Retrieval Charts to improve reading comprehension

Retrieval Charts
A retrieval chart is a simple database which usually takes the form of a matrix or grid. Information can be
recorded, organised and displayed on a chart for the purpose of retrieving the information and using it in
some other way.
While retrieving information gives the chart its purpose and its name, students are often involved in the
steps of constructing and developing the charts as a tool to organise, analyse and synthesise their
gathered information.
Planning
1. Determine how the information will be recorded: independently, jointly, or in groups.
2. Determine how much teacher support is needed in both constructing and drawing up the chart.
3.  Encourage clarity in entering the information to facilitate the retrieval of information.
4.  Ensure students become increasingly familiar with the steps involved in constructing a retrieval

chart, recording and organising information, and retrieving information to use for another purpose,
eg graphing information, writing an information report.
5. Ensure that opportunities are available to retrieve information from the chart and for students to
use it for a variety of purposes.
Managing
1. Explain the steps of constructing a retrieval chart to the students.
2. Have the students describe the field and scope of information they will be using.
3. Assist students in selecting appropriate categories to record information.
4. When jointly constructing the chart, make explicit why the particular categories have been chosen.
5.  As students become more competent in researching information they should become more involved
in constructing the retrieval chart as well as recording information on it. 
6. After brainstorming sessions, retrieval charts may be developed to organise the information.
7. Model different ways in which the information on a retrieval chart may be used, eg informally
comparing information, as the basis for a class debate or discussion, information to include in an
information report or data to be transferred onto a graph.
8. At its simplest level, a retrieval chart may include one or two headings under which information is
organised.
9. A more advanced retrieval chart may be devised by students and will involve the selection of
categories, modification of these as the research takes place, and group or individual decisions
about how the retrieval chart is to be used both to organise and communicate information.
10. Class or group retrieval charts are also useful ways of recording information that is collected in an
ongoing way.  The charts also provide attractive displays where information can be readily accessed
during the course of a unit of work.

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Mind Maps/Concept Maps in reading skill

Mind Maps/Concept Maps

A mind or concept map is a way of recording information. It allows students to organise their ideas
either as a class, small group or individually. A mind map is often associated with brainstorming and is
useful for drawing connections between ideas and concepts, assisting in the further research of a topic.
Planning
1.  Select a form of mind map which is appropriate to the topic.
2.  Determine whether a class, group or individual mind map is most appropriate.
3.  Decide, or have students decide on the most useful concepts around which the mind map is to be
developed.


Managing
1. A mind map can take different forms, making very simple connections to a main idea in Stage 1, or
containing a range of ideas and ‘sub’ ideas linked in various ways in Stages 2 and 3. Mind maps can
include pictures and representations as well as words.
2. Identify and communicate to students the purpose and use of a mind map.
3. Model how to create and interpret mind maps.
4. Give students time to develop their own mind maps and make connections in their own way(s).
5. Display mind maps for students to refer to and  use.
6. Explain that mind maps can be used in a variety of ways — as the basis for information reports, to
provide the basis for organising information, as topics for further investigation

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USING MATRIX IN TEACHING

Matrix
A matrix (or table) is a concise classification of numbers, words, or symbols assembled in a grid layout in
order to facilitate analysis and predictions.
Planning
1. Consider the purpose of the task, the key ideas to be recorded and the information needed from the matrix.
2. Provide appropriate resources or allocate sufficient time for the students to locate the resources
they will need.
3. Provide models of matrices.


Managing
1. Define the purpose of the activity.
2. Assist the students to locate the necessary sources of information.
3. Discuss ways of selecting and recording the information based on the purpose and audience.
4. Discuss suitable categories to organise the information. 
5. Let the students complete their matrices.
6. Have students present and display their work.
7.  Ask questions to assist the students to restate, infer, clarify, compare and contrast, generalise and
hypothesise using the information on the matrix

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Family Trees to improve writing skill

Family Trees
A family tree is a pictorial or diagrammatic representation of family relationships. It can also depict
change and the passage of time as applied to the family.
Planning
1. Inform parents of the proposed activity, requesting assistance as required.
2. Use examples of family trees as models.
3. Organise groups to work together where possible, eg students with family structures which are
similar; across classes so that children may work with a sibling or cousin.


Managing
1. Read texts that involve family relationships.
2. Ensure that the students understand the terms used to describe relationships within families and
that the meanings of these terms may differ within families and across cultures.
3. Ask the students to compile their own family tree beginning with themselves.
4. Display and discuss the family trees.
5.  Use the family trees to develop the concepts of generations, change, roles and relationships.

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Discussion Starter Web vocabulary

Discussion Starter stimulates class discussions about vocabulary that relate to a unit, topic, or
theme. The discussion web also gives students the opportunity to consider their prior
knowledge of the vocabulary terms and concepts.
If student discussions reveal a basic knowledge about the vocabulary term, then quickly review
and go to the next word. If students exhibit an indepth understanding of the vocabulary, the
teachers may choose to quickly review the topic and then move on to the next topic. If their
discussion reveals little or no knowledge of the words, take time to build students’ foundational
knowledge and vocabulary before instruction. Comprehension is difficult without word knowledge
and background information.
Steps:
1. Observe individual student’s depth of knowledge as the terms are discussed.
2. Write the topic or unit to be studied in the center of the chart paper or transparency. Words
are written on chart paper to create an “anchor” chart that is displayed as a resource
throughout the unit of study.

3. Create a web by writing five to six key concepts around the center word.
4. Conceal the words with sticky notes or index cards.
5. Uncover one word and read it aloud. As you reveal the word, comment on connections
your mind is making to create understandings and meanings. (See “During Reading:
Think-Alouds,” On Target: Reading Strategies to Guide Learning, 12.)
6. Uncover the remaining cards one at a time.  Ask students to think aloud about the word
reflecting the process you modeled. Students continue word discussions.

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STAR DIAGRAM IN VOCABULARY

Providing explicit and direct instruction is one sure way to help
students increase their vocabularies. The STAR model of Select,
Teach, Activate, and Revisit provides a framework for teachers as they
plan vocabulary instruction.
SELECT
• Choose appropriate content words.
• Focus on words essential to understanding of the text.
• Draw a story or text map. Using the map as the basis, select four to six words fundamental
to retelling or summarizing the text.
• Look for other important words that students are likely to encounter in additional readings,
even though these words may not be essential to this particular text.
TEACH
• Consider the processes you will use before, during, and after reading.
• Before assigning the reading, make sure you access prior knowledge and bring to the
forefront concepts that will not be clearly explained in the text.

• Use definitional, contextual, and usage information when teaching vocabulary. For example,
present the word in context, discuss possible meanings, ask for a definition (provide one if
students are unable to provide an accurate definition), ask students to use the words in a
personal way.
ACTIVATE
• This step focuses on the work you want students to do in order to gain understanding.
• Use writing assignments and other activities to make sure students repeatedly hear, read,
write, and use the targeted words.
• Give students the opportunity to connect new words with other words they already know
(word maps or synonym webs).
• Have students act out words or demonstrate meaning.
REVISIT
• Use additional activities to revisit important words. Possible activities include unit reviews,
games, writing assignments, vocabulary journals, and word books

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Concept Mapping

 Concept Mapping
A concept map is a graphic representation for organizing and representing the pieces and parts of
knowledge.  They include concepts, usually enclosed in circles or boxes of some type, and relationships
between concepts or propositions, indicated by a connecting line between two concepts (Novak).  The
principle goal of concept mapping is to have your students discover, define and develop an understanding
of the interrelated parts of a complex set of ideas.  Cognitive psychologists postulate that learning is a
process that new knowledge is added to an existing knowledge web/network by creating associations to
existing knowledge (Anderson 1992).
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Web Diagram

Web Diagram
Web diagrams are often used to help stu-dents identify one central idea and organize
related information around it. Students must
determine the broad categories that should be
listed in the outer parts of the web. Then stu-dents must determine what is relevant factual
material and group this data into the appro-priate related categories.

main ideas chart

This type of graphic organizer is helpful
when you wa nt st udent s to f ind t he ma in idea
of a paragraph or section, and then to analyze
the reading further for more information that
exemplifies and/or supports that main idea.