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5/28/2018 Active Reading Literacy Strategies
1/20
GEORGIA DEPARTMENT OF EDUCATION
Literacy Strategies
Making Content-Rich Noniction Accessi!"e
Daniel Rock and Mary Lynn Huie
Georgia Department of EducationDr. John D. Barge, State School Superintendent
March 29, 2014ll !ight" !e"er#ed
5/28/2018 Active Reading Literacy Strategies
2/20
Georgia Department of Education
Active Reading Strategies
Reciprocal TeachingWhat is it?
According to Alverman and Phelps (1998) in their book, Content Reading and Literacy:
Succeeding in Todays Diverse Classroom, reciprocal teaching has two major features (1)instruction and practice of the four comprehension strategies!predicting, "uestion
generating, clarif#ing, and summari$ing and (%) a special kind of cognitive apprenticeshipwhere students graduall# learn to assume the role of teacher in helping their peers
construct meaning from te&t'
According to osenshine *eister (199+), there are four important instructional practices
embedded in reciprocal teaching
irect teaching of strategies, rather than reliance solel# on teacher "uestioning
-tudent practice of reading strategies with real reading, not with worksheets or
contrived e&ercises
-caffolding of instruction. students as cognitive apprentices
Peer support for learning
eciprocal teaching involves a high degree of social interaction and collaboration, asstudents graduall# learn to assume the role of teacher in helping their peers construct
meaning from te&t' /n essence, reciprocal teaching is an authentic activit# because learning,both inside and outside of school, advances through collaborative social interaction and the
social construction of knowledge (Alverman and Phelps, 1998)'
What does it look like?
0eachers begin b# teaching and modeling the four comprehension strategies. students thenpractice them through dialogue among themselves' At first the teacher leads the dialogue,
but as students become more proficient with the four strategies, the teacher graduall# fadesout of the dialogue and allows students to assume leadership'
0he process of reciprocal teaching must be carefull# scaffolded to ensure success for #ourstudents
0eachers need to e&plicitl# teach and model the four basic strategies above
predicting, "uestioning, clarif#ing, and summari$ing' /t is important that students
understand that skilled readers emplo# these strategies ever# time the# readsomething, and that this is a great habit to develop as a wa# to improve their
comprehension skills' 0his can be accomplished with short pieces of fiction ornonfiction. the entire class can brainstorm e&les of the various t#pes of
comprehension strategies' -mall groups can then choose 2+ "uestions from eachcategor# to answer and share with the entire class'
Georgia Department of EducationDr. John D. Barge, State School Superintendent
March 29, 2014 $ %age 2ll !ight" !e"er#ed
5/28/2018 Active Reading Literacy Strategies
3/20
Georgia Department of Education
3nce students understand and are able to appl# all four strategies, it is time for the
students to work independentl# at first, b# annotating e&les of all four strategieson a short te&t for homework' -tudents can annotate in the margins, or the teacher
ma# want to create a graphic organi$er or note sheet where students can recordtheir "uestions and commentar#'
0hen, the ne&t da# in class, small groups form to share their annotations and
construct their own meaning of the te&t' 3ne student in the group is
chosen4appointed4elected to be 5the teacher5 of the group' 6is4her responsibilitiesare essentiall# to facilitate the group7s task, progress, and time management'
uring the discussion, it is crucial that each student cite reference points in the
te&ts that are the focal point of his4her "uestions and4or evidence to clarif# orsupport their "uestions and4or commentar#'
uring the discussion, students add commentar# to their sheets4annotations to
construct a richer and deeper understanding of the te&t'
0he teacher spends his4her time circulating the room to visit each group7s
discussion' 6e4she might ask a follow2up "uestion to enrich the conversation'
0he teacher should structure some sort of closure activit#, such as a whole class
discussion that is built around "uestions that groups still have or interesting
commentar# that each group discovered as a result of their discussion'
lick here for a graphic organi$er that presents
all four reciprocal teaching skills'
/n the chart below are some sample "uestions that students might pose for each of the fourcomprehension strategies based on the te&t, Night, b# lie :eisel'
Georgia Department of EducationDr. John D. Barge, State School Superintendent
March 29, 2014 $ %age &ll !ight" !e"er#ed
http://web001.greece.k12.ny.us/files/filesystem/Reciprocal%20Teaching.rtfhttp://web001.greece.k12.ny.us/files/filesystem/Reciprocal%20Teaching.rtfhttp://web001.greece.k12.ny.us/files/filesystem/Reciprocal%20Teaching.rtfhttp://web001.greece.k12.ny.us/files/filesystem/Reciprocal%20Teaching.rtf5/28/2018 Active Reading Literacy Strategies
4/20
Georgia Department of Education
Reciprocal TeachingFour Roles
PredictingQuestioning Clarifying Summarizing
Why do you supposeWeisel chose the
single word title
Night! What is hisintent!
"#ter reading this
#irst chapter whatspeci#ics do you
e$pect to learn #romthis perspective!
What is li%ely tohappen ne$t!
&ow will thischaracter respond
'ased on what you%now a'out him
already!
Weisel descri'es ingreat detail the
possessions le#t on
the empty streeta#ter the #irstevacuation why!
&ow does thewriters diction reveal
his tone!
&ow does this
chapter relate orconnect to our
essential (uestion!
What connections
can we ma%e tohuman rights a'uses
today!
"re there any wordsor phrases that
con#used you!
"re there any
cultural or religiousre#erences that you
dont understand oryou would li%e
clari#ied!
&ow might you have
responded in thatparticular situation in
which the main
character #oundhimsel#!
What is importantand)or not
important in this
section o# the te$t!
What do yousuppose was the
writers intent inthis chapter!
&ow would you
characteri*e the
overall tone o# thisopening section!
Si$ty years laterhow has the world
changed as a resulto# the &olocaust!
Reading strategies: Scaffolding students' interactions with text. 'n.d.(. !etrie#ed from
http)**+e001.greece.-12.n.u"*academic".cfm/"upage9&0admincti#ate0.43&&3&0925
Georgia Department of EducationDr. John D. Barge, State School Superintendent
March 29, 2014 $ %age 4ll !ight" !e"er#ed
5/28/2018 Active Reading Literacy Strategies
5/20
Georgia Department of Education
Close ReadingAs Social Studies students begin reading primary texts, they will need reading skills they may not
be accustomed to using when reading their social studies textbooks. To read historical speeches, diaries,
and letters requires reading like a literary critic. Close Reading exercises are a staple of the study of
literature, teaching students to pay attention to the literary elements of text that coney a writer!s attitude
toward a topic.
A close reading can be performed on indiidual texts, but to help students see the importance of
paying attention to the literary elements of primary source documents, select two passages that offer
distinct perspecties on the same topic. "hen students are first learning close reading, short passages are
best. #ou might use this actiity before students read longer texts, particularly if the texts present arious
perspecties on the same topic.
Step 1:$athering data
$ie each student a copy of the text, and instruct them to read with a pencil, pen, or marker
moing% underlining, highlighting, and writing questions as they moe through the text. They should note
any words or phrases that seem important, that surprise them, or that they do not understand. They can
use a simple set of symbols &question marks, exclamation marks, plus and minus marks' or write
comments as they read.
Step 2:(aking obserations about the data
)nstruct students to examine the words and phrases they hae annotated in the passages. "hat
unusual language do they see the authors using in each text* +ow do these words shape the reader!s
response to the topic* "hy did each writer make the writing choices heshe made*
Step 3: )nterpreting the data
After thinking about the data and considering the choices made by each writer, students are ready
to make a statement about each author!s perspectie or about the deices each writer employs to influence
the audience. To support these statements, students will hae eidence in their annotated copies of thetexts.
Close Reading is an actiity that can take students from reading to writing. As they find the most
important features of the text, they also theori-e about the meaning of the text. Reading text closely,
finding the most important element in texts, and interpreting the text are processes that prepare students to
formulate thesis statement and support their positions with eidencethe essential features of good
interpretie writing.
Georgia Department of EducationDr. John D. Barge, State School Superintendent
March 29, 2014 $ %age 5ll !ight" !e"er#ed
5/28/2018 Active Reading Literacy Strategies
6/20
Georgia Department of Education
The basic concepts of the close reading can be adapted in a number of ways. The following
reading guide from /ruce 0esh takes the basic concept of close reading to help students analy-e multiple
perspecties in a set of articles about 1at Turner.
1at Turners Rebellion: Evaluating Historical Opinions
2se the following worksheet to record information from the arious primary and secondary sources.
"hen deciding the term that best describes the document!s position regarding 1at Turner, consider hero,
villain, fanatic, religious, insane, leader, manipulative, brave, etc.
Source 1: John W. orn!ell"#The $%ter&ath
o% 'at Turners (nsurrection)
$*+ectives
,uote
Ter&
Source -: The Richmond Whig
$*+ectives
,uote
Ter&
Source 2: Herbert $ptheer"American Negro
Slave Revolts
$*+ectives
,uote
Ter&
Source /: The Richmond Inquirer
$*+ectives
,uote
Ter&
Source 3: Willia& S. 0re!r"The
Southampton Insurrection
$*+ectives
,uote
Ter&
Source : Tho&as R. ra"The Confessions of
Nat Turner
$*+ectives
,uote
Ter&
Georgia Department of EducationDr. John D. Barge, State School Superintendent
March 29, 2014 $ %age ll !ight" !e"er#ed
5/28/2018 Active Reading Literacy Strategies
7/20
Georgia Department of Education
0esh, /ruce. Why Wont You Just Tell Us the Answer!" Teaching #istorical Thin$ing in %rades &'().
3ortland, (4% Stenhouse 3ublishers, 5677. 3rint.
Anticipation GuidesAnticipation $uides prepare students for reading new material andor listening to introductory
lectures oer new material. This actiity is particularly useful when you are preparing to teach content
that students may already know aboutand may hae some misconceptions about8 The beauty of the
A$ is that it begins by haing students state what they already think about the topic and then gies them
an opportunity to reise their thinking. The questions on the A$ make students more focused readers of
the text. A$s also require students to cite eidence to support their original or new position on the facts
presented in the text. After completing an A$, students hae excellent notes oer the material. A$s help
students learn to take better notes by haing them not only write down main ideas but also eidence for
those ideas.
/egin by conerting the most important information from the text into short statements.
These statements should challenge preconceied ideas and pique student interest in the material.
1ext, present the statements to studentseither on a screen or board &for them to copy' or on a
prepared handout. $ie students a response option &Agree or 9isagree'.
After students complete their responses, you might hae a class discussion of their
responses or hae students discuss their responses in small groups. #ou could een poll the class
for answers and gie percentages of agreementdisagreement for each statement. &These
percentages can later be compared with correct answers.'
1ow the students are ready to read the material, watch the ideo, or hear the lecture. As
students interact with the material, they should be trying to determine whether their pre:reading
responses were correct, ad;usting their initial responses as needed. They should also gather
eidence to support both their correct and incorrect responses. Students may read in small groups
&perhaps the same group with whom they first discussed pre:reading responses' or indiidually.
After students complete the A$, begin discussion by asking what surprised students. Ask
students to share before and after responses as well as their explanations. As students discuss their final
responses, the instructor can address any confusion or misunderstanding students still hae.
5/28/2018 Active Reading Literacy Strategies
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Georgia Department of Education
Anticipation Guide for the United States Bill of Rights
Directions before reading:Show me what you already know about your rights as an American citi-en. Read thestatements below and indicate whether you think the statement is true or false in the /efore Reading column.
Compare your responses with someone sitting next to you after you complete your responses.
Directions after reading:After reading information related to each statement, decide whether you still think it is
true or false. Cite the sources and information that support your final answer.
Statement and Support /efore Reading
True
5/28/2018 Active Reading Literacy Strategies
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Georgia Department of Education
RAFT: Role, Audience, Format, Topic
4se this Strateg:
/efore Reading9uring Reading
$%ter Rea*ing
Targete* Rea*ing Sills:
2nderstand the relationship between literature and its
historical, social, and cultural contexts
Analyze and interpret elements of character development
What is itThis is a great strategy that integrates reading and writing in a non:traditional way. )t asks that
students take what they hae read and create a new product that illustrates their depth ofunderstanding it may be used with fiction or nonfiction texts. The format is incredibly flexible
and offers limitless opportunities for creatiity for both you and your students. "hen you are
first using a DRA
5/28/2018 Active Reading Literacy Strategies
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Georgia Department of Education
A teacher assigns (or students select) a role, audience, format, and topic from a range ofpossibilities. Below is a chart with a few examples in each of the categories; it is meant only as a
sampling to spark new ideas and possibilities for building RAFTS:
Role $u*ience 5or&at Topic
writer
artist
character
scientist
adenturer
inentor
;uror ;udge
historian
reporter
rebel
therapist
self
peer group
goernment
parents
fictional character
committee
;ury ;udge
actiists
immortality
animals or
objects
;ournal
editorial
brochurebooklet
interiew
ideo
song lyric
cartoon game
primary
document
critique
biographical
sketch
newsarticle
issue releant to
the text or time
period
topic of personal
interest or concern
for the role or
audience
topic related to an
essential question
"o# could I use$ adapt or differentiate it
This strategy is great for differentiation teachers &and students' can deelop any number
of possible RA
5/28/2018 Active Reading Literacy Strategies
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Georgia Department of Education
SQ!RS "#S$ueepers%&
Survey: %re#ie+ te6t.
Question: 7i"t 18& ue"tion" ou thin- +e:ll find an"+er" to.Predict: State 18& thing" +e:ll learn.Read: !ead te6t.Respond: ;r to an"+er ue"tion". Modif, drop, add.Summarie: t end of te6t.
S is for Survey 7oo- at the picture" and caption".
!ead the highlighted and old +ord".
!ead the heading" and "uheading".
;hin- aout +hat ou are aout to read.
Q is for Question
5/28/2018 Active Reading Literacy Strategies
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Georgia Department of Education
'(ample of SQ!RS note)ta*ing process
Title of Article or Chapter: _________________________________________
Survey:(Beforeyou read. What willthis readingassignment beabout? Look at titlesand pictures)
Question:(Beforeyou read. Write 1-3questions you maybe able to answerrom reading)
1.
!.
3.
Predict:(Beforeyou read. "an youpredict 1-3 thingswe will learn?)
1.
!.
3.
Read! (you don#t ha$e to write anything in this bo%)
Respond (After youRead. &ry to answerquestions' modiydrop and add)
Summarize' (Afteryou Read)
our *entence*ummary'
Sentence 1: +ain,dea (identiy whatwas read $erb[explains, lists,argues, describes,etc],inish thought).
"The novelBeloved by ToniMorrison, chroniclesthe tragic life of arunaway slave.
Sentences #$%:!R"#' etailseasons /%amplesacts
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Reading strategies: Scaffolding students' interactions with text. 'n.d.(. !etrie#ed from
http)**+e001.greece.-12.n.u"*academic".cfm/"upage9&0admincti#ate0.43&&3&0925
+e Concept Snthesis
Georgia Department of Education
Dr. John D. Barge, State School SuperintendentMarch 29, 2014 $ %age 12
ll !ight" !e"er#ed
5/28/2018 Active Reading Literacy Strategies
13/20
Georgia Department of Education
4se this Strateg:
/efore Reading
0uring Rea*ing
$%ter Rea*ing
Targete* Rea*ing Sills:
Condense or summari-e ideas from one or more texts
9istinguish between releant and irreleant information
Comparecontrast information from one or more texts Make text-to-text, text-to-self, and/or text-to-world
connections
What is it
"hen students are gien DdenseE reading material, they often become frustrated and remark, D)
read it, but ) don!t get it8E or D) didn!t know what was important and what wasn!t.E
5/28/2018 Active Reading Literacy Strategies
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Georgia Department of Education
The graphic organi-er below is a condensed ersion of the template that you can print off theweb from Tools for 0eading, Writing and Thin$ing.
6e oncept Snthesis
0irections: 2se the following graphic organi-er to identify the fie most important concepts &in the form of single
words or phrases' from the reading. Think about identifying the fie most import concepts this way% )f you had to
explain the reading to someone who had not read the text, what are the fie most important concepts you would want
them to understand* Use a highlighter and marginal notes to identify import concepts as you read
, and thencompletethe graphic organi1er once you have completed the reading2
5/28/2018 Active Reading Literacy Strategies
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Georgia Department of Education
Reading strategies: Scaffolding students' interactions with text. 'n.d.(. !etrie#ed from
http)**+e001.greece.-12.n.u"*academic".cfm/"upage9&0admincti#ate0.43&&3&0925
E7it Slips
Georgia Department of EducationDr. John D. Barge, State School Superintendent
March 29, 2014 $ %age 15ll !ight" !e"er#ed
5/28/2018 Active Reading Literacy Strategies
16/20
Georgia Department of Education
+aing students complete an 4xit Slip at the end of class gies them some time to reflect on the
day!s lesson before rushing out into the chaos of school hallways howeer, thoughtful 4xit Slips also
gie you a tool for determining how well students understand what you and they think they hae learned
in class. The information on an 4xit Slip gies you an instant snapshot of understanding, enabling you to
effectiely begin class the next day by addressing misconceptions and confusions. The key to gatheringuseful information is asking useful questions. #ou also want to mix it upif you use the same questions
eery day &"hat did you learn today*', students will respond thoughtlessly. Ask interesting questions,
and hold students accountable for writing thoughtfully. #ou can grade these with a ery quick check.
3oints should not come for DcorrectE answers points should come for answers that reeal students who
are thinking about the material.
5/28/2018 Active Reading Literacy Strategies
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Georgia Department of Education
.
5/28/2018 Active Reading Literacy Strategies
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Georgia Department of Education
The Sa8( Sa
To help students make claims about a topic they hae studied, you can use templates from They
-ay3/ -ay!&$raff, /irkenstein, I 9urst, 5677' or make up your own. +ere are a few examples%
) agree that KKKKKKKKK because my experience KKKKKKKK confirms it.
) agree that KKKKKKKKK, a point that needs emphasi-ing since so many people beliee
KKKKKKKKKKK.
) think those who agree with the statement KKKKKKKKKKKKKKKKK are mistaken because
they oerlook KKKKKKKKKKKKKK.
) disagree with the statement that KKKKKKKKK because KKKKKKKKKK.
Although ) agree with the statement KKKKKKKKKKKK up to a point, ) cannot accept the
oerall conclusion that KKKKKKKKKKK.
) am of two minds about the statement that KKKKKKKKKK. Fn the one hand, ) agree that
KKKKKKKKKK. Fn the other hand, ) am not sure if KKKKKKKKKKKKK.
Georgia Department of EducationDr. John D. Barge, State School Superintendent
March 29, 2014 $ %age 1ll !ight" !e"er#ed
5/28/2018 Active Reading Literacy Strategies
19/20
Georgia Department of Education
Evaluating Evi*ence
Article Title and Author KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
Claim in the article KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
Juotations and page numbers 3ut it in your own words
&3araphrase'
+ow it supports the author!s
claim &)nterpretation'
(odified from Carol =ago!s Writing About .iterature
Georgia Department of EducationDr. John D. Barge, State School Superintendent
March 29, 2014 $ %age 19ll !ight" !e"er#ed
5/28/2018 Active Reading Literacy Strategies
20/20
Georgia Department of Education
Warrant Worout
(y claim% KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
0ist the quotations or examples you plan to use to support your claim aboe. After each, in asentence or two, explain how it supports your claim.
7. Supporting quotation or eidence% KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
a. +ow it supports my claim
KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
KK
5. Supporting quotation or eidence% KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
a. +ow it supports my claim%
KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
KK
?. Supporting quotation or eidence% KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
a. +ow it supports my claim%
KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
"orking in groups, ealuate the warrants that will support each group member!s claim. /e
tough on one another8
Georgia Department of EducationDr. John D. Barge, State School Superintendent
March 29, 2014 $ %age 20ll !ight" !e"er#ed
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