Reading Strategy Handbook FINAL
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The document provides strategies for reading comprehension, vocabulary development, and writing skills related to exploring topics about the sea and space. It includes choice boards, question frameworks, note-taking templates, and proofreading guides to help students research, organize information, develop questions, and strengthen comprehension and communication around topics involving the sea and space.
Reading Strategy Handbook FINAL
- 2. Table of Contents Some of the topics may overlap, but the following provides a general context for each strategy under at least one of its main focus areas. READING Choice Board Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Reading Non-Fiction Bookmark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Q.A.R.S. Question Answer Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Compare and Contrast Y Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Mystery Change of Frame – Summarizing Problems and Solutions . . . . . . . . . . . . . . . . . 5-6 Agree or Disagree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Three Column Note–Taking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Separating Fact and Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Question Brainstormer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 VOCABULARY New Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Structural Indexing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 List Group Label – Organizing Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13-14 WRITING C.U.C.C. Circle-Underline-Count-Check Off . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 C.U.P.S for Proofreading and Editing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Writing to Inform Strategy Card. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 P.L.A.N. An Active Reading Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18-19 REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
- 3. Choice Board Activity Developing Project ideas based on the Mysteries of Sea and Space exploration From the project ideas below: Pick three you would consider before completing your research Complete research about Sea and Space in text and on the Internet Narrow down your choice to one project about Sea and/or Space Create a paperslide videoaboutthe timelineof the Seabeginningwhen the earth wasformed. Write a IMBd PowerPointabouta mysterymovie of the Seaor Space Create a paperslide videoof howthe universe/universeswere formed. My ProjectIdeaaboutthe Sea My ProjectIdeaaboutcomparingthe Seaand Space My IdeaaboutSpace Create an animationinScratch illustratingdifferentlevelsof the sea explainthe ecosystem.Write a summaryof the processfrom researchthroughdevelopment. Developaprojectcategorizingsealife and write a reportsummarizingyour findings Create an animationinScratch describingthe creationof the universe.Write asummaryof the processfromresearchthrough development. Autism Classroom.com Page 1
- 4. (Cerveny, C., LaCotti, M.) Page 2
- 5. Develop 5 questions each about the Sea and Space you would like to find or investigate further on our own. Put each of the questions in the context of the QAR Process and fill in the chart. (Cerveny, C., LaCotti, M.) Page 3
- 10. (Barton, M.) Page 8 Much of whatyou readabout the seaand space,will containdetailedandscientific texts.Also,some readings mayalsohave diagramsand infograms toexplain andhelpustounderstandconceptsof size and quantity.Use the three columnnotetakertorecordthe detailsof yourreadings.
- 11. Separating Fact and Opinion A fact is something that can be proved to be true. For example, it is a fact that there are 12 inches in a foot. An opinionis a personal belief or feeling. For example, it is an opinionthat college basketballis the most exciting sport to watch. For your research, it is especially important to keep in mind the concept of a theory: an idea or set of ideas that is intended to explain facts or events; an idea that is suggested or presented as possibly true but that is not known or proven to be true Directions: As you read, list the facts stated by the authorin the left- hand column. List the opinionsin the right-hand column. Fact Opinion/Theory (Barton, M.) Page 9
- 12. Question Brainstormer Fill inquestionsandanswersyouwould like toanswerwhenresearchingSeaandSpace Question Topic #1 Topic # 2 Sea Space Who? Where? Why? How? What if? Use the knowledge youhave to pose a hypothesisand consideroptionstohelp developaprojectregarding the Sea and/orSpace (Valenza, J.) Page 10
- 13. New Words Fill in words from your readings in the spaces below: Words about the Sea Word ___________________________________ Source _________________________________ Page____________________________________ Meaning from Context: __________________________________________ __________________________________________ Meaning from Resource: __________________________________________ __________________________________________ Word ___________________________________ Source _________________________________ Page____________________________________ Meaning from Context: __________________________________________ __________________________________________ Meaning from Resource: __________________________________________ __________________________________________ Word ___________________________________ Source _________________________________ Page____________________________________ Meaning from Context: __________________________________________ __________________________________________ Meaning from Resource: __________________________________________ __________________________________________ Word ___________________________________ Source _________________________________ Page____________________________________ Meaning from Context: __________________________________________ __________________________________________ Meaning from Resource: __________________________________________ __________________________________________ Word ___________________________________ Source _________________________________ Page____________________________________ Meaning from Context: __________________________________________ __________________________________________ Meaning from Resource: __________________________________________ Words about Space Word ___________________________________ Source _________________________________ Page____________________________________ Meaning from Context: __________________________________________ __________________________________________ Meaning from Resource: __________________________________________ __________________________________________ Word ___________________________________ Source _________________________________ Page____________________________________ Meaning from Context: __________________________________________ __________________________________________ Meaning from Resource: __________________________________________ __________________________________________ Word ___________________________________ Source _________________________________ Page____________________________________ Meaning from Context: __________________________________________ __________________________________________ Meaning from Resource: __________________________________________ __________________________________________ Word ___________________________________ Source _________________________________ Page____________________________________ Meaning from Context: __________________________________________ __________________________________________ Meaning from Resource: __________________________________________ __________________________________________ Word ___________________________________ Source _________________________________ Page____________________________________ Meaning from Context: __________________________________________ __________________________________________ Meaning from Resource: __________________________________________ (Cerveny, C., LaCotti, M.) Page 11
- 14. Structural Indexing Directions: Use the grid below to place key terms from the assigned section of text. Create sentences using the words in the order in which they appear on the grid going across, down, and diagonally. Sentences: 1. 2. 3. 4. 5. 6. 7. (Langer, J.) Page 12
- 15. List—Group—Label Organizing Vocabulary Topic: OCEANS Based on Text or Internet Resources: 1) List words which are defining characteristics of the ocean environment 2) Pick at least 3 different categories and list words in appropriate category (Beull, D., 1995) 13
- 16. List—Group—Label Organizing Vocabulary Topic: SPACE Based on Text or Internet Resources: 1) List words which are defining characteristics of the ocean environment 2) Pick at least 3 different categories and list words in appropriate category (Beull, D., 1995) Page 14
- 17. Once your teacher has developed your project assignment, read through the instructions carefully and follow the strategy card to assure you have completed all of the steps: CIRCLE the direction words in the instructions UNDERLINE the directions that follow the direction words you circled COUNT the total number of directions; number each of the direction words your circled CHECK OFF Begin working on your project. As you complete a step check it off. Before you hand in the assignment, check off each of the directions words Some of the steps could include: Compiling all of your research and citation Pick the topics you are going to focus on Write details supporting your topics Develop essay with o Introduction o Paragraph 1 Detail 1 Detail 2 Detail 3 o Paragraph 2 Detail 1 Detail 2 Detail 3 o Paragraph 3 Detail 1 Detail 2 Detail 3 o Conclusion Check for good transitions Check for grammar Make a citations page (Cervery, C., LaCotti, M.) Page 15
- 18. Use C.U.P.S. to help you proofread your writing C – apitalization Used at the beginning of sentences? Use for proper names? Used for places? Used for names of regions? U – sage (Grammar) Did you write complete thoughts? Did you have subject very agreement? Did you use the correct form for plurals? Did you use the correct for of adjective and adverbs? Did you use the P – unctuation Used period at the end of sentences? Used in contractions and possessives? Used commas within sentences? Used period for initials or abbreviations? Used quotation marks for quotes? S – pelling Used grade level words? Checked for common misspellings? Checked for misspellings of homophones? Checked spelling of above grade level scientific words? (Cervery, C., LaCotti, M.) Page 16
- 19. Strategy Card for Writing to Inform Writing after reading of Informational Text Organize your ideas about your topic before your start writing Think about the form of your writing, audience (who you are writing to), topic and purpose of your writing Know your main ideas, have clear details to support your main ideas Use vocabulary that supports your topic, and use a variety of words trying not to repeat words to often Proofread and revise your work (Cervery, C., LaCotti, M.) Page 17
- 20. P.L.A.N. An Active Reading Strategy - *See next page for citation and explanation Page 18
- 21. This informationwas taken directly from a resource found on Internetat UC,but refersto the reference belowit PLAN allowsstudentswhomaybe visuallyinclinedtorecordtheirreadingsinamap format.If youhave triedSQ4R or anothertextbookreadingstrategy,butitdidn’tquite click,thentryadopting PLAN,asimple four-stepprogramthat allowsyoutoplace mainconcepts,definitions,people,places,andtimesintoaphysical representationandcatalogue. PLAN alsoforcesyou toimagine the informationinyourtextbookbefore youapproachthe text,place informationinthe contextof whatyoualreadyknow,andthensearchout anyholesinyourknowledge. Step 1: Predict Stepone entailsscanningyourtextandlookingforthe followinginformationtomake a“predictive map” of the text’scontents: Bolded,italicized,ordefinedterms Keypeople,places,ortime periods Charts,graphs, or anyother visual representationof data Headings,subheadings,ororganizational titles Examples Summariesorstudyquestions Usingthis information,youwill drawamapof whatyou expectthe chapter,article,oressaytodiscuss. Connectthe ideasusinglinesorarrows,andremembertodesignate mainideasandsmallerideas. Step2: Locate Afterdrawingyourmap,determine whichinformationyoualreadyknow,andwhichinformationyou will have tofindwhenyoureadthe textbookmore thoroughly. Note missinginformationwithaquestionmark,andnote completedinformationwitha checkmark. You can fill ininformationyou alreadyknow duringthisstep ,or waitto compare withthe textbook. READ THE TEXT!! Step 3: Add Afterreadingthe text,close yourbookandtry answerthe questionsremaininginyourpredictionmap. Try to include asmuch informationaspossible foreachtopic,butalso Try to determine whichideaswere the mostprominentorimportantinyourreading. Step 4: Note Afterfillinginyourmissinginformation,continuetodevelopandprepare the information.Inother words,determine how youwill use the information:willyouhave amultiple choice oressayexam, an assignedchaptersummary,ora group presentation? Differentassignmentswill require youtouse the informationdifferently,andStep4 allowsyou to organize yournotesintoa summaryparagraph,or to practice recreatingyourmapfrom memoryto prepare fora multiple choice orfill-in-the-blankexam. Youmay alsodecide thatyour predictive mapwasinaccurate; duringstepfouryoucan reorganize the relationships betweenideasanddefinitionstomore accuratelyreflectwhatyoureadinthe textbook. ** Why I picked this strategy? PLANis a useful strategy for those students who need to see the connectionsbetween ideas, and rewriting and reorganizing your noteshasbeen proven to improve recall. (Caverly, D.C, Mandeville, T. F., Nicholson, S.; 1995) Page 19
- 22. REFERENCES Autism Classroom.com. Autism Classroom – The Place Where Teachers Learn – CHOICE BOARDS, 2013 Barton, M. and Heidema, C. Teaching Reading in Mathematics. McREL: Aurora, CO Buehl, D. (1995). Classroom strategies for interactive learning. Schofield, WI: Wisconsin Reading Association Caverly, D.C, Mandeville, T. F., Nicholson, S. (1995). “PLAN: A study - reading strategy for informational text ” Journal of Adolescent & Adult Literacy, 39 (3): 190-199 Cerveny, C., LaCotti, M., 35 learning tools for practicing essential reading and writing skills; Scholastic Teaching Resources. Jones, R. (n.d.). ReadingQuest Strategies | History Frames/Story Maps. Retrieved October 21, 2015. Langer, J., (1986). Children reading and writing: structures and strategies. Ablex Publishing Children Reading and Writing: Westport, CT. University of Cincinnati Learning Resource Center. (2011). PLAN: An active reading strategy. Retrieved October 21, 2015, from https://www.uc.edu/content/dam/uc/aess/docs/LACResources/PLAN_Reading strategy_6_25_2012.pdf Valenza, J., (2004). Question brainstorming, Dare to differentiate wikispaces, contribution from Springfield Township High School Virtual Library Page 20