types of reading strategies_h2i

7/29/2019 Types of Reading Strategies_h2I

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Open-minded Portraits Purpose: to help students think more deeply

about a character and reflect on story eventsfrom the characters point of view.

Rationale: if the students understand thecharacter and motivation they will developdeeper meaning.

Procedure:

1. Have students draw and color large portrait ofhead and neck of character in a book they arereading.

2. Have students cut out portrait and attach witha brad or staple to another sheet of drawingpaper.

3. Have students trace around characters headon 2nd page.

4. Have students lift portrait and draw and writeabout characters thoughts on 2nd page.

5. Have students share portraits with the classand talk about words and pictures they choseto include in mind of the character.

Strengths: helps clarify whatthings/thoughts are important to the teacher,promotes Multiple Intelligences.

Weaknesses: drawing may be difficult forsome students


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Reading Conferences

Purpose: to engage students inmeaningful dialogue about books.

Rationale: the more effectivereader, the more comprehensiveand better writers.

Procedure:1. Group students for the year.

2. Explain to them that they will meetabout the books they are reading.

3. Have a question for the week thatthe students write about.

4. Have students bring their literaturelogs to conferences.

Strengths: sense ofaccomplishment

Weaknesses: Grouping andstudent follow through


3/27

Story Quilts Purpose: picking out moral of the story,

individualize engagement of the story foreach students while they move to symbolicdrawings.

Rationale: motivation-the more involved inthe story the students are, the more they willwant to read further.

Procedure:1. Each student picks a quote that sums the

moral of the story up for them.

2. They then make a symbol to represent thequote.

3. Using these symbols and quotes, the students

will then make a quilt square on paper orcloth.

4. After all the squares are completed, assemblethe quilt on a bulletin board or into the quilt (ifusing cloth)

Strengths: can make a risk free project Weaknesses:

1. be prepared to teach quilting.2. time consuming

3. breaking risk barrier with students could beproblematic.


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Cloze Procedure Purpose: a strategy to help determine if the

reading level is suitable or not; also can beused as a test of comprehension of the textbeing studied.

Rationale: when the students are able to fillin the blanks, the book is suitable for the agelevel.

Procedure:1. Select the passage from a textbook.

2. Retype the passage. The 1st sentence istyped as it appears in original text. Replaceevery 5th word with a blank.

3. Students read passage 1st. Then guess what

belongs in each blank.4. Score the work, 1 point for each correctanswer.

5. Compare the percentage of word replacementwith this scale:

61% correct independent

41-60% correct instructional

below 40% frustration! Strengths: an alternate way of assessing

needs.

Weaknesses: some word processing


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Readers Theater Purpose: to involve students in the

text and to aid in the interpretation ofthe text, while students internalize theinformation.

Rationale: the more engaged thestudents are in the text, the more they

comprehend; also a good way tomotivate students to read morebecause it is fun.

Procedure:1. Select a story for script. Have students

volunteer for parts.

2. Rehearse production. Students decide onhow to use their voice, gestures and facialexpressions to portray character they arereading.

3. Stage the production. May be informal. Actthe story in class or in front of an audience.

Strengths: helps understanding ofcharacters and their situations; fun! Weaknesses: time and behavioral

management may be an issue.


6/27

Quickwrites and

Quickdraws Purpose: Before: to activate prior knowledge

After: assists in clarifying meaning andarrange information

Rationale: by having students write ordraw, enhances understanding of topicbeing covered or gives the teacher anidea what a student may know beforethe topic is covered.

Procedure:1. Ask students to write or draw on a topic for

5-10 minutes. Encourage them to focus oninteresting ideas, make connections to topic,and to own lives, and reflect on their readingor learning.

2. After students write, they usually sharequickwrites/draws in small groups or duringbig group, entire activity can be finished inabout 20 minutes.


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Quickwrite and

Quickdraws, cont. Uses:

entry for reading logs

define or explain a word on the wordwall

theme of story

about a favorite character

comparing book and film versions about a favorite book during author

study

about a project students are creating

Strengths: helps studentsorganize and identify thoughts; aidsin comprehension

Weaknesses: ?????


8/27

SMART

Purpose: the students will use thisstrategy to help in readingcomprehension

Rationale: students will be aware ofwhat they are reading and works on

their comprehension. Procedures:

While reading, put a:

1. X in the margin if they understand whatthey just read or a ? in the margin if they

dont understand what they just read.2. When finished reading, explain what they

just read. If they dont understand, havethem try to explain why.

3. After all this, if students still dontunderstand, just skip it.

Strengths: could help withcomprehension by showing studentswhere they got lost.

Weaknesses: takes time to workthrough this strategy.


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Inserting symbols

Purpose: to use symbols while reading tohelp categorize information

Rationale: to help students to become moreefficient readers

Procedure: while reading any text use thefollowing symbols to describe what was read,using pencil of course! ***or use any othersymbol that is comfortable to you*** Knew it= ^

Dont think so= X

New knowledge= +

NEATO Please Remember= ! I wonder= ?

Dont understand= ??

Really understand= **

Strengths: helps students be more efficientby categorizing the information they have just

read Weaknesses: rules about writing in the

school/library booksmay need toencourage use of pencils


10/27

Re-quest

Procedures/instructions:1. Both the students and the teacher

silently read a common segment ofthe text selection. It isrecommended that you read onesentence at a time for students withlower comprehension. However,text passages of varying lengths aresuitable in application to aclassroom. For example, bothteacher and students begin byreading a paragraph or two.

2. The teacher closes the book and isquestioned about the passage bythe students.

3. Next there is an exchange in roles.The teacher now questions the

students about the material.4. Upon completion of the student-

teacher exchange, the next segmentof text is read. Steps 2 & 3 arerepeated.


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Re-quest, cont.

5. At a suitable point in the text, thatis, when the students haveprocessed enough information tomake predictions about the rest of

the assignment, the exchange ofquestions stops. The teacherthen asks prediction questions:

What do you think the rest of theassignment is about?

Why do you think so?

What else will happen? Why did you say that?

Did you find that information in thetext?

6. Students are then assigned the

remaining portion of the selectionto read silently.

7. The teacher facilitates follow-updiscussion of the material.


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SQ3RProcedures/instructions:

1. Choose a chapter from the text.

2. Teacher and students together examine thechapter while teacher starts by showingstudents how she/he surveys the chapterlooking for center, side, and paragraphheadings.

3. Next, she/he uses a blank transparency(lined to look like notebook paper) on theoverhead projector.

4. Turn the heading into a question and placeit in the left column of the transparency.

5. Read the text that follows the heading.

6. Teacher then explains her/his thoughtprocess in answering the questionsuggested by the heading and writes theanswer in the right column of thetransparency.

7. Repeat this process until you are sure thestudents understand the process.

OR

1. Choose a chapter from the text.

2. Teacher goes through attached handoutthat outlines step-by-step SQ3R.


13/27

Literature Journals/

Reading Logs

Purpose: To write reactions andopinions about books they are reading.

Rationale: By engaging in this processstudents become reflective readers. Italso aids in comprehension.

Procedure:1. Make logs by stapling notebook paper

together or staple paper to a file folder.

2. Write name of book on a page, name ofchapter and chapter number

3. Write reflections on the chapter. Relate

book to own lives or other literature.4. Monitor entries. Check to make sure theyare completed. Comment on reflections.

Strengths: Students learn to reflect ontheir own reading, asking questions andmaking comments.

Weaknesses: Time consuming to writefeedback in each journal. Check once aweek to reduce grading or develop asimple scoring rubric such as the onethat follows.


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Journal Entry ScorecardPoints Criteria

4 Response

answers question thoroughly.

is organized and clearly presented.

shares personal feelings and insights.

is free of errors in grammar and spelling.

3 Response

answers question in a basic waysome points need elaboration.

is organized and clearly presented.

shares personal feelings and insights.

has a few (1-2) errors in grammar and spelling.

2 Response

answers question in a basic waysome points need elaboration.

is somewhat disorganized and/or not clearly presented.

shares few personal feelings and insights.

has a several (3-5) errors in grammar and spelling.

1 Response

is not really clearquestion not addressed or answered.

is disorganized and/or not clearly presented.

shares few personal feelings and insights.

has a more than five errors in grammar and spelling.

0 Response

is not attempted.

Note: This scorecard will be used as a guide for you to write yourresponses and for me to grade. You do not have to have all of the

criteria in one category to receive that score. For instance, you

may have a very well-develop response that shares your feelings

and insights, and for the most part is well-organized, but your

response has five or more grammar/spelling problems resulting in

lower grade on the scale.


15/27

Story Maps and Frames

Purpose: Uses graphic organizers towork with story structure forcomprehension.

Rationale: As students seeorganization and relationships between

story parts, they then have bettercomprehension and are more able tomake inferences.

Six Types:1. Beginning, middle, endexamines plot.

2. Character clustersexamines traits of maincharacters.

3. Venn diagramscomparisons.

4. Sociogramsexplores relationshipsbetween characters.

5. Plot profilesexamines tension.

6. Clustersprobe many dimensions of a story.

Strengths: Helps the students examinethe different components of the story.

Weaknesses: ???


16/27

Story Boards Purpose: To work with story structure

for comprehension.

Rationale: As students seeorganization and relationships betweenstory parts, they then have bettercomprehension and are more able to

make inferences. Procedure:

1. Using paper, have students fold the paperinto 3 sections.

2. In each section, have students drawpictures of the beginning, middle, and end.

3. The students then write sentences abouteach picture they have drawn, describingwhat it is about.

4. The students then share their story boards.

Strengths: Students get more practiceat identifying the beginning, middle, and

end. Weaknesses: Drawing may be difficult

for some students. So, grade on theideas not drawings.


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Learning Logs

Purpose: To record the information theyare learning, write questions andreflections about their learning.

Rationale: By putting their thoughts downon paper the students gain a differentperspective on the reading material.

Procedure:1. Have students make learning logs at the

beginning of a theme study.

2. Plan activities for logs:

*note-taking

*drawing diagrams

*quickwrites

*clusters3. Impromptu writing is the basis for writing.

4. Monitor entries. Respond to questions andclarify confusions.

Strengths: Students think about whatthey are reading. Weaknesses: Could be time consuming

when having to respond to all thejournals/logs. Rubric highlighted earliercould easily be adapted.


18/27

PReP(Prereading Plan) Purpose: To diagnose students prior

knowledge and provide necessary backgroundknowledge so students will be prepared tounderstand what they will be reading.

Rationale: A diagnostic and instructionalprocedure used when students readinformational books and content areatextbooks.

Procedure:1. Introduce key concepts to students using a word,

phrase, or picture to initiate a discussion.

2. Have students brainstorm words about the topic,and record their ideas on a chart. Help makeconnections among brainstorm ideas.

3. Present additional vocabulary and clarify any

misconceptions.4. Have students draw pictures and/or write a

quickwrite about topic using words from thebrainstorm list.

5. Have students share quickwrites and askquestions to help clarify and elaboratequickwrites.

Strengths: To help the students learn about asubject before starting a lesson.

Weaknesses: Classroom management duringbrainstorming session. Need to be clear onclassroom rules for sharing ideas generatedduring PReP.


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Assisted Reading

Strategies Purpose: To provide support to students

in reading through extension in time orgiving a support person who is a fluent orequal reader.

Rationale: Research shows reading is aninteractive and social process. With

reading, a partner is beneficial for somestudents.

1. READ ALOUD (story telling) Purpose: To enjoy a story with no

responsibility of text. Lends support tolanguage structure and reading as a process.

Procedure: Gather class as a group andread aloud.

2. DEAR Time (Drop Everything And Read) Purpose: Provides time for students to read

a selection of their choice.

Procedure:a) Everyone read, including teacher.

b) No Interruptions!

Weakness: Need to find a time topick a book beforehand.


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Assisted Reading, cont.3. Shared Reading (big books)

Purpose: To make text big enough for all to see. Procedure:

1. Gather around book (or overhead if necessary)

2. Talk about author, title page, publishers, copyrightpage.

3. Students join in reading story.

4. Discuss punctuation

Strengths: Class is together learning aboutbooks.

Weaknesses: Behavior management. Sightproblems

4. Paired Reading Purpose: To help less fluent reader by having a

better reader assist.

Procedure: *read together aloud at the sametime OR *switch off, 1 reader reads a passage,other picks up where other left off

Strengths: Socialization

Weakness: Better reader may take over

5. Buddy Reading

Purpose: To help two equal readers attain morefluency.

Procedure: Same as paired reading.


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Running Record

Purpose: To observe individual studentsread aloud while teacher assesses theirreading fluency.

Rationale: To be able to assess thereading level using misuse analysis.

Procedure:

1. Choose book. Then choose excerptof 100-200 words and retype

2. As each student reads aloud makerunning record using the followingscore:

if the word is read incorrectly, write theword said above it.

self-correct-write the original word saidthen SC

attempts at a word-record each attemptabove the word

skips a word-draw a dash through theword

adds word-draw a ^ and record eachadded word

teacher helps with words-draw a T overthe word helped with

repetition-draw an X over repeated

words


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Running Record, cont.

3. Calculate % of miscues

85% correct is instructional

95% correct is independent

4. Analyze miscues. Strengths:

1) Point out where skills are

weak.

2) Shows improvement

3) Good assessment tool

Weaknesses: Time consuming to

make the record.***Hint***

Video Tape session for later

analysis!


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MENU(This one is just good management.)

Purpose: A menu shows the class andinstructor when a certain activity isplanned. It also helps students organizetheir time. Also can help with collectingabsent students work. A class secretarycan be selected to copy the menu and

collect/document assignments done thatday.

Rationale: The menu system will developtime management as well as help theteacher and students to stay on task. Bychecking off each section, the students willhave a sense of accomplishment.

Procedure:1. Before the day starts, teacher should write

the days plan, as well as the time eachsubject will be covered.

2. Check off each subject as it isaccomplished.

Strengths: Helps organization of time forteacher and student. Helpful with absentstudents. Can be a praise system bychecking off time.

Weaknesses: Need to remember to beflexible!! (so students remember not to betoo rigid)


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DTLA-Directed Listening

Thinking Activity

Purpose: The DLTA is used to engagestudents in text which is above theirindependent and/or instructionalreading level. It is used to-

1. determine the purpose for reading

2. extract, comprehend, and assimilateinformation

3. examine reading material based on thepurpose for reading

4. suspend judgments

5. make decisions based on information

gleaned from the reading material

Rationale: As students developstrategies for actively engaging in text,they become increasingly independentin their own reading and are

empowered to monitor and control theirown reading behaviors to enhance theircomprehension of the text they haveread.


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DLTA, cont. Procedure:

1. The teacher reads the title to the studentand asks what the story might be about.Record predictions on a chart or blackboard.

2. Read 1st paragraph or the 1st section of thetext and tell students that their predictionswill be confirmed, rejected, or modified. Ask

the students if they still think the same asthey did earlier.

3. Continue through the text-predicting,reading to students, and reacting to theirpredictions.

4. After reading the story, the focus is onspecific skill development and vocabulary.

Students are invited to focus on words andphrases which puzzle or intrigue them.

Strengths: Develops early critical readingskills. Helps students develop their ownreading comprehension. Engagesstudents in text which is too difficult for

their current reading ability Weaknesses: Students who have already

read or heard the text are not able toengage in strategy effectively. Classroommanagement can be problematic.


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DRTA-Directed Reading

Thinking Activity

Purpose: This strategy is used tohelp students:

1. determine the purpose for reading

2. use prediction when reading text

3. make decisions based on readings

Rationale: As students developmore strategies for reading, the moreindependent readers they willbecome.

Procedure:1. Direct students to read the title and

brainstorm what the story might be about.Record the answers on the board.

2. Read 1st section. Ask the students if theirprediction was confirmed, rejected, or

modified. Only the student that made theprediction may change their answers.


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DRTA, cont.

Procedure, cont:3. Repeat step 2 until the class

has finished with the reading.

4. Have the students justify theirpredictions by having themthink aloud.

Strengths: This helps

develop critical reading skills.Also helps students developreading comprehension.

Weaknesses: Only useful if

students have not read orheard the text being used.Classroom management maybecome a problem.

types of reading strategies_h2i

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