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- 1. This Photo by Unknown Author is licensed under CC BY-ND RED 4348 Professor Kinggard By: Cathy Taylor Before, During and After Reading Strategies
- 2. What is a Reading Strategy? Reading strategy's are tools an individual learns to engage with the text while reading independently to increase comprehension
- 3. Why are Reading Strategies Important? “In the reading comprehension domain, there is abundant evidence that reading strategies improve reading comprehension”. (Bereiter & Bird, 1985; Fuchs, D. & Fuchs, L., 2005; King & Rosenshine, 1993; McNamara, 2007; Ozgungor & Guthrie, 2004; Palincsar & Brown, 1984).
- 4. Before Reading… Purpose for Reading Brainstorming Prior Knowledge Frontload vocabulary Make Predictions
- 5. Purpose for Reading Why am I reading? • Read to gain information: non-fiction (science, biographies, social studies) • Read to learn how to do something • Read for entertainment – independent reading • Read to form an opinion – use for opinion writing • Read to solve a problem
- 6. What is Brainstorming? • Brainstorming is a group activity that allows students to work together to solve a specific problem or discuss specific topic • Students will examine the title and cover to collectively decide what the book is about. • Students can use mind mapping organizers to track ideas.
- 7. Prior Knowledge • Students make personal connections to the text • Students explain and share connections to text • Have students use think-pair-share with a partner to share what they know about content • Share with the class • Use K-W-L charts
- 9. This Photo by Unknown Author is licensed under CC BY Frontload Vocabulary • List unfamiliar words to review before reading text • Review figurative language such as metaphors, similes, analogies, idioms before reading. • Use reference materials to look up definitions • Use Frayer models for clarification and reference for later in reading
- 10. Make Predictions • Use information and pictures shown on the front and back of book to predict content • Examine back of the text to predict or read information about what book is about • Skim book for text features for additional information • Engage students in discussion about text
- 11. During Reading… Think-Alouds Text Features Graphic Organizers & Pictures Visualization Stop and Jot
- 12. Think-Alouds • Engage students in active reading by activating metacognition about text (think about their thinking) • Students pause after a paragraph or page to think about or summarize what they just read and take notes as needed • Students learn from teacher modeling how to read the text. • Students benefit because they learn to self monitor their comprehension of a text
- 13. Reread for Understanding • Students go back to sections of the text that are confusing to clarify understanding • Students may discover something they may have missed in the first reading’ • Rereading can help students with unknown words by using context clues
- 14. Graphic Organizers • Students learn to make connections between information, concept, ideas, characters by organizing their thinking • This strategy can be used individually during independent reading or during group reading • Beneficial to students lack attention or listening skills
- 15. Visualization • At key parts of the text students can pause to imagine a setting, character, event, idea or process • Students can make personal connections with the text which engages students more with the text • Increases understanding of the text
- 16. Stop & Jot • Use post-it notes while reading to jot down ideas and notes • Use notes to write a question about the text to research later • Use post-its to write main ideas, characters, theme, important events • Use notes to reference for later discussion, writing or experiment
- 17. After Reading... Summarize Story Maps Questions About Reading (QAR) Discussion Exit Slips: 3-2-1
- 18. Summarize • Students learn to find the most important information in the text, key details and concepts of text. Students learn to separate out unimportant information • Summaries can be verbal or written and done as a group or individually • Helps students to think about if they learned what the author’s intent was • Helps students comprehend and retain information
- 19. Story Maps • Story maps are a visual representation of concepts, content, characters, events, etc. to review information of a text • Story maps start with main idea, concept, person and makes connections about key points and concepts of the text with another • Creating story maps increases the likelihood of information being stored in a student’s long term memory • Also helps student’s with disabilities increase comprehension and retelling
- 20. Questions About Reading Allows student to learn how to interpret questions and where to find answers in the text Types of questions include… • Literal questions: that students can find in the text • Think and Search: students need to search and find the answers in different sections of the book • On My Own: are based on the text, but cannot found directly in the test. Students make inferences and connections to the text to answer questions. • Author and Me: students do not have to read the text to answer questions, they use their prior knowledge
- 21. Discussion • Students share what they have learned from the text and learn from each other information they may not have considered • Discuss what difficulties students had during reading the text • Students offer solutions or suggestions of strategies that could help with understanding
- 22. Exit Slip: 3-2-1 • Opportunity for students to self check their own understanding of the text • Students write 3 things they learned from text • Students 2 write events, concepts or ideas they found interesting • Students write 1 question they may have about text
- 23. References: Bursuck, W.D., Damer, M. (2015). Teaching Reading to Students Who Are At Risk or Have Disabilities. New York, NY: Pearson McNamara, D.S. The Importance of Teaching Reading Strategies, (2009). Retrieved from: ftp://129.219.222.66/Publish/pdf/Teaching%20Re ading%20Strategies%20-%20McNamara.pdf All About Adolescent Literacy (2018). Classroom Strategies Question Answer Relationships. Retrieved from: http://www.adlit.org/strategies/19802/