Fix it strategies


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Fix it strategies

  1. 1. Fix It Strategies<br />Based on CrisTovani’s book<br />I Read It, But I Don’t Get it<br />Comprehension Strategies for Adolescent Readers<br />
  2. 2. Seven Strategies of Successful Readers<br />They use existing knowledge to make sense of new information.<br />They ask questions about the text before, during, and after reading.<br />They draw inferences from the text.<br />They monitor their comprehension.<br />They use “fix-up” strategies when meaning breaks down.<br />They determine what is important.<br />They synthesize information to create new thinking.<br />
  3. 3. Signs that you are not comprehending the text<br />The pictures inside your mind stop forming or moving. <br />Your questions and inferences are not getting answered.<br />Your mind wanders from the text; you read it but are thinking about something else.<br />The current page has nothing to do with what you thought the big picture or author’s purpose was for the text. <br />You cannot summarize the last few paragraphs or pages.<br />Characters appear and you cannot remember who they are.<br />
  4. 4. Most students have no idea what to do when comprehension breaks down….<br />“Reread”<br />“Figure it out”<br />“Ask teacher for help”<br />“Think harder”<br />
  5. 5. Make a connection between…<br />The text and your life<br />The text and your knowledge of the world<br />The text and another text<br />
  6. 6. Information Used for Connections<br />Memories<br />Personal experiences<br />Information about the subject<br />The author’s style<br />Textual organization<br />All help students to visualize, predict, ask questions, infer, stay focused, and remember what they have read. <br />Connections give insight into character’s motive, explain why an event is taking place, and anticipate action <br />Identifying an author’s writing style or the organizational pattern of a text helps the reader understand what the author is saying.<br />
  7. 7. Make a Prediction<br />Good readers anticipate what’s coming next.<br />When it doesn’t match the reading, they rethink and revise.<br />Alerts the reader to possible confusion.<br />
  8. 8. Stop and Think About What You Have Already Read<br />Connect new information to what has already been read.<br />STOP and THINK gives readers time to synthesize new information.<br />Gives an opportunity to ask questions, visualize, and determine what is important.<br />
  9. 9. Ask a Question<br />Clarifying questions:<br />Answered in the text<br />About character, setting, event or process<br />Who, what, when, and where<br />Pondering Questions:<br />How and why<br />Force the reader to go beyond the words by drawing an inference or going to another source.<br />
  10. 10. Write about what you read<br />Helps clarify thinking<br />Provides reflection<br />
  11. 11. Visualize<br />Create images in your head.<br />If you can see it, you can usually understand it<br />Use tv, movies, and life to create images<br />
  12. 12. Use Print Conventions<br />Key Words<br />Bold print<br />Italicized words<br />Capital letters<br />Punctuation<br />What’s important<br />What the author values<br />Voice inflections<br />
  13. 13. Retell what you’ve read<br />Activates background knowledge<br />Check on understanding<br />Refreshes memory<br />Prepares for next part<br />Useful when returning to reading after time has passed<br />If not done before, the reader will retell during reading, and not able to pay attention to new reading<br />
  14. 14. Notice Patterns in Text Structure<br />Genres have organizational structure<br />Help locate information more quickly<br />Eliminate need to read EVERY word –especially with non-fiction<br />
  15. 15. Adjust Reading Rate: Slow Down or Speed Up<br />Slow down when it is difficult<br />Speed up when familiar or boring<br />Forces brain to stay engaged.<br />
  16. 16. Reread<br />It is OK to reread text that you’ve already read.<br />An important aspect to remember is that a student doesn’t have to reread everything for the strategy to be helpful. Sometimes rereading a portion of the text – a sentence, or even just a word – can enhance comprehension. Struggling readers tend to think that rereading means they have to reread everything<br />
  17. 17. Just DON’T Quit!<br />
  18. 18. Encountering an Unknown Word<br />Rereading it won’t work<br />Ask for help<br />Use the dictionary<br />Look at the words around<br />Skip it consciously due to lack of importance<br />Flag it for later help<br />Look at the structure of the word – prefix, root, suffix?<br />Use the glossary<br />Can another word be substituted? Does it make sense?<br />
  19. 19. Instructional Suggestions<br />Share material you find confusing. Remind students that even good readers get confused. Demonstrate how you implement fix-up strategies and have students record your plan.<br />
  20. 20. Instructional Suggestions<br />Give a list of fix-up strategies to your students. Ask them to use these while reading. Ask them to use at least one before asking you to help.<br />
  21. 21. Instructional Suggestions<br />Remind students that not all fix-up strategies work in every situation. It is ok to abandon one if it is not working.<br />
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