READING STRATEGIES FLIP CHART

Zaidelirys Santos Critical Assignment 1

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BEFORE READING:➤ This is the time to prepare!

➤ During this stage, you should consider the many different factors that will play a role in how your students comprehend the text.

➤ One size does not fit all, therefore, different strategies must be a part of your repertoire in order to help your students successfully comprehend any text.

I. PRIOR KNOWLEDGE➤ This is the knowledge and skills

that students bring to the reading process.

➤ Not all students experience the same things during their childhood, so it is important to understand what it is they comprehend before the reading of a text.

➤ This could help you to assist them in gaining some common knowledge they might need in order to better comprehend the text.

II. VOCABULARY INSTRUCTION

➤ Before reading, it might be a good idea to pre-teach some of the vocabulary that students might encounter while reading.

➤ This gives students a bit of background knowledge, as well as makes it easier for them to decipher the meaning of the passage or story.

III. PICTURES AND VIDEOS➤ Front loading techniques are used in

order to differentiate instruction before reading.

➤ This is done through the use of pictures or videos, and is usually highly beneficial to English language learners (ELLs).

➤ For example, before reading a text about extreme weather, you can show students a two-minute video clip of a hurricane and tornado.

➤ Strategies and techniques such as these are highly effective for all students, due to the fact that it is gives students a visual representation of what the text is discussing.

IV. TEXT FEATURES

➤ One strategy you could teach students to use before they read would be to look at or look for text features.

➤ For example: title, subtitles, headings, pictures, etc.

➤ By teaching students this strategy you could help them look for clues as to what the text might be about before reading the text.

➤ This could also be used in order to help them make predictions and look at a text in a more in depth and critical way.

V. INCREASE INTEREST IN READING THE TEXT

➤ Part of our everyday routines as teachers will be getting to know our students.

➤ When we get to know the students, we find out what their interests are, the things they enjoy reading about, as well as how it is they learn best.

➤ By catering to the interests of our students, we could increase interest in reading the text. For example, if a student enjoys reading about or partaking in a certain activity or sport, you could choose a nonfictional book about that activity or sport.

➤ This is a great way to get students interested in reading, as well as getting them engaged in the lesson.

DURING READING:➤ This is the stage in which teachers should model

metacognitive strategies in order to help students monitor themselves.

➤ An integral part of this stage is questioning!

I. THINK ALOUD

➤ Think aloud is a strategy in which a teacher models the active thinking process that skilled readers use and teaches students these skills.

➤ It is a way for students to see the teacher model the way that they should be thinking as they read.

➤ This method will allow students to be self-aware of their thought process during the reading of a text.

Some think aloud starters are:

➤ “I predict that this next section will be about . . . because . . .”

➤ “I want to learn more about . . .”

➤ “I wonder why . . .”

➤ “I don’t understand this section so I’ll read ahead a few lines to see if it becomes clearer. If not, I’ll reread it.”

➤ “The word _______ in the sentence gives me the clue that . . .”

➤ “From what I know about . . . I can tell that . . .”

II. WHO, WHAT, WHERE, WHEN, WHY QUESTIONS

➤ Many students, specially struggling and ELLs need to learn how to answer the question words (Who, what, where, etc.)

➤ These are questions that you can ask and have students answer during the reading of a text in order to help clarify the text.

➤ This is a good way for students to think back on what they have read so far and answer questions, as well as review what they have read so far.

III. CLARIFY➤ This seems like a vague strategy

but it is one that can be used in a multitude of ways.

➤ Such as asking questions, as I previously mentioned, or it can be done as part of the vocabulary instruction during reading.

➤ If students come across a word that they do not know or are having trouble decoding, you could pause the reading and use that moment to clarify on the meaning of the word and help use a strategy in order for them to be able to decode this or other similar words in the future.

IV. QAR STRATEGY➤ This is known as the Question-

Answer Relationship, and it is a strategy that helps students who have difficulty answering inference questions.

➤ There are four type of questions that they usually answer about what they are reading.

➤ This is usually taught by modeling or in the “I Do” or “My Turn” portion of a lesson.

Four Types of Questions: (QAR Strategy)

1. Right There - Information is right there, either in the sentence or in the paragraph.

2. Think and Search - By searching through the passage and using my brain to think, I found the answer.

3. On My Own - The story doesn’t tell me anything about this, but I can figure it out on my own.

4. Author and Me - Then author does not explicitly tell me the answer in the story but I use my own prior knowledge with the topic in order to come up with the answer.

V. SELF - QUESTIONING➤ This is a good strategy to use in order to

get students actively engaged with the text.

➤ Through asking questions, students can reflect on what they are reading, asking why the author chose the words he did or let the character perform a certain action, why the story plays out the way that it does, and whether or not predictions they made/make about the text will come to fruition.

➤ This is something that a lot of people do when they are reading for pleasure. They become so invested in the outcome of the story and ask questions along the way and try and make predictions about what will happen next.

➤ If we use this strategy during the reading, then more students will become invested in the story.

AFTER READING:➤ Typically, this is the stage in which teachers do a lot of the

comprehension activities. ➤ This stage is also the one in which students discuss the story in

its culmination or end. So they are attempting to comprehend the entirety of the story.

I. WAIT TIME➤ AKA Think Time, is the silent pause

between the last word a teacher says in a question to students and the first word a student says when answering the question.

➤ Extending wait time from 1 second to 3 seconds, gives students additional time to think about their answer.

➤ It is important to let students know that you are waiting to see many students raise their hands before calling on someone, this gets them in the habit of formulating answers immediately after your question.

➤ Wait time might differ from student to student, specially if a student is an English language learner or has a disability. Differentiation plays a part here as well.

BENEFITS OF EXTENDED WAIT/THINK TIME:

Longer, more accurate answersMore students volunteer answers

Academic achievement in class generally increases

More students who are ELLs, have speech problems, or have learning disabilities

will volunteer answers

A few more capable students are unable to dominate class discussion

Number of times students don’t respond decreases

II. GRAPHIC ORGANIZERS

➤ Visual representations of information that show the relationship between facts, terms, and ideas within a learning task.

➤ Students benefit from their use as memory aids during instruction.

➤ They can also help guide the student as to what information they should be looking for within the text.

➤ They can be used in versatile situations, such as for independent student work, as practice or review, or can be done collectively as a class.

III. SUMMARIZE➤ A summary is a synthesis of the

important ideas in a text. ➤ Summarizing helps students

identify the main ideas in expository texts and recognize important story elements in narrative text.

➤ It can also help them put into perspective what they have read, be able to distinguish between important and non important details, and better remember what they have read.

IV. STEP BY STEP SCAFFOLDING

➤ This is done in order to model the proper way of doing complex tasks, and then slowly scaffolding instruction until they can complete the task on their own.

➤ For example, using step by step scaffolding to teach students to identify the main idea.

➤ Students first learn to identify who or what is talked about most, and then they learn to classify what is said about that person or thing. Combining those two pieces of information provides a main idea sentence.

➤ This is where knowing how to answer the question words (who, what, where, when, why) come into play.

V. OUTLINE THE TEXT➤ By having students outline the

text, you are providing them with the chance to revisit the text and put all of the information they encountered into a simple chain of events.

➤ This helps students realize the structure of the text, as well as shows them the pacing of the text.

➤ By having them outline the text, you are teaching them how to find important details within the text that are relevant to the story.

CONCLUSION:

➤ There are many more strategies that were not included within this presentation that can be used instead of the ones that I mentioned.

➤ The same way that all students do not learn things the same way, not all teachers will teach content or strategies the same way.

➤ It is a matter of finding what works best for you and for your students. As well as being able to recognize strategies that are working or not working effectively.

➤ Self-awareness and self-monitoring is a large part of what we do everyday as teachers in modifying instruction in order to be more effective, as well as what we teach students so that they can have the tools necessary to be successful both inside and outside of the classroom.

RESOURCES:

Textbook:

Bursuck, W.D. and Damer, M.K. (2010) Teaching reading to students who are

at-risk or have disabilities: A multi-tier approach - 2nd edition. 2nd end. Boston:

Pearson Education (US)

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