reading strategies ca#1
TRANSCRIPT
Reading StrategiesNon-fiction Strategies Before,
During, and After ReadingCA#1
Monique BottRED4348
Before Reading Strategies
• Word Splash• Preview Vocabulary• Think-Pair-Share• KWL Chart• Key Words
Word Splash• A fun strategy used before reading that helps
students become familiar with words from the story prior to reading.
• Builds both comprehension and vocabulary while also motivating and engaging students.
• Students can write a story using the familiar and unfamiliar words and can share it with the class.
Preview Vocabulary• A strategy used before reading
where students are able to become familiar with words that they don’t know the meaning of.
• This builds new vocabulary so that students will be able to comprehend the reading.
Think Pair Share
• This strategy is done before reading where students uncover prior knowledge.
• Write down their thoughts, then discuss with a partner, and then share their thoughts with their classmates.
K-W-L Chart• Prior to reading, student fill in a
three column chart.• K is what they know or might know.• W is questions they want to know.• L is what they learn through
reading.
Key Words• Before reading, student write
an informational essay using new concept vocabulary.
• Activates prior knowledge by helping students to describe what they already know about the terms before reading.
During Reading Strategies
• Graphic Organizers• Table Talk• Marking in Text• Inferring• Think Aloud
Graphic Organizers• During reading, this strategy
provides guidance by delivering visual and organized information.
• Provides connections between information for students to look at and refer back to.
Table Talk• During reading, the teacher
will stop to ask questions and allow students to discuss the answer with their table groups.
• Provides active engagement and keeps students intrigued.
Marking in Text
• During reading, students underline, circle, or number the text when information is useful and relevant.
• Enables students to build comprehension, locate meaningful information, and summarize.
Inferring• During reading, students can
connect with reading by reflecting on their own experiences or thoughts about a topic.
• This helps create new meaning or a better understanding from what they are reading.
Think Aloud• During reading, the teacher will
stop and have a discussion about the text.
• Teachers are able to model and monitor the students understanding of the text.
• Slows down the reading process to gain comprehension.
After Reading Strategies
• Summarizing• Reflection• Exit Slip• Jigsaw• Whip
Summarizing• After reading, students focus
on the main concept.• Teaches students how to
condense a large amount of information to the main ideas.
• Expands memory.
Reflection• After reading, the teacher
asks open-ended questions.• Students can write about the
new information they have learned.
• Students can use evidence from the text.
Exit Slip• After reading, the teacher will ask
questions at the end of the class and the students will respond.
• Informs the teacher whether or not the student comprehend the reading.
• Helps students to reflect on what new information they have learned from reading.
Jigsaw• After reading, this strategy can help students
to break up large text into smaller pieces. • Allows students to teach peers what they have
learned. • Students re-read and thoroughly know their
specific part of the passage. • Students stay actively engaged by giving each
member of the group a different part.
Whip• After reading, the teacher will go around
asking students questions about the reading.
• Involves full student participation. • Questions are given prior to reading so that
students know what information to look for during reading and can recall information and answer questions after reading.
References:• Bursuck, W., (2011). Teaching Reading to Students Who Are At Risk or Have Disabilities: A Multi-Tier
Approach (2nd Edition). Upper Saddle River, NJ. Pearson Education.
• http://blog.valorebooks.com/student-thinking-final/#sthash.kqjeRE20.dpbs• https://www.google.com/imgres?imgurl=http://www.uglydogbooks.com/wp-content/uploads/2014/04/
books.jpg&imgrefurl=http://www.uglydogbooks.com/&h=1131&w=1698&tbnid=2i-cYqRFnU5-RM:&docid=fLugLOFInpKiTM&ei=Zmz9VpyvEIfReJmgv4AO&tbm=isch&client=safari&ved=0ahUKEwic-q36xuvLAhWHKB4KHRnQD-AQMwgeKAEwAQ
• http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiypKPDxevLAhXJqB4KHVu6Dl8QjRwIBw&url=http%3A%2F%2Fwww.mmortadi.com%2F&bvm=bv.118443451,d.dmo&psig=AFQjCNF6HEzHKPXXCiBWcGkepnMn9Fr0Ng&ust=1459534738342288
• http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjP76P7yOvLAhULqh4KHZMMAuYQjhwIBQ&url=http%3A%2F%2Fwww.hercampus.com%2Fschool%2Fjcu%2Funderrated-words-you-need-add-your-vocabulary&psig=AFQjCNEgBOB05O52J-M5aXBgVqAnUMKLMQ&ust=1459535742139174
• https://lighthouseview.wordpress.com/2011/03/22/getting-to-the-“gist-of-the-idea”-within-the-collaborative-strategic-reading-approach-csr/
• https://www.timeshighereducation.com/books/reviews-what-are-you-reading-24-march-2016