Reading Strategies

QAR

Question Answer Relationship. Helps teach students how to formulate questions at different cognitive levels. 4 level taxonomy 1 right there, 2 think and search, 3 the author and you, and 4 on your own. Introduce with a visual aid showing the relationship. Then use a short passage to demonstrate how it's applied. Model by providing labels and answers to at least one question at each level. Then gradually have students answer and identify questions for themselves. ***Higher grade levels students write their own questions and share with class Have a list of different questions and students can identify the level of QAR for each question Students can write their own stories and their own QAR questions to go with it. Have ESL students write their answers in their native language to share their knowledge and then they can work on translating later

Marginal Glosses

Comments the author makes to readers as asides, sometimes in the margin of the page. Comments are intended to help readers understand the passage. Teachers can write their own. To make: 1. Fold paper next to margin of text. 2. Identify book page at top of the master copy and line up numbers beside the teacher remarks and notes. 3. Write the marginal notes on the paper. 4. Duplicate and give students copies of the notes to match to the text pages for use as they read.

DRTA+Predction Guide (activity 4.3)

Direct Reading Thinking Activity Students predict in left column and write what actually happened in the right column. Shows the teacher if students are actively predicting and taking part in the process. Teaches correct reading process predicting, reading, and proving reading occurred.

Pattern Guides

Help students recognize predominant structure like cause and effect or compare and contrast. Teacher locates pattern, chooses major ideas to be stressed, and designs the pattern-oriented guide. Pattern guides helps students see casual relationships. They need to learn to distinguish cause and effect when reading. Compare and contrast maps stress similarities and differences.

Mystery Clue Game/ Turn On

Helps students understand sequence. (comes from turn-ons) 1. Make a mystery clue game. The teacher studies the sequence of events and write clear specific clue cards for each. 2. Divides class into small groups and gives each group member at least one clue card. Each member is responsible for their card. 3. Students can't show their cards to other members, but they can read them aloud or paraphrase so everyone knows what's on the cards. 4. Each group must use the clues to solve the mystery. 5. A group scribe reports the group's solution to the whole class. 6. Students are instructed to read the material to find out which group was closest to solving the mystery. Promotes oral language as well as reading. ****for younger students use pictures on clue cards instead of words.

DRTA+Higher Level Questioning Bookmark (activity 4.4)

Knowledge: Identify and recall information Comprehension: Organize and select facts and ideas Application: Use of facts, rules, and principles Analysis: Separation of whole into components Synthesis: Combination of ideas to form a new whole Evaluation: Development of opinions, judgements, or decisions

Prelearning Concept Check

Two lists of important terms from the reading. They expose students to key vocabulary and allow the teacher to find out how much students know about a topic. Students can rate how much they know, and they can refer back to the lists after they read to check their knowledge. ****Younger grades use an anchor chart and do together as class. Older kids have their own and do it based on their information. Pre-K and Kinder matching Older more complex

CLOZE

A passage is cut up so students can fill it. The premise is that readers rely on prior knowledge and use of context as they close, or complete, the cutup passage. (Taylor's design) 1. Teacher chooses a passage of 250 or more words. 2. Words are deleted at regular intervals (every 5th, 10th, etc) word. 3. The beginning and ending sentences remain intact. 4. Blanks replace the deleted words, and no other clues other than context of the material are provided. 5. Then students fill in blanks. (delete every 5th word for fourth grade and above)

Prediction/Anticipation Guides

A pre-reading strategy that teaches both content and literacy along with reading skills appropriate for all learners. Students react to statements and anticipate or predict what the content will be. In the reflection phase discussions attempt to come to final answers. Some statements should be true/false, but others should be vague to arouse curiosity and discussion. Helps motivate reading through discussion, lets students debate, and they learn how to predict outcomes of their reading. ***Let the student be spies Use with any book Use true false cards Can be used for small group discussion about text

Rewriting

Basic idea is to simplify words. The goal is to present the information in an understandable form as prelude to reading not to change the readability formula. Can also be a reflective reading technique. When rewriting 1. Read and restate ideas in own words 2. Identify important concepts 3. Keep them short and to the point 4. Explain difficult concepts and use known words 5. Make sentences short and use active voice 6. Underline difficult words ****Younger students pull out important contents Upper grades have students rewrite info from novel in their own words.

Analogies

Comparisons between familiar and less familiar concepts. Begin with a connection point to the reader's background and they carry out a comparison. Can be oral or written, and they actively engage students in listening and speaking, and can eventually be useful reflection and writing activities. ***With younger elementary make them simpler for example fish to water Middle school increase difficulty level for example scale to fish Used in English to help students write

Story Impressions

Invite students to use important terms, phrases, and concepts in text to write a prediction about what the text might be about (narrative) or what they might learn (nonfiction). Teachers needs to read the text and decide what information to give in the order it appears. Narratives should support key story elements (setting, characters, plot, theme, etc) Nonfiction need to be terms students have some knowledge about and some that will be new. Introduce as a group activity and then later let the do individually. Do small group, partners, individual. Students can create stories and paragraphs. Can be used with fiction and nonfiction. Done before reading, in helping think about a concept. ****Can be used in chapter books Used to introduce vocab Can be clues to help figure out what teacher is asking for

JOT Chart

Organize text information by showing comparisons and contrasts. Students complete a matrix as a way to see how ideas are alike and different. Teachers make the matrix and encourage students to fill it in while they read. Are a good study aide after they are completed. ****In Kinder the teacher can use pictures to differentiate information instead of text. In math can be used to compare shapes' perimeter and surface area.

PAR

Preparation: consider students background knowledge, motivate them to learn. Assistance: Help comprehend reading by giving them a purpose for reading. Helping students construct knowledge. Actively reading. Reflection: Critical thinking, more in depth questioning.

About/Point

Students concentrate on what the passage is about and what main points are covered in the reading. Simple study guides can be given to students to help them categorize the passage in this manner Students can work in groups to recall information from more than one paragraph of material.

Self-generated Questions or Student Generated Questions

Students improve their understanding of texts when they generate their own questions either before or after reading. Shows students a strategy to monitor their understanding. Students who read and generate questions comprehend authentic text better. Helps students focus on and learn new content, as well as develop cognitive strategies that will help them understand new and challenging material. ****Younger students use a KWL chart to help them come up with questions about a book K-2 teacher can help generate questions as a class instead of individually Use a picture book for younger students Don't expect younger students to come up with several questions MS and HS increase number of questions generated

Maze

Teacher selects a passage of 100 to 120 words form a textbook and deletes every fifth or tenth word. The students get three choices. 1. the correct word, 2. a grammatically similar but incorrect word, 3 a distracter, which is grammatically different and incorrect. It builds background as it reveals it. Students who don't have prior knowledge have something to react to.

Numbered Heads Together

Used for prior knowledge assessment or review before an exam. Teams of 4 count off so each one has a different number. The teacher gives a question and time limit for answering. All 4 work together to determine the answer and make sure all 4 know the answer. Teacher calls a number and all of that number raise hands and the teacher calls on them to answer.

Guided Reading Procedure

Uses brainstorming to collect information as accurately as possible and then rereading to correct misinformation an fill conceptual gaps. Second reading heightens motivation because students are proving their statements are true or that their peers are wrong. 1. Clarify key concepts; assess background knowledge. 2. Assign a selection and ask students to remember all they can. Middle school 7 minutes or 900 words. 3. Relate what they just read without book. List all their statements 4. Have students look for inconsistencies, and misinformation through discussion and rereading. 5. Create major categories for the passage. 6. Test them to strengthen short-term recall. ****Lower level easier books and more instructed reading Upper level harder books.

Graphic Organizer

Visually represent relationships among concepts thoughts, and ideas. (Concept maps, story maps, advance organizers, story webs, and semantic maps) Present pictorial road maps of text. To construct 1. Identify important concepts 2. List all key terms that reflect the identified concepts 3. Connect terms to show the relationships 4. To show relationships add terms form previous lessons or terms that are part of the student's prior knowledge 5. Construct a diagram showing connections to introduce reading ****Make the graphic organizer shorter. You can use anytime throughout lesson.