Here's the way I understood Jeri's first post about this:

 

About is the general topic. Point is the main idea (what is being said
about the topic). 

 

That seemed to be very similar to something I had learned to use years
ago, as I said. Jeri may be expanding on the use of this in her second
message. Maybe she can clarify for us.

 

________________________________

From: familyliteracy-bounces at nifl.gov
[mailto:familyliteracy-bounces at nifl.gov] On Behalf Of Betsy Rubin -
Literacy Works
Sent: Wednesday, February 06, 2008 3:45 PM
To: The Family Literacy Discussion List
Subject: [FamilyLiteracy 994] Re: Comprehension monitoring

 

I've been following the discussion with interest. 

 

Here's a very specific question. Posts 993 and 986 seem to define
"About" and "Point" differently:

 

About - Is this for general topic (986) OR main idea (993)?

 

Point - Is this for main idea (986) OR supporting details (993)?

 

Thanks for the clarification (and sorry if I've missed something!).

 

Betsy Rubin

Literacy Works

Chicago

www.litworks.org

 

 

 

	----- Original Message ----- 

	From: jalsails at aol.com 

	To: familyliteracy at nifl.gov 

	Sent: Wednesday, February 06, 2008 12:52 PM

	Subject: [FamilyLiteracy 993] Re: Comprehension monitoring

	 

	That's right, Susan. We use it in Content Reading courses at the
university for working on Main Idea (About) and Supporting Details
(Point). We also incorporated drawing a triangle. Broad side on top
showed the key words in the main idea sentence. The bottom of the
triangle went to Points or significant details (more than one phrase or
sentence). This way students could monitor paragraph structure in a
science book vs a history book, capture the pattern and determine
whether they could build comprehension sequentially. Just for fun, I
often had students use the strategy to diagram one of their own essays.
That's when we introduced the circle diagram: the words just go round
and round but never have a point!  Ah ha, back to the key point of the
discussion on Comprehension Monitoring - struggling readers often don't
understand that they are not making meaning as they read along ("It's
all Greek to me."). Therefore, they don't execute fix-up strategies such
as re-read, look up key words in the glossary, ask another person if
they have a clue to meaning and use a study guide (if available). The
crunch comes when they can't remember what they just read, can't
summarize or paraphrase in their own words, and of course as noted
throughout the discussion, answer questions about the text.
	
	Jeri Levesque, Ed.D.
	Evaluator, LIFT
	St. Louis, MO

	 

	 

	-----Original Message-----
	From: Susan McShane <smcshane at famlit.org>
	To: The Family Literacy Discussion List
<familyliteracy at nifl.gov>
	Sent: Wed, 6 Feb 2008 11:46 am
	Subject: [FamilyLiteracy 991] Re: Comprehension monitoring

	I've used this one to teach how to identify main ideas--a
typical question that 
	
	
	
	
	students are asked. I never saw it called About-Point but I've
used the 
	
	
	
	
	approach: What is the topic/subject? What is the author saying
about the topic?
	
	
	
	
	
	
	
	
	
	I'll be interested to hear any experience with dialogic reading.
I know it's 
	
	
	
	
	used with children, and the NCFL FACE (Family and Child
Education) programs that 
	
	
	
	
	work with Native American families have had very good success
with it.
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	-----Original Message-----
	
	
	
	
	From: familyliteracy-bounces at nifl.gov
[mailto:familyliteracy-bounces at nifl.gov
<mailto:familyliteracy-bounces at nifl.gov?> ] 
	
	
	
	
	On Behalf Of jalsails at aol.com
	Sent: Wednesday, February 06, 2008 10:39 AM
	To: familyliteracy at nifl.gov
	Subject: [FamilyLiteracy 986] Re: Comprehension monitoring
	 
	Another strategy that fits with these suggestions for 
	paraphrasing/summarizing is About - Point. Read a paragraph. In
one to 
	two words answer the question, What is this about? (topic). In
one to 
	two sentences answer the question, What is the point (main
idea).  
	Example, What is it about? Answer: Dogs. What is the point?
Answer: All 
	dogs go to heaven.
	 
	Is anyone having success with the dialogic reading strategy?
	 
	Jeri Levesque, Ed.D.
	Evaluator, LIFT
	St. Louis, MO
	 
	 
	-----Original Message-----
	From: Susan McShane <smcshane at famlit.org>
	
	
	
	
	To: The Family Literacy Discussion List
<familyliteracy at nifl.gov>
	
	
	
	
	Sent: Wed, 6 Feb 2008 8:38 am
	
	
	
	
	Subject: [FamilyLiteracy 982] Re: Comprehension monitoring
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	Great suggestions! Thank you. And it's
	
	
	
	
	worth repeating that strategy instruction has lots of research
support 
	
	
	
	
	with
	
	
	
	
	individuals who have LD. To me that suggests that anyone who, as
an 
	
	
	
	
	adult, still
	
	
	
	
	has limited reading comprehension (regardless of whether there's
a 
	
	
	
	
	formal
	
	
	
	
	diagnosis) could probably benefit.
	
	
	
	
	
	
	
	
	
	 
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	------------------------------------------------------------
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	From:
	
	
	
	
	familyliteracy-bounces at nifl.gov 
	
	
	
	
	[mailto:familyliteracy-bounces at nifl.gov
<mailto:familyliteracy-bounces at nifl.gov?> ] On Behalf Of 
	
	
	
	
	Geriteaches22963 at aol.com
	 
	Sent: Tuesday, February 05, 2008
	7:51 PM
	 
	To: familyliteracy at nifl.gov
	 
	Subject: [FamilyLiteracy 975]
	Comprehension monitoring
	 
	 
	 
	 
	 
	 
	 
	Comprehension is the sole objective of reading.  In
	order to arrive at a level of comprehension, many levels or
facets
	(intertwined) of reading need to be developed.  Students who
have
	difficulty comprehending should be informally assessed to
determine 
	areas less
	developed while enhancing listening comprehension opportunities.
Many 
	of
	the comprehension suggestions discussed in this forum work well
for all
	students including LD.  I have found gaps, primarily with less
developed
	vocabulary, so I teach a variety of context clues strategies.
Later,
	these strategies aid in monitoring comprehension.
	 
	 
	 
	 
	 
	 
	 
	 
	 
	 
	 
	For passage comprehension monitoring, one of my favorite
	strategies was developed by the University
	 of Kansas...Paraphrasing
	Strategy, RAP,where students Read a paragraph, Ask what the
paragraph 
	is about
	(main idea) and, Put the main idea and details in their own
words.  This
	strategy has been researched with adolescents with Learning 
	Disablities, and I
	have found it successful in my classroom. 
	 
	 
	 
	 
	 
	 
	 
	 
	 
	 
	 
	Geri Hayden
	 
	 
	 
	 
	 
	Virginia Department of Correctional
	Education
	 
	 
	 
	 
	 
	Special Education Coordinator
	 
	 
	 
	 
	 
	 
	 
	 
	 
	 
	 
	 
	 
	 
	 
	 
	 
	 
	 
	 
	------------------------------------------------------------
	 
	 
	 
	 
	Who's
	never won? Biggest
	Grammy Award surprises of all time on AOL Music.
	 
	 
	 
	 
	 
	 
	 
	 
	 
	 
	 
	 
	 
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