How to Increase Reading Comprehension in First Grade
First graders usually begin the school year knowing how to read at a basic level. Most have acquired phonological awareness and can sound out words and read simple books. As a first grade teacher, you continue phonics instruction but also introduce the strategies that children need to be able to comprehend what they read. Your students should be able to do more than read a passage and answer questions; they should learn how to preview, predict and summarize so they can apply these skills when reading independently.
Instructions
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Model the reading strategy as you teach. First graders are visual learners. It is not enough to tell them they need to predict as they read. You have to show them the procedure. For example, choose a grade level story, and show the class the cover and title page. Think out loud by saying, "I see children playing in the park, and I also see dark clouds in the distance. If it starts raining, the kids will have to go home. I think they will have to stop playing and try to get home before the storm comes." Explain to the class that you are predicting by looking at the pictures. As you read the story, stop periodically and make other predictions based on what you have read. Use this explicit method for each strategy you teach.
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Provide a variety of reading opportunities so students can apply comprehension strategies. Keep shelves in your room stocked with grade level books and allow the students to check them out as they would in a public library. Encourage kids to keep a book in their desks to pull out during free time. Once a week, ask two or three children to read a story aloud to the class, then lead a whole group discussion about the characters, plot and setting.
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Practice comprehension strategies in small groups. Reading instruction is often more effective when the teacher can work with students grouped by ability and reading level. This will allow you to differentiate instructional methods so that every child's learning needs are met. For example, when teaching summarizing, you may have to use a kindergarten level text with at-risk readers who may not be able to comprehend a story if it contains words they are unfamiliar with.
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