Critical Assignment 1 Reading Strategies
- 1. R E A D I N G S T R A T E G I E S F L I P C H A R T B Y : K R I S T I N G R A N T Critical Assignment #1
- 2. B R A I N S T O R M I N G P R E Q U E S T I O N S L I S T - G R O U P - L A B E L V I S U A L A I D S K W L Before Reading Strategies
- 3. 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
- 4. 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
- 5. 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
- 6. 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.
- 7. 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.
- 8. T H I N K - A L O U D P O S T - I T S P A R T N E R R E A D I N G C O N C E P T M A P S Q 3 R During Reading Strategies
- 9. 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
- 10. 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.
- 11. 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
- 12. 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.
- 13. 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
- 14. E X I T S L I P S P A R A G R A P H S H R I N K I N G S H A R E D R E A D I N G C R E A T E Y O U R O W N T E S T P I C T U R E T H I S ! After Reading Strategies
- 15. 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?
- 16. 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
- 17. Shared Reading Provides support for struggling readers After reading the text, try and relate it to something personal or another experience Then have the students retell the chapter in their own words
- 18. 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
- 19. 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.
- 20. References Campbell, E. (2001). Reading rockets. Retrieved from http://www.readingrockets.org/search?cx=0049978276 99593338140: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/preread ing.html