Post on 23-Jun-2015
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READING STRATEGIES FLIP CHARTBY: KRISTIN GRANT
Critical Assignment #1
BRAINSTORMINGPREQUESTIONS
LIST-GROUP-LABELVISUAL AIDS
KWL
Before Reading Strategies
Students are asked to examine the title of the book or text
Then, the students raise their hand and call out whatever comes to mind as they read the title
The teacher lists on the board all of the information that the students are saying
Later the information will be used to further recall
This strategy activates prior knowledge
Brainstorming
This strategy requires the teacher and students to think of questions to be answered while reading.
This activates prior knowledge and makes the students focus on finding the answers while reading.
Prequestions
List-group-label is a form of semantic mapping
First, you select a main topic in the reading
Then, have students call out any words they think relate to the topic
Then, have the class group the list into subcategories
Lastly, have the students title the subcategories
List-group-label
Visual aids
Using visual aids is a great way to activate students’ prior knowledge
For example, a teacher should show a picture of a tornado before reading a science textbook chapter on tornadoes
The picture of a tornado will activate the students’ schemata on that subject.
KWL
In this strategy, students decide:
What do I know? What do I want to learn? What did I learn?
Students should draw three columns on a sheet of paper
Then, students will write the three questions above the three columns
Students should then write down their personal answers to these questions
Later, the class should have a group discussion sharing what each student wrote.
THINK-ALOUDPOST-ITS
PARTNER READING CONCEPT MAP
SQ3R
During Reading Strategies
Think-Aloud
During this strategy, teacher’s essentially verbalize aloud while reading a section orally
While reading the section, the teacher will answer questions like, “Do I understand what I just read?” and “What were the most important points in this reading?”
It teaches students how to monitor their understanding
After the teacher models what to do; the students can start thinking-aloud, but the teacher will offer feedback
Post-Its
Encourage students to keep a stack of post-its with them while reading the book
Every time they read something that interests them they should put a post-it.
For example, they should put a post-it on the page that has a powerful quote.
They should also put a post-it on a page where they are confused or where they just want to make some notes.
After introducing the text, organize the students into pairs based on partners that will be beneficial to others.
One student will read orally for five minutes, while the other student follows along and corrects any mistakes when necessary.
Have the pair switch roles and the other student will read the same passage for the next 5 minutes while d the other student provides corrective feedback.
Partner reading monitors comprehension and is a great cooperative learning strategy
Partner Reading
Concept Map
Concept maps help students understand and comprehend new text
Ask students to identify the major ideas or concepts in the text
Then have the students organize the ideas into categories
Have the students use lines to connect the ideas to the categories or to another idea.
SQ3R
Have each student: S-urvey the assigned reading by skimming Create Q-uestions to answer as you read R-ead the text and then answer the questions you
formulated R-ecite the information by summarizing what you read
without looking at the text R-eview what you read by looking over your questions
and answers and finding out what the text means
EXIT SLIPSPARAGRAPH SHRINKING
SHARED READING CREATE YOUR OWN TEST
PICTURE THIS!
After Reading Strategies
Exit Slips
Exit slips help students reflect on what they have read
Exit slips can also be used to help teachers reflect on their lesson and see what needs to be altered
Ask students to write down their responses to the following questions on a flashcard
What was one thing you learned today from the reading?
How could today’s lesson be used in the real world?
Paragraph Shrinking
Students monitor their comprehension and give feedback to others during paragraph shrinking
For this strategy, students are in groups of two and one partner reads aloud for five minutes and then has to summarize the main points after they finish
Students have to state the main idea in 10 words or less
Then, the other partner will have to do the same thing
Shared Reading
Provides support for struggling readersAfter reading the text, try and relate it to
something personal or another experienceThen have the students retell the chapter in
their own words
Create Your Own Test
This strategy really requires students to comprehend what they just read
Have the students create their own test based on the text they just read
This will also help them prepare for the actual test
Picture This!
This strategy is great because it requires students to relate the text to something artistic
Ask the students to bring in some piece of art that relates to something they read in the text
Then have all the students sit together and compare, describe, and discuss the different pieces of art they brought in.
References
Campbell, E. (2001). Reading rockets. Retrieved from http://www.readingrockets.org/search?cx=004997827699593338140:nptllrzhp78&cof=FORID:11&ie=UTF-8&as_q=Before, during, after reading strategies
Bursuck, W. D., & Damer, M. (2011). Teaching reading to students who are at risk or have disabilities a multi-tier approach. (2nd ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.
Karla Porter, M.Ed. Retrieved from: http://departments.weber.edu/teachall/reading/prereading.html