Critical Assignment 1 Reading Strategies

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  • 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 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: ing.html