Reading Strategies (440)

CSSR

A short paragraph to introduce the lesson (sets the stage for learning). The CSSR is used when are stuck at a point of reading. There are four stages of the CSSR, context, sound, structure, and reference. --------------------------------------------------------------------------- 1) prepared the chart 2) walk students through the system 3) Go over examples for each stage 4) Find other opportunities in other learning events to teach 5) Direct students how to apply the CSSR system 6) Debrief how the system worked ------------------------------------------------------------------------------- When you come to a word you do not know.

Concept of Definition Word Maps (CD Word Maps)

CD word maps are visual organizers that help support and develop vocabulary and concept learning by giving students a strategy for defining and clarifying the meaning of unknown words. ------------------------------------------------------------------------------- 1. Write down a major term or concepts about a topic. 2. Focus in on what you want to define. (major term) 3. Come up with as many words, phrases or examples, relating to the major term, as you can. Some questions to think about when coming up with these terms include: what is it? , What is it like?, and what are some examples?. 4. Begin drawing the concept map. To create your word map you first put your target word into central box remembering, Concepts are circled. Then you can organize your map into three parts, What is it? (category), What is it Like? (property) and What are some examples?(illustration) 5. Write a definition using the information on the word map. ----------------------------------------------------------------------------- A CD word map promotes vocabulary development by engaging students to think about terms or concepts in several ways. Most word map organizers engage students in developing a definition, synonyms, antonyms, and a picture for a given vocabulary word or concept. Concept maps should be used to broaden the vocabulary of students and can be used in all subjects.

Directed Reading Activity (DRA)

DRA is a strategy that provides students with instructional support before, during, and also after reading. The teacher plays an enormous role in this strategy because he or she prepares the students to read the text, and then preteaches important categories. These categories consist of important vocabulary, eliciting prior knowlege, teaching specific reading skill, and providing a purpose for the reading. During the reading, the teacher will ask his or her students questions about the reading to monitor their comprehension. After the reading has been completed, the teacher will facilitate a class discussion, which focuses on the main purpose found in the reading. Lastly, there will be a follow up activity based upon the reading. This activity will focus on the content of the reading and the skill that the students learned to use. ------------------------------------------------------------------------------ • Choose an article or text that is related to the unit your class is currently working on (EXPOSITORY TEXT) • Select vocabulary words directly from the text (Keeping in mind that the words chosen need to be critical to the comprehension of the text, and very unfamiliar to the readers.) • Write the selected words on the board in sentences that are found in the text • As a class, hypothesize what the words might mean, based on the structure of the sentences • Reflect upon prior knowledge on the topic of the text (What do they already know? Have you ever had any experiences with this before?) • Teach a skill that will help them comprehend the text (Compare/Contrast, identifying facts, ect.) • Give students a purpose (Designated page numbers to read.) • Have the class read silently, while the teacher has questions available to ask individual students around the room, as they read • When the reading is done, ask the purpose of the text in a question (What is a -insert subject of the reading material-?) • Create follow up activities that will be engaging for the students (Writing activities, art projects, groups activates.) ------------------------------------------------------------------------------- You should use this text when you are introducing a certain subject of something, or new unit to the class. The subject may be something about animals or different countries, or nearly anything that is being taught. The types of texts that should be used for this strategy is expository texts only. An expository text is intended to explain or describe something.

Thinking-Reading Comprehension Strategy

I will be expanding more on the Thinking Reading comprehension strategy with you all. This strategy can be thought by giving explicit instruction through modeling, coaching practicing, and reflecting at the end of your lesson. This strategy is engaging and as a future educator, you are able to implement multiple means of representation into your lesson. -------------------------------------------------------------------------------- Start first by introducing the book or text that you will be reading to the classroom. Make sure that you have the printed book or copies of the book handed out to your students before you begin reading. Have them briefly skim through the text and tell them to find a passage that is difficult to understand. It could be because there are words that are unfamiliar, or maybe he entire passage has ambiguity. Encourage students to underline those text that makes the passage difficult to understand. Then remind students to follow along while you read, and as they follow along- be looking at text that is unclear to them. After reading the book, I will ask students to volunteer to share any of the text that they've underlined and found challenging to understand. I will write those words on the whiteboard. After, as a class we can ask ourselves questions and hear from each other what the answers might be to those challenging passages. After we can reinforce that strategy with our peers, so having students pair up into the buddy system is a great way for students to engage in discussion and expand their thinking process. This step easily transitions into the fourth step of independent practice. Here, students are encouraged to work with each other. Digital media is available, whether it is using tablets or computers to access online resources that help with boosting one's comprehension strategies. As a educator, I can float around the classroom with a checklist, making any notes if students are following the procedures correctly. If not, I will make sure to address those common errors during the reflection at the end of the lesson. During the debriefing stage, this a great way to hear feedback from the class. Also, any confusion or questions that students have can be asked during this time. To conduct a small and formative assessment, I can ask the class what they've learned by using the thinking reading aloud strategy to understand the book Peter the Rabbit. ------------------------------------------------------------------------------- I should use this strategy when I begin the concept of teaching reading comprehension to my class. For example, if I were a student in a third grade class, I would refer to this strategy if I came across a passage in a novel or textbook that I just couldn't understand. By asking myself questions, whether I have to make predictions or connections, this will help me to some extent to better understand a passage. I can use this strategy not only with expository material like a science textbook but also with narratives. Lets say maybe a Junie B Jones chapter contains a word that I don't quite understand. I can use the thinking aloud strategy and any prior knowledge or use context clues to help me better understand the text.

Question Answer Relationships (QARs)

Question Answer Relationships is a strategy that enables students to categorize the answers to their questions to help make meaning from the text. This strategy is focused on connecting the text to the answer/question. ------------------------------------------------------------------------------ There are 5 recommended steps for this strategy: Introduce the Concept of QARs: Show students a chart or an overheard transparency containing a description of the four basic question-answer relationships. Teacher points out the two broad categories of information sources: "In the text" and "In your head" Begin by assigning students several short passages from textbook: Follow each reading with one question from each of the QAR categories on the chart. Talk about difference between "right there" question and answer and "think and search" question and answer. Also talk about difference between "author and me" question and answer and "on your own" question and answer. Continue this process until students catch onto differences of 4 different QAR categories. Continue the second day by practicing with short passages: One question for each QAR category per passage. First, give students a passage to read along with questions and answers and identified QARs. Ask: Why do the questions and answers represent one QAR and not another? Second, give students a passage along with question and answers, but this time THEY identify the QAR for each. Finally, give students passages, decide together what strategy to use and have them write down their responses. Review briefly on the third day: Assign longer passage (75-200 words) with up to six questions, at least one from each QAR category. First, have students work in groups to decide the QAR category for each question and the answers for each. Next, assign a second passage, comparable in length, with 5 questions for students to work on individually. Discuss responses in small group or whole class. Apply QAR strategy to actual content area assignments: For each questions asked, students decide on the appropriate QAR strategy and write out their answers ----------------------------------------------------------------------------- This strategy can be used with any type of text. It is meant to be used before, during & after reading. The goal of QARs is to help students organize questions and answers into different categories with the hopes that it will help with comprehension.

Question-Answer Response

Question-Answer Relationship strategy helps students understand the different types of questions. Learning the answer as not just something you think and search about but rather you have to answer it on "your own". And they have to evaluate the question before developing an answer. -------------------------------------------------------------------------------- • Introduce what Question-Answer Relationship is: A reading comprehension strategy developed to "clarify how students approach the tasks of reading texts and answering questions." (Raphael 1986) It gets students active and engaged and strategic readers of texts. Students then see it "In the Text" or they see it "In my Head". It is broken down into four actual question-answer relationships; Right There, Think and Search, Author and Me, and On My Own. • Talk to Students: As a class we will discus the difference between "Right There", "Think and Search", "Author and Me", and "On My Own". I will give them questions based off the text they are reading and have them use their prior knowledge in answer these questions. • Exploring: I will select a text that students are familiar with or is a class favorite. I will have the students discuss what they already know about the story and predictions they might have. Then I will have them generate questions and while reading the text I will have them think about creating more questions as we go along. • Practice: I will then read a different text and then start asking questions that the students will need to state the QAR and answer it. • Assessment: I will then have the students ask for questions for other classrooms from each QAR category. ----------------------------------------------------------------------------- This strategy can be used with any type of text. It should be used while you are reading and after so you can analysis the reading and think more in depth about it. Students answering questions they will be more familiar with the book and make it more relatable and easier to remember and use it to gain better comprehension while reading.

Teaching Vocabulary in Context (TVC)

Teaching vocabulary in context means to teach students to learn definitions of words and how to use them through context. It helps students make connections to words which then helps them comprehend these words more effectively. If they can relate the word to something they are familiar with, they are more likely to remember it. This can be done in a group setting or individually. --------------------------------------------------------------------------- 1. Preview material to be read and select five words to teach. 2. Present material to the class. (individually and as a whole group) 3. Write the five words on the chalkboard or chart and include them in whole sentences. 4. Read the sentences aloud and have students speculate the word meanings. 5. Record all of the children's ideas. 6. Come to a class concluded definition of the words. -------------------------------------------------------------------------------- This strategy in the standard books says it is "a before reading vocabulary instruction", however, I have witnessed it be done prior to reading the text as well. I think both expository and narrative texts need to be used for this strategy. Students will encounter both types of text in their education paths and they will need to learn the context of the words in both types.

KWL Plus & KWWL

The KWL Plus and KWWL strategies are intended to activate students' interest in a new topic, to generate curiosity and questions before they begin studying a new topic/unit. Filling out the chart columns produces discussion that functions like a group "think-aloud," teaching students how to approach an unfamiliar topic the way proficient readers do. Writing summaries from the information on the completed chart helps assess comprehension and consolidate new learning . ---------------------------------------------------------------------------- 1. For KWL Plus: Create a chart with 3 columns. Label the columns K: What I KNOW; W: What I WANT to know; and L: What I LEARNED. Add a "Categories" box at the bottom of the chart. For KWWL: Create a chart with 4 columns. This will be similar to the KWL Plus chart, except the third column on the KWWL chart is labeled W for WHERE will I learn this? 2. Present the chart to the class or small group before you begin reading a new text or discussing a new topic; explain the letters above each column. 3. Briefly introduce the text/topic and ask students what they Know (or what they think they know) about the topic. Begin making a list of their ideas in the first column of the chart. 4. Begin asking questions about the ideas in column 1 to model/scaffold the process for filling in column 2. 5. K-W-W-L only: In the Where column, brainstorm a list of sources that the students might use to find answers to their questions. 6. Begin reading the text (as a group or individually) and fill in the L column with any answers students find or anything new they learn from the text. 7. Help students group their ideas from the columns into broad categories. Students can use the Categories box later to help them write brief summaries or longer assignments about the text/topic. 8. Follow up or build on the information compiled on the chart. For example, model a short summary that includes details from each column, or consider adding an S column on the far right, asking "What do you STILL want to learn about this topic?" This could launch students into an independent research project (assigned or unassigned). ----------------------------------------------------------------------------- This strategy should be introduced just before students begin a new topic or text. Donna Ogle's original (1986) article about the basic KWL strategy states that it is intended for expository texts (texts featuring factual information). However, with planning and creativity, the strategy can be applied to both fiction and nonfiction and can be effective in many different content areas.

Reciprocal Teaching

This strategy is an instructional activity in which students become the teacher in a small group reading sessions. It also shows the reader how to use text-to-text, text-to-self and text-to-world. Teachers model, then help students learn to guide group discussions using four strategies: summarizing, question generating, clarifying, and predicting. ----------------------------------------------------------------------------- There are 5 recommended steps for this strategy: • Introduce: You want to introduce the importance of the four reading strategies to your students: summarizing, question generating, clarifying and predicting. You will need to find text selections that are able to demonstrate the four comprehensions activities. • Generating appropriate questions: Using a reading passage appropriate for instruction and complex enough for students to be able to think though the text and use the strategies. This is a great time to use "Think Aloud" strategy. • Generate predictions about each selection: When working through the text, show students how they will need to ask questions of the text or wonder about the text. • Locate summarizing sentences and develop summaries for each selection: As students become more comfortable asking questions about a text, allow them to use this strategy with reading buddy or small group. • Note difficult vocabulary and concepts: You will want to go any vocabulary terms that they have not encountered. ------------------------------------------------------------------------------- This strategy can be used with any type of text, mainly used when reading books. Reciprocal teaching is used in a small reading groups. The main goal is when students are familiar with more than on strategy (summarizing, question generating, clarifying and predicting), reciprocal teaching can be used to model the decision-making process about which strategy to use.