Knowledge Rating Comprehension Strategy
Using a knowledge rating system is another strategy that has multiple benefits (Blachowicz & Fisher). Before students read a section of text, the teacher selects a list of vocabulary words or concepts that are important and displays them in a visible location. Then, the teacher has students self-evaluate their knowledge about each item on the list by rating them as a three (I can define and explain this), a two (Iíve heard about this), or a one (I donít have a clue about this). As Blachowicz and Fisher (2006) describe, this serves three purposes. This method activates background knowledge that students may posses, gets students interested in the upcoming material, and it alerts the instructor what areas of instruction may need more scaffolding than others.
1óDonít know anything about it.
2óIíve hear of it, but Iím not sure what it means.
3óI know the word well enough to use/define it.
4. Use student ratings for group discussion about meanings of the words and predictions about what the author may write regarding the terms.
5. Read the selection, watching for the words.
6. After reading, students should re-rate themselves.
7. Clarify the meanings of words for further study.
(Blachowicz & Fisher, 2006, p.59)
|Term||1 (no clue)||2 (heard it)||3 (know it)|