Content Reading Strategies

Thinking Aloud

Modeling self-questions that you ask yourself (teacher) as a good reader. 1. Students develop Hypothesis - making predictions 2. Develop Images - describing pictures forming in head 3. Share Analogies - link new info with prior knowledge 4. Monitor Comprehension - verbalizing a confusing point 5. Regulate Comprehension - demonstrating strategies

QARS (Question Answer Relationships)

Student answers questions and what type of question it is. 1. Right There - literal, in the text 2. Think and Search - between the lines, different word or order 3. Author and You - combine what the author said and student schema 4. On your Own - not in the text, applied, beyond the lines

Group Investigation

Students are combined into teams of 2-6 to research a topic and then give a presentation to the entire class. Teams are divided by responsibilities.

Reciprocal Teaching

Students take turns assuming the teacher's role. Queen Questioner - generate appropriate questions Prince Predictor - generate predictions about each selection Sir Summarizer - summarizing sentences and develop summaries for each selection Word Wizard - note difficult vocabulary and concepts

KWL

What you know. What you want to know. What you learned.

Anticipation Guide

a series of statements to which students must respond individually before reading the text.

Guided Imagery

allows students to explore concepts by creating mental images. "field trip"

"Prep" (Pre Reading Plan)

assess students' prior knowledge within an instructional context, and motivate them to learn more about a topic of study. 1. Initial reflections - write of board what students said. 2. Reflections - what made you think of that? 3. Reformulation of Knowledge - any new ideas? have you thought about any of these ideas today?

Jigsaw Groups

composed of students divided heterogenously into 3-6 member teams. Each student on a team becomes an expert on a subtopic, everyone in the class becomes a teacher.

Problem Perspectives

creating problems to be solved or perspectives from which readers approach text material provides an imaginative entry into a text selection. (plane crash)

(IEPC) Imagine, Elaborate, Predict, and Confirm

encourages students to use visual imagery to enhance their comprehension of a text selection. 1. select a passage. 2. imagine 3. elaborate 4. predict 5. confirm

Story Impressions

uses clue words associated with the setting, characters, and events in the story to help readers write their own versions of the story prior to reading. ("Wretched Stone")

Active Comprehension

when students ask questions that beget questions in return. (photograph, passage, etc)

STAD

(Student teams achievement division) students divided into teams for more than one class period. Students are quizzed individually, but team score is averaged.

ReQuest

(reciprocal teaching) encourages students to ask their own questions about the content material under study. trying to stump your partner, a game to gather interest and engage. one-on-one.

Three-Level Comprehension Guide

1. Literal - understanding of the lines 2. Interpretive - reading between the lines (schema) 3. Applied - reading beyond the lines

Discussion Web

1. Prepare your students for reading by activating prior knowledge, raising questions, and making predictions about the text. 2. Assign students to read the selection and then introduce the discussion web by having the students work in pairs to generate pro and con responses to the question. 3. Combine partners into groups of four to compare responses, work toward consensus, and reach a conclusion as a group. 4. Give each group three minutes to decide which of all the reasons given best supports the group's conclusion. 5. Have your students follow up the whole-class discussion by individually writing their responses to the discussion web question.

QtA (Questioning the Author)

1. identify major understandings and potential problems with a text prior to its use in class 2. segment the text into logical stopping points for discussion 3. develop questions that model and demonstrate how to "question the author" "How do things look for this character now?"

Learning Circles

2-6 members of varying abilities who come together to share text resources and help each other learn.