Reading Strategies Reading in the Upper Grades

Август 27, 2022

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Reading Strategies Reading in the Upper Grades

Содержание

2. Teaching Strategies Comprehension Learning Walls Generate a list of essential words, concepts, formulas, etc. and begin
3. Teaching Strategies Comprehension Learning Walls Location: Where the kids can see it Content: Pictures, phrases, 4x6
4. Teaching Strategies Comprehension Learning Word Walls Critical Elements: Include essential words Add no more than 5
5. Word Walls Guess the Word – Students number papers 1-5. Give 5 clues focusing on one
6. Guess the Word Game – Number our paper 1-5. It is a word from the Word
7. WORDO This game is based on the BINGO game. Give students a Wordo Card filled with
8. Sorts Decide on the type of sort. Write 10-15 words, formulas, etc. on index cards. Students
9. Sorts Open Sort – Teacher provides only the word, students determine the sort category. Closed Sort
10. Think Alouds Teacher reads text orally, stops and then “thinks aloud” to model how learners should
11. Think Aloud Strategies Keep reading to see if author explains what you don’t understand. Reread to
12. Think Aloud Strategies Reflect on what you’ve read and look for an explanation based on your
13. KWL, KWHL, KWWL Charts (Ogle, 1986) K = KNOW What do I already know about his
14. KWL, KWHL, KWWL Charts (Ogle, 1986) Variations: H = HOW How do I find the information?
15. Anticipation Guide Strategy Before, During, and After reading strategy Preparation – The teacher develops 3-5 statements
16. Anticipation Guide Strategy Pre-Reading Discussion Distribute guides and students mark the Before Reading Agree/Disagree choices. As
17. Anticipation Guide Strategy Post-Reading Discussion Review original choices to see if thinking has changed: Did we
18. PIC Strategy (Purpose, Important Ideas,Connections) Students focus on the most important information and make predictions and
19. 3-2-1 Strategy Summarizing 3 key ideas I found out from reading 2 things that were especially
20. 3-2-1 Variation 3 differences between ______ and _______. 2 similarities between them 1 question I still
21. RAFT Post-Reading R=Role A=Audience F=Format T=Topic (Vandervanter and Adler, 1982)
22. RAFT Role of the writer Who is the writer? Audience To whom are you writing? Format
23. Column Notes Change column headings to fit objectives/material Best for cause/effect or compare/contrast skills 2-Columns –
24. 2 Column Notes 2 Column Notes can be made with: Main idea – headings – details
25. 3 Column Notes (Dr. Sharon H. Faber, 2006, based on Cornell Note Taking System) 3 Column
26. QAR Question-Answer-Relationship (Raphael, 1982, 1986) A process of finding and supporting answers to questions. 4 Types:
27. QAR Question-Answer-Relationship (Raphael, 1982, 1986) 4 Types: Author and You – The answer is not in
28. Visual Reading Guides (Stein, 1978) Used to preview the text by noting visuals such as maps,
29. Mapping (Johnson and Pearson, 1978) Vocabulary Web (Johnson and Perason, 1978) is a mapping strategy that
30. Reciprocal Teaching (Palincsar et al., 1984, 1986) Combines 4 comprehension strategies: Summarizing Questioning Clarifying Predicting Students
31. Reciprocal Teaching (Palincsar et al., 1984, 1986) Reciprocal Teaching worksheet Students take notes on the worksheet
32. 80-15-5 Rule A new strategy must be taught, modeled, and supervised in order for students to
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Слайд 2

Teaching Strategies Comprehension
Learning Walls
Generate a list of essential words, concepts, formulas,

etc. and begin a word wall.
Create charts and place them in a prominent place.
Use color and patters to enhance learners.
Students connect new info with the learning walls.

Слайд 3

Teaching Strategies Comprehension
Learning Walls
Location: Where the kids can see it
Content: Pictures,

phrases, 4x6 index cards, color code words that share same concept

Слайд 4

Teaching Strategies Comprehension
Learning Word Walls Critical Elements:
Include essential words
Add no

more than 5 words per week
Put words where everyone can see them
Practice words daily (chanting, writing, and moving), make sure words are spelled correctly.

(Cunningham, 1990)

Did you know black
text on yellow paper
stimulates learning?

Слайд 5

Word Walls
Guess the Word – Students number papers 1-5. Give 5

clues focusing on one word.
1st clue: It is a word on the Word Wall.
After each clue have students guess the word from the word wall.
By the 5th clue students should be able to guess the word.

Each clue narrows
the possible
answer.

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Guess the Word Game – Number our paper 1-5.
It is a

word from the Word Wall.
It has ________ syllables.
It’s used only when ______
It’s part of ____________
It completes this sentence: _______________

Слайд 7

WORDO
This game is based on the BINGO game. Give students a

Wordo Card filled with Word Wall words (each card should be different).
Call out a word and have students cover it with a scrap of paper or cut paper squares.
The first one to cover a row across, down, or diagonally, shouts WORDO.

Make it harder…call out the definition, not the word.

(Dr. Sharon H. Faber, 2006)

Слайд 8

Sorts
Decide on the type of sort.
Write 10-15 words, formulas, etc. on

index cards.
Students sort the words in different piles depending on the directions you give them.

Sort by definition

Sort by alike/different

Sort alphabetically

Sort sequentially

(Dr. Sharon H. Faber, 2006)

Слайд 9

Sorts
Open Sort – Teacher provides only the word, students determine the

sort category.
Closed Sort – Teacher provides the categories for the sort.
Speed Sort – A timed sort
Blind Sort – The teacher calls out the words, the student point to the correct category listed on the overhead or a worksheet.
Writing Sort – Students have categories on a worksheet and writes words in proper categories as the teacher reads the words out.

Слайд 10

Think Alouds
Teacher reads text orally, stops and then “thinks aloud” to

model how learners should make connections that develop better comprehension.

(Dr. Sharon H. Faber, 2006)

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Think Aloud Strategies
Keep reading to see if author explains what you

don’t understand.
Reread to see if you missed something.
Read back to the part you don’t understand or read forward and skip confusing words.

Слайд 12

Think Aloud Strategies
Reflect on what you’ve read and look for an

explanation based on your prior knowledge.
Look for answers beyond the text.

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KWL, KWHL, KWWL Charts (Ogle, 1986)
K = KNOW
What do I already

know about his topic?
W = WILL or WANT
What do I want to learn about this topic? What will I learn about this topic?
L = LEARNED
What have I learned about this topic after reading?

Слайд 14

KWL, KWHL, KWWL Charts (Ogle, 1986)
Variations:
H = HOW
How do I find

the information?
W = WHERE
Where do I find the information?
KWL, KWHLKWL, KWHL, KWWL Charts can be downloaded from Literacy Off Ramp.

Слайд 15

Anticipation Guide Strategy
Before, During, and After reading strategy
Preparation – The teacher

develops 3-5 statements that are related to the topic.
Create an anticipation guide to copy and give to students

Tierney, Readence, and Dishner

An Anticipation Guide Template can be downloaded from Literacy Off Ramp.

Слайд 16

Anticipation Guide Strategy
Pre-Reading Discussion
Distribute guides and students mark the Before Reading

Agree/Disagree choices.
As students read, they take notes, reading with a purpose.

Tierney, Readence, and Dishner

An Anticipation Guide Template can be downloaded from Literacy Off Ramp.

Слайд 17

Anticipation Guide Strategy
Post-Reading Discussion
Review original choices to see if thinking has

changed:
Did we find answers to our questions?
What questions do we still have?
What information did we learn that we did not anticipate before we read?
What have we learned by reading this selection?
What was the most interesting, unusual, or surprising information you learned?

Tierney, Readence, and Dishner

An Anticipation Guide Template can be downloaded from Literacy Off Ramp.

Слайд 18

PIC Strategy (Purpose, Important Ideas,Connections)
Students focus on the most important information and

make predictions and develop questions before reading.
P= What is my Purpose for reading?
I = How can I tell what are the Important Ideas in the text?
C = What do I already know that I use to make a Connection?

A PIC Form can be downloaded from Literacy Off Ramp.

(Dr. Sharon H. Faber, 2006)

Слайд 19

3-2-1 Strategy Summarizing
3 key ideas I found out from reading
2 things that

were especially interesting or especially hard to understand
1 question I still have

A 3-2-1 Form can be downloaded from Literacy Off Ramp.

(Dr. Sharon H. Faber, 2006)

Слайд 20

3-2-1 Variation
3 differences between and _.
2 similarities between them
1 question

I still have

A 3-2-1 Form can be downloaded from Literacy Off Ramp.

(Dr. Sharon H. Faber, 2006)

Слайд 21

RAFT
Post-Reading
R=Role
A=Audience
F=Format
T=Topic
(Vandervanter and Adler, 1982)

Слайд 22

RAFT
Role of the writer
Who is the writer?
Audience
To whom are you writing?
Format
Are

you writing to persuade, entertain, inform, describe?
Topic
What is your topic?

(Vandervanter and Adler, 1982)

A RAFT Worksheet can be downloaded from Literacy Off Ramp.

Слайд 23

Column Notes
Change column headings
to fit objectives/material
Best for cause/effect or

compare/contrast skills
2-Columns – students fold paper down middle for note taking.

(Dr. Sharon H. Faber, 2006, based on Cornell Note Taking System)

Слайд 24

2 Column Notes
2 Column Notes can be made with:
Main idea –

headings – details – explanations
Cause – effect
Vocabulary – definitions
Questions – answers
Facts – opinions
Predications – outcomes

(Dr. Sharon H. Faber, 2006, based on Cornell Note Taking System)

2-Column Notes can be downloaded from Literacy Off Ramp.

Слайд 25

3 Column Notes
(Dr. Sharon H. Faber, 2006, based on Cornell Note

Taking System)

3 Column Notes can be made with:
Vocabulary – definition- example
Topic – explanation – supporting details
Process – procedure – results
Questions – notes – class discussion
Cause – effect - explanation

3 Column Notes can be downloaded from Literacy Off Ramp.

Слайд 26

QAR Question-Answer-Relationship (Raphael, 1982, 1986)
A process of finding and supporting answers to

questions.
4 Types:
Right There – the answer is in a single sentence in the text.
Think and Search – The answer is in the text, but in more than one sentence.

RIGHT THERE!

Слайд 27

QAR Question-Answer-Relationship (Raphael, 1982, 1986)
4 Types:
Author and You – The answer is

not in the text. Reader will use the text and prior knowledge to answer the question.
On My Own – The answer is not in the text, but is based solely on the readers prior knowledge.

QAR Form can be downloaded from Literacy Off Ramp.

Слайд 28

Visual Reading Guides (Stein, 1978)
Used to preview the text by noting

visuals such as maps, charts, graphs pictures, cartoons, etc. that relate to the content.
How is the visual related to the text?
Why did the author include the visual?
What does the visual show me?
How can I use the information from the visual to help me understand the text?
Why is the information from the visual important?

Visual Reading Guide can be downloaded from Literacy Off Ramp. Rider & Aide Bookmarks

Слайд 29

Mapping (Johnson and Pearson, 1978)
Vocabulary Web (Johnson and Perason, 1978) is

a mapping strategy that builds on students' prior knowledge to lead them toward relationships with new words or terms. Vocabulary Web worksheet
DISSECT (a word analysis graphic)

Слайд 30

Reciprocal Teaching (Palincsar et al., 1984, 1986)
Combines 4 comprehension strategies:
Summarizing
Questioning
Clarifying
Predicting
Students are

arranged in groups of 4 and given a Reciprocal Teaching worksheet. Students read a section of text and assume a role, either summarizer, questioner, clarifier, or predictor.

Слайд 31

Reciprocal Teaching (Palincsar et al., 1984, 1986) Reciprocal Teaching worksheet
Students

take notes on the worksheet and stop at a given point.
The summarizer will then give the major points
The questioner will ask questions about unclear sections
The clarifier will discuss the confusing parts
The predictor will guess what will happen next.

Слайд 32

80-15-5 Rule
A new strategy must be taught, modeled, and supervised in

order for students to incorporate the strategy.

Reading Strategies Reading in the Upper Grades

Содержание

Teaching Strategies ComprehensionLearning WallsGenerate a list of essential words, concepts, formulas,

Teaching Strategies ComprehensionLearning WallsLocation: Where the kids can see itContent: Pictures,

Teaching Strategies ComprehensionLearning Word Walls Critical Elements: Include essential wordsAdd no

Word WallsGuess the Word – Students number papers 1-5. Give 5

Guess the Word Game – Number our paper 1-5.It is a

WORDOThis game is based on the BINGO game. Give students a

SortsDecide on the type of sort.Write 10-15 words, formulas, etc. on

SortsOpen Sort – Teacher provides only the word, students determine the

Think AloudsTeacher reads text orally, stops and then “thinks aloud” to

Think Aloud StrategiesKeep reading to see if author explains what you

Think Aloud StrategiesReflect on what you’ve read and look for an

KWL, KWHL, KWWL Charts (Ogle, 1986)K = KNOWWhat do I already

KWL, KWHL, KWWL Charts (Ogle, 1986)Variations:H = HOWHow do I find

Anticipation Guide StrategyBefore, During, and After reading strategyPreparation – The teacher

Anticipation Guide StrategyPre-Reading DiscussionDistribute guides and students mark the Before Reading

Anticipation Guide StrategyPost-Reading DiscussionReview original choices to see if thinking has

PIC Strategy (Purpose, Important Ideas,Connections)Students focus on the most important information and

3-2-1 Strategy Summarizing3 key ideas I found out from reading2 things that

3-2-1 Variation 3 differences between ______ and _______.2 similarities between them1 question

RAFTPost-ReadingR=RoleA=AudienceF=FormatT=Topic(Vandervanter and Adler, 1982)

RAFTRole of the writerWho is the writer?AudienceTo whom are you writing?FormatAre

Column NotesChange column headings to fit objectives/materialBest for cause/effect or

2 Column Notes2 Column Notes can be made with:Main idea –

3 Column Notes(Dr. Sharon H. Faber, 2006, based on Cornell Note

QAR Question-Answer-Relationship (Raphael, 1982, 1986)A process of finding and supporting answers to

QAR Question-Answer-Relationship (Raphael, 1982, 1986)4 Types:Author and You – The answer is

Visual Reading Guides (Stein, 1978)Used to preview the text by noting

Mapping (Johnson and Pearson, 1978)Vocabulary Web (Johnson and Perason, 1978) is

Reciprocal Teaching (Palincsar et al., 1984, 1986)Combines 4 comprehension strategies:SummarizingQuestioningClarifyingPredictingStudents are

Reciprocal Teaching (Palincsar et al., 1984, 1986) Reciprocal Teaching worksheet Students

80-15-5 RuleA new strategy must be taught, modeled, and supervised in

Похожие презентации

Teaching Strategies Comprehension
Learning Walls
Generate a list of essential words, concepts, formulas,

Teaching Strategies Comprehension
Learning Walls
Location: Where the kids can see it
Content: Pictures,

Teaching Strategies Comprehension
Learning Word Walls Critical Elements:
Include essential words
Add no

Word Walls
Guess the Word – Students number papers 1-5. Give 5

Guess the Word Game – Number our paper 1-5.
It is a

WORDO
This game is based on the BINGO game. Give students a

Sorts
Decide on the type of sort.
Write 10-15 words, formulas, etc. on

Sorts
Open Sort – Teacher provides only the word, students determine the

Think Alouds
Teacher reads text orally, stops and then “thinks aloud” to

Think Aloud Strategies
Keep reading to see if author explains what you

Think Aloud Strategies
Reflect on what you’ve read and look for an

KWL, KWHL, KWWL Charts (Ogle, 1986)
K = KNOW
What do I already

KWL, KWHL, KWWL Charts (Ogle, 1986)
Variations:
H = HOW
How do I find

Anticipation Guide Strategy
Before, During, and After reading strategy
Preparation – The teacher

Anticipation Guide Strategy
Pre-Reading Discussion
Distribute guides and students mark the Before Reading

Anticipation Guide Strategy
Post-Reading Discussion
Review original choices to see if thinking has

PIC Strategy (Purpose, Important Ideas,Connections)
Students focus on the most important information and

3-2-1 Strategy Summarizing
3 key ideas I found out from reading
2 things that

3-2-1 Variation
3 differences between and _.
2 similarities between them
1 question

RAFT
Post-Reading
R=Role
A=Audience
F=Format
T=Topic
(Vandervanter and Adler, 1982)

RAFT
Role of the writer
Who is the writer?
Audience
To whom are you writing?
Format
Are

Column Notes
Change column headings
to fit objectives/material
Best for cause/effect or

2 Column Notes
2 Column Notes can be made with:
Main idea –

3 Column Notes
(Dr. Sharon H. Faber, 2006, based on Cornell Note

QAR Question-Answer-Relationship (Raphael, 1982, 1986)
A process of finding and supporting answers to

QAR Question-Answer-Relationship (Raphael, 1982, 1986)
4 Types:
Author and You – The answer is

Visual Reading Guides (Stein, 1978)
Used to preview the text by noting

Mapping (Johnson and Pearson, 1978)
Vocabulary Web (Johnson and Perason, 1978) is

Reciprocal Teaching (Palincsar et al., 1984, 1986)
Combines 4 comprehension strategies:
Summarizing
Questioning
Clarifying
Predicting
Students are

Reciprocal Teaching (Palincsar et al., 1984, 1986) Reciprocal Teaching worksheet
Students

80-15-5 Rule
A new strategy must be taught, modeled, and supervised in