Teachers’ quick guide of strategies
- 1. Compiled by Emme Smidtsrod Teachers’ Quick Guide of Strategies to Use Before, During, or After Reading New Text
- 2. Before Students Read a new text, there skills that can help them to get more from the passages that they have to read. The various strategies presented in this packet, when applied at the appropriate times makes the ultimate purpose of reading, Reading Comprehension, much more attainable.
- 3. Strategies to Best applied BEFORE reading a text. Strategy #1. Think time STEPS: Teacher directs student to read the title of a new piece and ask students. Next, the teacher invites students take a few minutes to what the text might be about based on the title alone. After students come up with their reasons, they may begin reading. Rational: Think time is sometimes used to give students more time to respond to text that they have already read, but it can be used before as well. Coming up with a few ideas of what a passage may be about can help students on the passage before them. Strategy #2. Teach important words, useful words and difficult words. note: (important words are those that are critical to students understanding the text, useful words are those that students are likely to see repeated within the text, and difficult words are those that may have multiple meanings. (Bursuck & Damer, 2007) STEPS: Teacher preselects words to teach, that students will encounter within a new text. Rational: Taking time to teach vocabulary before students begin an unfamiliar text will greatly help with reading comprehension once reading begins.
- 4. BEFORE Strategies continued Strategy #3. Use a K.W.L. chart STEPS: Give the students a sheet of paper divided in 3 columns with the words "Know"- "Want to Know"- "Learned" at the top of each. (A temple is attached). Lead students in sharing what they know in the "Know" column. Ask students to record peers' responses in the appropriate columns. the same in the "Want to Know" column. Proceed to passage when ready. Rational: This activity helps to activate prior knowledge as well as to focus students' attention on new subject matter.
- 5. BEFORE Reading Strategies continued Strategy # 4. Teach Students morphemic analysis STEPS: Identify common affixes. Teach them to students in the most sensible progression possible. Post List word part lists and their meanings. Rational: Many words in the English originate in the Latin and Greek languages. Learning parts such as these and their meaning can go a long way in helping students as encounter unfamiliar words. Strategies #5. Brainstorm STEPS: Examine the title. List the information that comes to mind about this title. Can be done as a large group, small, or individual activity. Rational: As with the "Know" column in a K.W. L. chart, brain storming activates prior knowledge can help get students on the lesson to be presented.
- 6. BEFORE Reading Strategies continued Strategy #6 Reading around the text STEPS: Students read titles, subtitles, captions in order to get an overall idea of what the text with be about. They should also look at the maps, charts, graphs and other images to glean information. Rational: Captions, graphs, the title and images all are rich in information while having minimal text. Teaching students to look to this areas for information prior to reading the text can aid in comprehension once reading begins.
- 7. Strategies to apply DURING the reading stage Strategy #1: Questioning the Author STEPS: Students respond to the following questions when given a text to read. The may respond on a sheet of paper or mentally as they read independently, or orally to a group. 1. What is the author trying to tell you. 2. Why is the author telling you that? 3. Does the author say it clearly? 4. How could the author have said things more clearly. 5. What would you say instead? Rationale: Isabel Beck and her colleagues developed this strategy that helps to get students thinking as they are reading. When students are answering questions such as these comprehension increases as their attention is more focused on finding responses to the questions. (Bursuck & Damer, 2007).
- 8. DURING Strategies continued Strategy #2: Highlighting STEPS: Students use highlighters mark important key words, phrases and ideas within the text. Rationale: When students are given a tool such as a highlighter and are assigned a simple task of highlighting, they are more engaged. Later, review will be easier and faster as they can quickly refer back to highlighted and surrounding sections. Strategy #3: Summarize STEPS: Students stop at natural intervals, such as the end of a paragraph to gather their thoughts on the what they've just read. Rational: When students pause at manageable sections to process what they have just read then overall comprehension is also more likely.
- 9. DURING Reading Strategies continued. Strategy #4: Visualizing STEPS: Students pause throughout the reading to try to create an image in their minds of what they are reading. Rational: Visualizing can make a passage seem more real and dynamic, thus aiding comprehension. Strategy #5: Reread the confusing text STEPS: Student reread sections that are confusing before moving on in their reading. Rational: Rereading a confusing passage twice or even three times and then thinking about it is saying is sometimes necessary before understanding is achieved. Strategy #6: Make Predictions STEPS: Students make predictions at critical junctures about certain outcomes. This activity works well in group settings. Rational: When students pause to make predictions, this sometimes generates ideas and discussions. When the return to reading their minds are more likely to remain focus as they discover whether on not their predictions are correct.
- 10. Strategies Best Applied AFTER Reading a Text Strategy #1: Identify author's purpose STEPS: Students reflect on what they have just read and consider what the author's purpose was in writing it. Rational: Being aware of the author's purpose can affect the impact and perspective that a text has on students. It can make the students want to know or understand more about the text. Strategy #2: Literature circle STEPS: Students are assigned roles and given a description of their job. They work in groups to dissect a text. Jobs: Discussion Director- leads the discussion and develops questions for the group Summarizer-summarizes the reading selection Literacy Reporter-finds memorable passages within the text that standout
- 11. AFTER Reading Strategies continued Illustrator-creates, finds, or uses a graphic organizer for key points within the text Vocabulary Enricher-identifies difficult words, finds their meanings and presents them to the group Investigator-digs up background information relating to the text Connector- finds related texts to recommend to the group Rationale: Working as a team but with distinct roles can be highly motivating for students, especially middle-schoolers. This set-up is a confidence building opportunity for students.
- 12. AFTER Reading Strategies continued note: Remember to model each role before trying out literature groups, if possible do a mock-run (whole group) before having a go at it. Literature circles can get chaotic if not conducted with care. (Busuck & Damer, 2007) Strategy #3: Use graphic and semantic organizers STEPS: Teacher teachers students how to use various graphic/semantic organizers to enhance learning. Teacher determines which type is appropriate to use depending on the structure of the text. Types: Venn-Diagrams for comparing and Contrasting, Cause and Effect, Hierarchy chart and herringbone for Main Idea, Sequence Map, and Problem/Solution Maps Rationale: Graphic organizers and semantic organizers are great tools for pulling information form text. They work just like a visual aide even though they are filled with texts.
- 13. AFTER Reading Strategies continued Strategy #4: Discuss the text STEPS: Teacher leads class discussion relating to text. Teacher can allow the conversion to develop naturally or can formulate questions beforehand based on what he/she wants students to know. Rationale: When students discuss topics within a text, they have the opportunity to formulate opinions, ask clarifying questions, and consider perspectives that they may not have crossed their minds. As a result comprehension is likely to increase. Also, the teacher is able to gain insight into how much students truly understand. Strategy #5: Answer Questions STEPS: Students are given questions related to the text to respond to. Rational: Responding to questions is one of, if not the most, familiar way to assess comprehension. If is also a pretty accurate method of find out have learned. If you just need a simple, accurate, and relatively quick strategy for you and for students to assess their comprehension, this is a no-fail way to go.
- 14. References 1. Bursuck, W.D. & Damer,M. (2007).Reading instruction for students who are at risk of have disabilites.Boston, MA:Pearson Education 2. Adler C.R. (2001)Seven Strategies to Teach Students Text Comprehension. Retrieved March 30, 2016. http://www.readingrockets.org/article/seven-strategies-teach- students-text-comprehension 3.Eduaction Oasis (2003-2016)Printables.Retrieved March 30, 2016. http://www.educationoasis.com/printables 4.Goodman, Amy. December 2005. The Middle School High Five: Strategies Can Triumph. Retrieved March 30, 2016. http://www.ncte.org/library/NCTEFiles/Resources/Journals/VM/0 132-dec05/VM0132Middle.pdf 5. . McEwan, Elaine K. (2007).Teach the Seven Strategies of Highly Effective Readers. Retrieved March 30, 2016. www.adlit.org