Teaching reading, Comprehension, Vocabulary Building

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TEACHING READING

Comprehension

The main goal of reading is comprehension. Reading without comprehending

is simply calling words. The following activities will help to enhance

comprehension skills in children.

Before Reading

1. Before you even go into the book, let the child take a few minutes to

actually examine the cover.

2. Let them make predictions based on the title, subtitles and illustration.

3. If the book lends itself to research, allow children to gather information

before reading. This is an excellent strategy for older readers.

4. If it is a Chapter book ask children to make predictions based on what they

have read on the back cover of a book.

Doing vocabulary work before reading is a good strategy that allows

children to get acquainted with new words they might encounter

beforehand. It increases reading fluency and enjoyment of the

reading material.

During Reading

During reading pause at certain points to find out what the children think

will happen next. Read on to confirm or adjust these predictions.

After Reading

1. Children can retell the story in their own words. The children can also

write down what they remember from the story.

2. Discuss with children the main idea of the story you've read and what

important points the story is trying to convey.

3. After reading ask questions that begin with "who, what, when, where,

why, what if and how". You can either read the book ahead of the children

and make up your questions or make them up afterwards. I prefer the first

option it saves time.

4. You should also provide extensive practice for children with cause and effect.

Here's an example of how to bring out cause and effect using an excerpt from

my novel Carmen Melvin.

Bang!

Carmen Melvin slammed the door of her bedroom shut with every ounce of

energy in her fourteen-year-old body. She took off her shoes and flung

them forcefully into a corner of the room and began pacing the floor; stomping

her left foot angrily with each stride. She pulled her ponytail holder out of her

hair and shook her head wildly. Her brown hair flicked in different directions.

(She pulled her ponytail holder out of her hair and shook her head wildly.)

CAUSE (Her brown hair flicked in different directions.) EFFECT

5. Discuss the plot, characters and the setting of the story the children have

read.

6. Have students do role playing activities based on scenes from the story.

This is particularly enjoyable and I find that most children love it.

7. Let students create their own title for the story. This will help them to grasp

the main idea.

Use KWL before and after reading. K-Children write what they know (BEFORE READING), W-Children write what they want to learn (BEFORE READING), L-Children write what they learned after reading (AFTER READING)

Building Vocabulary

1. You can pre-read a story yourself before the children actually read a book.

2. Pick out the words you want to emphasize and then teach the words before reading with them. This is also an effective comprehension strategy.

3. Search out new words in the book with children. Sound them out and help children to find the meaning in the dictionary.

4. Make a conscious effort to incorporate the new words children encounter

into conversations.

5. You can work with children to find: Antonyms, Synonyms and homophones

for new words.

6. Give children worksheets so that they can match new words they have learned with the meaning.

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