserts and rain forests. The parts of an ecosystem rely on each other for the health of the environment. That means that if one part is damaged, the balance of the whole can be upset. If this damage is big enough, the ecosystem might even collapse.

To help you understand ecosystems, you might imagine a spider-web. All of its threads are connected. If one part breaks or is torn, the rest of the web is weakened until it can be repaired.

Click here to view a sample learning log with the Preview section completed.

Click on the movie to watch some students engage in the Preview strategy (time: 0:37).

/wp-content/uploads/module_media/csr_media/movies/csr_05.mp4

“Copyright © by the Texas Education Agency and University of Texas at Austin. All rights reserved” on all Licensed Materials.

View Transcript

Transcript: Preview Strategy

Narrator: This group practices previewing using their cue cards to guide them through the CSR process.

Student: “Now let’s predict and write everything we think we might learn from reading today.” Brian.

Brian: I think we’ll learn about Antonio Lopez de Santa Ana.

Narrator: The teacher has a role, as well: monitoring groups and providing assistance and encouragement.

Mr. Shaw: What are some of the things that you’re gonna learn about?

Brian: Antonio Lopez de Santa Ana.

Mr. Shaw: Okay, what else do you think you might learn about?

Student: How we got our independence, freedom.

Mr. Shaw: So write all those things down. You guys are doing a good job. Thanks.

 

 

 

Print Friendly, PDF & Email
Back Next
12345678...14
Join Our E-Newsletter Sign Up
  • Home
  • About IRIS
  • Our Values
  • Sitemap
  • Web Accessibility
  • Glossary
  • Terms of Use
  • Contact Us
Join Our E-Newsletter Sign Up

The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 iris@vanderbilt.edu. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E170001. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2021 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

  • Vanderbilt Peabody College