The document discusses various teaching strategies for improving reading skills, including KWL charts, think-pair-share, and the jigsaw technique. It emphasizes the importance of questioning, group work, and pairing students of different reading levels to enhance fluency and comprehension. Additionally, it incorporates the use of graphic organizers and outlines as tools for summarizing information gained from reading.

1. Written by: Kaylyn Hirstius
Class: RED4348.
Teacher: Jennifer Bishop
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2. *

3. *A KWL Chart is an
activity that can be
used for before, during,
and after reading. This
activity allows students
to identify what they
know before reading,
what they want to
know from reading, and
what they learn from
reading.
*

4. *
*This strategy groups together words that could be
read together logically. This could be done by the
teacher so students would be able to understand
how to read with fluency. A student could learn
how to do this to help with reading on a regular
basis.

5. *
*Think-Pair-Share is a strategy
designed to have students
think, work together, and
share information on what
they are doing. The students
could think-pair-share before
reading when reviewing
information they already
learned. This strategy could
be use after reading to discuss
what happened in the reading.

6. *

7. *This strategy is to get
students asking questions
regarding the reading both
during and after reading a
text.
*

8. *This strategy helps
students make inferences
about information
presented in text. Each
of the four types of
questions that are
possible to answer give
various ways to draw
inferences. On My Own
could be a question used
after reading.
*The four types of
questions:
*Right There
*Author and You
*Think and Search
*On My Own
*

9. *
*Right There questions are
questions that can be
answered by looking in
the text.
*Author and You questions
ask students to think
about what they know,
what the author states in
the text, and how it fits
together.
*Think and Search
questions can be
answered from different
parts of the text put
together.
*On My Own questions ask
students to use their own
experience to answer the
question.

10. *Within this strategy there
is turn taking for reading.
This strategy is designed to
help develop students’
fluency skills.
*

11. *This strategy helps with
fluency. Students are
put into a group and
read a passage with
expression. If they
struggle reading with
expression it should be
modeled by the teacher.
*

12. *
*Two students would be
paired together. One
student would have
higher reading levels and
the other would have
lower reading levels.
They would take turns
reading and tutoring the
other with reading.

13. *
*Graphic organizers are
used as visuals for the
connection of
information. Students
could use this strategy
during and after reading a
text.

14. *
*Within PALS a stronger
reader is paired with a
weaker reader to coach
them. The students learn to
work steadily at reading.
Students coaches learn to
teach and practice letter-
sound identification, word
reading, and connected text
reading.

15. *

16. *This strategy is helpful for the students to put the
important information from the reading into a
paragraph.
*

17. *An outline is another way
to summarize information
a student has learned from
reading. This strategy has
more structure than a
summary. It is necessary
to put information in
order.
*

18. *This strategy gets students
to start ask questions about
readings by giving them
strategy questions they
could eventually ask
themselves. This strategy
was developed by Isabel
Beck and colleagues.
*

19. *
*This strategy has
students retell what
they had read. This
information would
be evaluated by the
teacher.

20. *
* The jigsaw technique was
first developed in the
early 1970s by Elliot
Aronson and his students.
*In groups, each student
works on an important
part of information and
tells others in their group
about the information
they learned. As a group,
the students would be
more informed.

21. *
• Bursuck, W. and Damer, M. (2011). Teaching reading to
students who are at risk or have disabilities: A multi-tier
approach. 2nd ed. Pearson: Boston
• Aronson, E., Social Psychology Network. (2000-2014). Jigsaw
Classroom. Retrieved April 7, 2014, from:
http://www.jigsaw.org/
• WETA Public Broadcasting. (2014). Think-Pair-Share.
Retrieved April 7, 2014, from:
http://www.readingrockets.org/strategies/think-pair-share