reading strategy for brginners

1. READING INSTRUCTION TO
AGE GROUP 3-9
BY SUPARNA KOLEY
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2. 1. an exciting discovery
2.allows the child to
connect with the
thoughts of others from
the past and the
present.
3.Information platform
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3. In today’s developed countries, knowing to
read and write is important for the
development of the whole being.
• INFORMATION
• DEVELOPMENT OF
KNOWLEDGE THOUGHT
• LITERACY
• INDEPENDENCE
READING
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4. 1.Goal: To establish purpose for reading
primary source, to activate and build
background knowledge, and address
unfamiliar vocabulary words/concepts.
2.K-W-L-H Chart
K - stands for what students already Know about
the topic.
W – stands for what students Want to Learn by
reading the primary source.
L – stands for what students have Learned while
reading the primary source.
H – stands for ideas of How to Learn more.
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5. Anticipation/Reaction
Guide
1.Identify major concepts or “big ideas” you want
students to learn from the primary source.
1
2.Create four to six statements that support or
challenge students' beliefs about the topic.
3.Share the guide with students and ask them to
Agree or Disagree with the statements and be
prepared to defend their opinions.
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6. 4.Discuss with class.
Have students read the primary source to
find evidence to support or disprove their
responses.
5.After reading, students will confirm or
revise their responses.
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8. ABC or Alphablocks Brainstorming
ABC Brainstorming activates student’s prior
knowledge by asking students to brainstorm a
list of words, phrases, or sub-topics related to
the primary source’s topic and match those to
a letter of the alphabet. A variation, Alpha
blocks, (credited to Janet Allen) speeds up the
process by asking students to brainstorm items
within alphabet groups (ABC, DEF, GHI, etc.)
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9. Charts that ask the student to
assess their prior knowledge are
called Knowledge Ratings
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10. READING ENHANCES WITH JOY
 we must provide a number of good
books. We need to be sure
 we have a great variety. Children enjoy
books about people, other places,
about
 animals and birds and flowers, about
events from the past and about
everyday life. The
 child recognizes the enormity of
information possible to get from
reading
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11. 1.Students should be divided into small groups (4-6
students). The younger the students the smaller the
groups. (Learn more about grouping students).
2.Guided reading lessons are to be about 15-20
minutes in duration.
3.Appropriately leveled reading materials must be
selected for the group and each child should have
his/her own copy of the literature. Learn more about
reading levels/leveled materials.
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13. Post Reading: The teacher asks
questions to ensure that the
text has been comprehended
by the readers and praises
their efforts. Further, the
teacher may observe gaps in
strategy application and
address these gaps following
the reading in a mini-lesson
format.
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14. Tips for adapting: select one grade-level text and
one easier than grade level to read each week so
that your weaker students have the opportunity
to read with greater ease & confidence
consider alternative grouping (interest, social,
ability)
encourage rereading of selections to increase
fluency each time selection is read
use reading partners, parent volunteers, and care
partners to support the struggling readers and
challenge the strong readers
encourage reading time to provide more practice
time
establish a parent volunteer reading program
(study buddy)
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15.  In
indirect instruction, the role of the
teacher shifts from lecturer/director to
that of facilitator, supporter, and
resource person. The teacher arranges
the learning environment, provides
opportunity for student involvement,
and, when appropriate, provides
feedback to students while they conduct
the inquiry (Martin, 1983).
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16. When you teach guided reading you are busy observing
and instructing a small group of students. The other
students in your class must be kept engage in a literacy
activity while you are with your GR group. To ensure
success of guided reading, be prepared to invest time
upfront teaching your students the procedures you would
like them to follow while you are busy with the GR
groups. Once you are certain that the students can
follow the procedures THEN focus on actually teaching
guided reading.
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