This presentation discusses 15 strategies that students sixth grade or above can use before, during, and after reading with a focus on nonfiction texts.
This presentation discusses 15 strategies that students sixth grade or above can use before, during, and after reading with a focus on nonfiction texts.
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This slide presentation explains the problems and solutions of EFL / ESL reading classes. You can also find the theories of reading and reading skills in accordance with the Common Reference Levels.
Teaching comprehension strategies and skills is needed for learners to become successful readers. While it is important to teach them to all emergent readers, it's extremely important to teach them explicitly to English language learners and struggling readers.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
This slide presentation explains the problems and solutions of EFL / ESL reading classes. You can also find the theories of reading and reading skills in accordance with the Common Reference Levels.
Teaching comprehension strategies and skills is needed for learners to become successful readers. While it is important to teach them to all emergent readers, it's extremely important to teach them explicitly to English language learners and struggling readers.
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3. Set A Purpose
• Setting a purpose for reading helps to
engage the students and grasp their
attention when reading.
• Setting a purpose could be reading a story
to create a writing paper about how it
connects to the readers, or could be reading
a story to do a project afterwards.
4. Activate Background
Knowledge
• This helps to connect the students to the text.
• They will be able to relate their reading to personal
experiences or prior knowledge.
• Ask questions about what the students already
know about the topic of the text.
• Try to relate the text to them. If the text is about a
child liking soccer, relate the text to the students by
asking who loves to play sports and what they
already know about the sport.
5. Make Predictions
• Predictions are a great way for students to
critically think and get them interested in the
text.
• Students can make predictions about what
the text might be about after reading and
viewing the Title.
• “What do you think this story is about?”
“What do you think will happen in the story?”
6. Think-Pair-Share
• Students work together to solve a problem
or answer a question about an assigned
reading.
• Think: students individually think about the
answer to a question.
• Pair: students pair up
• Share: students discuss and share ideas to
their partner.
7. Vocabulary Prep
• Teacher will go through and choose
vocabulary that best relates to the main idea
of the text.
• The teacher will teach the vocabulary by
word-maps or other strategies.
9. Think-aloud
• Think a-louds make the invisible process of
reading visible!
• Teachers say their thoughts aloud while
reading a story to share their thinking
process with students.
10. Graphic Organizer
• Graphic organizers can help to keep the
students focused on the text.
• Students follow along with the reading and
filling out their graphic organizer based off
what the text says.
• The teacher can create a worksheet that
follows along with the book and the students
have to fill in blanks once the story says
something relating to it.
11. Partner Reading
• Students are carefully paired by the teacher.
• Allows students to take turns reading and
provide each other with feedback as a way
to monitor comprehension.
12. Word Hunts
• Students hunt for words that follow the same
spelling features studied during their word or
picture sort, previously.
• Helps students make connections between
spelling words and reading words.
13. Choral Reading
• Helps build students’ fluency, self-
confidence, and motivation.
• Unison with a whole class or group of
students.
• Provides a model of fluent reading.
15. 3-2-1
• 3: Students will record 3 things they learned.
• 2: Students will record 2 things they found
interesting.
• 1: Students will record 1 question they still
have about the text.
• As a class, review responses and answers
the questions students still have.
16. Exit Slip
• Teacher will pose a question or 2 after
reading and the students will need to write
their answer(s) out and turn in to end the
reading block.
17. Summarizing
• Teaches students to discern the most
important ideas in a text.
• Enables students to focus on key words and
phrases of an assigned text that are worth
noting and remembering.
• Teachings students how to take large text
and reduce them to the main points and key
ideas.
18. Story Sequencing
• Breaking a text into 3 sections: Beginning,
Middle, and End.
• Ability to sequence events in a text is a key
comprehension strategy.
19. Reflection
• Can be in reflection journals, reflection
questions, or oral reflection.
• Important skill to boost students’
metacognition.
20. References
• Bursuck, W. D., & Damer, M. (2015). Teaching reading to students who are at risk
or have disabilities: A Multi-Tier, RTI approach.
• Classroom Strategies. (n.d.). Retrieved from Reading Rockets:
http://www.readingrockets.org/strategies
• MAT Blog. (n.d.). Retrieved from MaryGrove College Master in the Art of
Teaching:http://info.marygrove.edu/MATblog/bid/80719/Reading-reflection-can-
boost-reading-comprehension
• (n.d.). Retrieved from Clip Art Fest: ¥
https://clipartfest.com/download/3d9653676f18bfb2fe474cc88930eecc6682b4ef.ht
ml
• (n.d.). Retrieved from Organisation for Early Literacy Promotion: ¥
http://www.oelp.org/theme-for-the-weekclass-1-kitabbook/12352600-children-
reading-a-book-stock-vector-cartoon-book-books/
• 3-2-1. (n.d.). Retrieved from The Teacher Toolkit: ¥
http://www.theteachertoolkit.com/index.php/tool/3-2-1
