Comprehension of Narrative Text Strategies for Sixth Grade
1. Text Mapping:
Description: A visual map of the text or story that students can construct using details or important facts from the story or reading.
Purpose: Text mapping improves and expands students' comprehension and oral retells.
Directions: First hand out a blank form of the text map that you will be completing with your students. Begin by modeling how to fill in the map as you read and discuss the passage with the students. Once the students become familiar with the text map and how to complete the text map, guide your students to complete a map by themselves.
Description: A visual map of the text or story that students can construct using details or important facts from the story or reading.
Purpose: Text mapping improves and expands students' comprehension and oral retells.
Directions: First hand out a blank form of the text map that you will be completing with your students. Begin by modeling how to fill in the map as you read and discuss the passage with the students. Once the students become familiar with the text map and how to complete the text map, guide your students to complete a map by themselves.
Text Map
Here in an example of a text map that can be used with your sixth grade students.
2. Wordless Books for Developing Inferential Reading:
Description: Drawing inferences and connecting information to previously read information are two components of comprehension.
Purpose: To have students make inferences about characters, plot, and motives. Students need to connect sets of pictures to make a story. Using wordless books can help students develop inferential reading skills by asking students to ass more details to their stories.
Directions: Read the title of a book and then ask the students to skim each page of the entire book. Once the students have skimmed each page, ask the students start from the beginning and read each page silently. If the story does not make sense, ask the students to read the page again.
An example of a wordless book that can be used is, Tuesday (1991) by David Wiesner.
Description: Drawing inferences and connecting information to previously read information are two components of comprehension.
Purpose: To have students make inferences about characters, plot, and motives. Students need to connect sets of pictures to make a story. Using wordless books can help students develop inferential reading skills by asking students to ass more details to their stories.
Directions: Read the title of a book and then ask the students to skim each page of the entire book. Once the students have skimmed each page, ask the students start from the beginning and read each page silently. If the story does not make sense, ask the students to read the page again.
An example of a wordless book that can be used is, Tuesday (1991) by David Wiesner.
Tuesday (1991) by David Wiesner
While reading Tuesday (1991) by David Wiesner, you can ask what the man who is eating the midnight snack is thinking when he sees frogs flying past the window, or why the old lady did not wake up when the frogs watched her television.