Reading Strategies and example of the first one.

1. Prof. William Gonzalez

2. Prof. William GonzalezProf. William Gonzalez
Literacy is constructive
Readers use their existing knowledge to
construct an understanding of text
Literacy is fluent
Readers master the basic processes to the
point where these processes become
automatic
Definition of Literacy (Jetton & Dole, 2004)
Literacy is motivated
Readers have goals for learning, they are
interested in and informed by what they
read, and they believe that they are
capable of reading.

3. Prof. William Gonzalez
Literacy is strategic
Readers are aware of their purpose for reading,
the nature of the materials, and whether what
they read makes sense. Based on this
awareness, readers employ strategies or plans
to help them solve problems while reading or
writing. These strategies occur before, during,
and after they read.Literacy is a lifelong
pursuit
Readers continuously
practice, develop, and
refine their reading.

4. Prof. William Gonzalez
Effective readers use strategies to understand what
they read before, during, and after reading.
Before reading, they:
• use prior knowledge to think about the topic.
• make predictions about the probable meaning of the text.
• preview the text by skimming and scanning to get a sense of the
overall meaning.
During reading, they:
• monitor understanding by questioning, thinking about, and reflecting on
the ideas and information
in the text.
After reading, they:
• reflect upon the ideas and information in the text.
• relate what they have read to their own experiences and knowledge.
• clarify their understanding of the text.
• extend their understanding in critical and creative ways

5. Prof. William Gonzalez
Cognitive and Metacognitive Strategies :
- Information Processing Strategies.
- Organizational Patterns, Elaboration, Focus, Integration, Verification
- Information Processing Problem Solving Strategies.
- General:
- Read, Keep reading, Paraphrasing, Mental Images creation,
Hypothesis, Analogies thinking
- Specific:
- Inference, Hypothesis formulation, Main Ideas, Interpretation,
identify background

6. Prof. William Gonzalez
Information can be grouped and ordered in
different ways for example:
• as in a
procedure
sequential
ly
• as in a
persuasive
argument
by order
of
importanc
e
• as in a periodic
table
by
classificati
on
The way
information is
organized in a
text is a cue to
help the reader
understand the
ideas and make
meaningful
connections.

7. Prof. William Gonzalez
Purpose
• Preview the text structure and identify
different organizational patterns.
• Become familiar with the organizational
patterns of a text.
Students will:
• make connections between reading and
writing tasks.
• learn to read the text more independently.
• practice reading strategies, including
skimming, scanning, rereading, making
predictions, and

8. Prof. William Gonzalez
What students do
•Recall what they already
know about the
organizational pattern.
Identify when/ where they
have seen or used that
particular pattern.
• Identify how the reading
passage is
organized and the
characteristics that indicate it
belongs to that particular
organizational pattern.
• Examine or create a
graphic organizer that
follows the particular pattern.
Getting Ready to Read: Finding Organizational
Patterns
What teachers do
• Select a text on the topic being studied (e.g., a chapter in a
textbook, article in a newspaper or magazine, excerpt from
reference material, or Website). Choose something short that
illustrates an organizational pattern that is common to the
subject area (e.g., procedure, explanation, description,
process).
• Provide students with the selected reading material and ask
students to explain how the text is an example of this
particular organizational pattern.
• Provide students with an appropriate graphic organizer for
the pattern, or ask students to create a graphic organizer (e.g.
flow chart, comparison chart, time line…).
Before

9. Prof. William GonzalezProf. William Gonzalez
What students do
• Read the passage and
contribute to the graphic
organizer.
Getting Ready to Read: Finding Organizational
Patterns
What teachers do
Introduce the organizational pattern,
explaining its purpose and
characteristics, when/where it might be
used, why writers use it, signal words to
look for, and possible questions it will
answer.
• Read from the selected passage and
demonstrate how to fill in the graphic
organizer as you read.
• Note that using the organizer can help
students understand and remember
what they read. See Finding Signal
Words in Text –Example.
During

10. Prof. William GonzalezProf. William Gonzalez
What students do
Find an example of the
organizational pattern in a
text or resource on a
relevant topic.
• Read the example and
record the ideas and
information on the same
graphic organizer.
• Reread the graphic
organizer notes and use the
organizational pattern to
write a summary of the
readings.
Getting Ready to Read: Finding Organizational
Patterns
What teachers do
Ask students to locate another example
of this organizational pattern in their
textbook or reference materials.
Alternatively, provide students with a
second example on the same topic.
• Ask students to read the example and
use the graphic organizer to record the
ideas and information.
• Have students use the organizational
pattern to summarize the ideas and
information from the readings. After