READING STRATEGIES FLIP CHARTBY: KRISTIN GRANT

Critical Assignment #1

BRAINSTORMINGPREQUESTIONS

LIST-GROUP-LABELVISUAL AIDS

KWL

Before Reading Strategies

Students are asked to examine the title of the book or text

Then, the students raise their hand and call out whatever comes to mind as they read the title

The teacher lists on the board all of the information that the students are saying

Later the information will be used to further recall

This strategy activates prior knowledge

Brainstorming

This strategy requires the teacher and students to think of questions to be answered while reading.

This activates prior knowledge and makes the students focus on finding the answers while reading.

Prequestions

List-group-label is a form of semantic mapping

First, you select a main topic in the reading

Then, have students call out any words they think relate to the topic

Then, have the class group the list into subcategories

Lastly, have the students title the subcategories

List-group-label

Visual aids

Using visual aids is a great way to activate students’ prior knowledge

For example, a teacher should show a picture of a tornado before reading a science textbook chapter on tornadoes

The picture of a tornado will activate the students’ schemata on that subject.

KWL

In this strategy, students decide:

What do I know? What do I want to learn? What did I learn?

Students should draw three columns on a sheet of paper

Then, students will write the three questions above the three columns

Students should then write down their personal answers to these questions

Later, the class should have a group discussion sharing what each student wrote.

THINK-ALOUDPOST-ITS

PARTNER READING CONCEPT MAP

SQ3R

During Reading Strategies

Think-Aloud

During this strategy, teacher’s essentially verbalize aloud while reading a section orally

While reading the section, the teacher will answer questions like, “Do I understand what I just read?” and “What were the most important points in this reading?”

It teaches students how to monitor their understanding

After the teacher models what to do; the students can start thinking-aloud, but the teacher will offer feedback

Post-Its

Encourage students to keep a stack of post-its with them while reading the book

Every time they read something that interests them they should put a post-it.

For example, they should put a post-it on the page that has a powerful quote.

They should also put a post-it on a page where they are confused or where they just want to make some notes.

After introducing the text, organize the students into pairs based on partners that will be beneficial to others.

One student will read orally for five minutes, while the other student follows along and corrects any mistakes when necessary.

Have the pair switch roles and the other student will read the same passage for the next 5 minutes while d the other student provides corrective feedback.

Partner reading monitors comprehension and is a great cooperative learning strategy

Partner Reading

Concept Map

Concept maps help students understand and comprehend new text

Ask students to identify the major ideas or concepts in the text

Then have the students organize the ideas into categories

Have the students use lines to connect the ideas to the categories or to another idea.

SQ3R

Have each student: S-urvey the assigned reading by skimming Create Q-uestions to answer as you read R-ead the text and then answer the questions you

formulated R-ecite the information by summarizing what you read

without looking at the text R-eview what you read by looking over your questions

and answers and finding out what the text means

EXIT SLIPSPARAGRAPH SHRINKING

SHARED READING CREATE YOUR OWN TEST

PICTURE THIS!

After Reading Strategies

Exit Slips

Exit slips help students reflect on what they have read

Exit slips can also be used to help teachers reflect on their lesson and see what needs to be altered

Ask students to write down their responses to the following questions on a flashcard

What was one thing you learned today from the reading?

How could today’s lesson be used in the real world?

Paragraph Shrinking

Students monitor their comprehension and give feedback to others during paragraph shrinking

For this strategy, students are in groups of two and one partner reads aloud for five minutes and then has to summarize the main points after they finish

Students have to state the main idea in 10 words or less

Then, the other partner will have to do the same thing

Shared Reading

Provides support for struggling readersAfter reading the text, try and relate it to

something personal or another experienceThen have the students retell the chapter in

their own words

Create Your Own Test

This strategy really requires students to comprehend what they just read

Have the students create their own test based on the text they just read

This will also help them prepare for the actual test

Picture This!

This strategy is great because it requires students to relate the text to something artistic

Ask the students to bring in some piece of art that relates to something they read in the text

Then have all the students sit together and compare, describe, and discuss the different pieces of art they brought in.

References

Campbell, E. (2001). Reading rockets. Retrieved from http://www.readingrockets.org/search?cx=004997827699593338140:nptllrzhp78&cof=FORID:11&ie=UTF-8&as_q=Before, during, after reading strategies

Bursuck, W. D., & Damer, M. (2011). Teaching reading to students who are at risk or have disabilities a multi-tier approach. (2nd ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.

Karla Porter, M.Ed. Retrieved from: http://departments.weber.edu/teachall/reading/prereading.html