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Reading Strategy Methods for 6 th Grade Nonfiction Before, During, and After Reading Diane Bainter RED4348 Indian River State College July 26, 2014

Diane Bainter Reading Strategies Flip Chart

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Page 1: Diane Bainter Reading Strategies Flip Chart

Reading Strategy Methods for 6th Grade

NonfictionBefore, During, and After

ReadingDiane Bainter

RED4348Indian River State College

July 26, 2014

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Reading Strategies"Why reading strategies," you ask?

Well, let me give you a few reasons why reading strategies are so important.

• According to the National Reading Panel, students need explicit instruction in reading comprehension. As teachers, we get to demonstrate to students a variety of reading strategies to help them understand, discuss, and interpret text. This goes a long way to create independent readers. (Gibson, 2004).

• When readers generate questions about the text before or during reading, they read forward to search for answers, actively comprehending as they read. (Underwood, 1997).

• Teaching students to read actively and purposefully with strategies helps them become proficient readers and prevents later reading difficulties. (Gibson, 2004).

• Nonfiction books give students a chance to learn new concepts and vocabulary, as well as broaden their view of the world.(Reading Rockets, 2012).

So, take a walk with me as we go over some excellent reading strategies to use before, during, and after reading...

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Before Reading Nonfiction Strategies

Teachers will prepare students for the reading by:

• Connecting new text information to prior knowledge

• Teaching new vocabulary words

• Setting a purpose for reading

Students will learn to:

• Read titles and headings

• Predict what the passage may be about

• Ask themselves what they already know about the topic

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Before Reading Nonfiction Strategies

Anticipation Guide - builds curiosity about a new topic, stimulates students' interest and sets a purpose for reading

Preview the text - Look through the chapter and read headings, examine pictures and graphs and read their captions, look at words in bold or italics

New Vocabulary Words - Pre-teach pronunciations and definitions of new vocabulary words so students won't stumble over them later.

Activate Prior Knowledge - establishing what students already know about a topic because good readers make predictions based on background knowledge (Bursuck, p. 276).

Examine Text Structure - Identifying how the text is organized and why will determine how students approach the reading.

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Anticipation Guides:

• Challenges students to think about what they know about a topic.

• Can be completed individually, in pairs, small groups or as a whole class.

• Activates critical thinking.

• Can be revisited after reading to evaluate how well students understood the material and to correct any misconceptions.

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Preview the Text

• By examining the headings, maps, bold or italicized words, pictures, graphs, and text boxes, students can get an idea of what they will be reading about and what the author sees as important.

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Pre-Teach New Vocabulary Words...

• This is helpful especially with non-fiction when there is a lot of specialized vocabulary to introduce.

• One method, concept maps, help reading skills by providing the content to which students can attach new vocabulary.

• This strategy can be used with small groups or the entire class.

Concept Maps:

• Introduce the book or topic to be read;

• Choose relevant, important vocabulary terms;

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Activate Prior Knowledge

• This can be completed as a whole class discussion, individually or in pairs.

• Ask the students what they already know about the topic.

• This can be written out in the Know and Want to Know sections of a KWL chart.

• The Learned section of the chart can be filled out after the lesson.

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Examine Text Structure

• Knowing the different text structures and how they are organized helps students understand what they read.

• For instance, if a student knows a text will be cause/effect, they will look for the details of the two main ideas.

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During Reading Nonfiction Strategies

Teachers will:• Guide students by using

strategies to help the students understand

what they are reading.• Allow time to fix

comprehension issues before students become

too confused.

Students will learn to:• Monitor their understanding

• Generate questions• Make inferences• Stay focused

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During Reading Nonfiction Strategies• Think Aloud – teacher models the active thinking process that skilled readers use.

• Monitor Comprehension - Monitoring/Clarifying helps students focus their attention on the fact that there may be reasons why the text is difficult to understand. Students can be taught to ask questions, reread, restate, and visualize to comprehend the text.

• Graphic Organizers – These visual representations of the text used while students read can organize information for them and can show students relationships between facts, terms and ideas.

• Make Inferences – Use prior knowledge and text information to understand an author’s inferences.

• Jigsaw – a method that encourages group sharing and learning of specific content. It helps students learn cooperation as group members share responsibility for each other’s learning.

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Think Alouds

• Teachers verbalize their own metacognitive skills aloud so students can hear how skilled readers think.

• Teachers can think aloud about a comprehension strategy, the meaning of a vocabulary word, their understanding of a piece of text, or predicting what comes next in the text.

Watch this short video for a good Think Aloud example.

• http://www.youtube.com/watch?v=PKvaEPbOO9g

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Monitor/Clarify

• Helps students focus their attention on the text. They are taught to ask questions, reread, restate, and visualize to understand the text better.

• Strategies such as Fix-Up help students straighten out their confusion. Teach them to sound out a word, define it, or use context clues to clear up any confusion.

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Graphic Organizers

• Visual representations of information that are used while students read to keep them actively thinking and organizing facts and ideas.

• Graphic organizers should be simple.

• A completed concept map can be used or students can be required to fill out a map as they read.

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Make Inferences

• This strategy helps students make connections between their personal experiences and their comprehension of a text.

• Focuses on student thinking and how new information reshapes prior knowledge.

•  Inferential reading can be taught using a variety of reading material.

Sample prompts

• "Look for pronouns and figure out what to connect them to."

• "Figure out explanations for these events."

• "Think about something that you know about this (insert topic) and see how that fits with what's in the text."

• "Look for words that you don't know and see whether other words in the sentence or surrounding sentences can give you an idea what those unknown words mean."

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Jigsaw

• Encourages group sharing and learning of specific content.

•  Each group member is responsible for becoming an "expert" on one section of the assigned material and then "teaching" it to the other members of the team

• Monitoring each student's participation within the groups provides teachers with information about how much the students already know about the topic

Watch this short video for techniques to use the Jigsaw

strategy.

http://www.youtube.com/watch?v=RrtuTrobf2w

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After Reading Nonfiction Strategies

Teachers will:

• Provide the opportunity to apply critical thinking skills.

• Teach students to summarize main ideas.

• Help students integrate what they have learned with what they already knew.

Students will learn to

• Think about what they read and review questions.

• Outline a text

• Summarize a reading selection.

• Write or speak on a specified topic.

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After Reading Nonfiction Strategies• QAR – Teacher guides students into understanding and answering the four

types of questions, Right there, Think and Search, Author and You, and On My Own.

• Summarizing – Teaches students how to take a large part of the text and consolidate it to the main points.

• Exit Slips - Requires students to write responses to questions teachers ask at the end of class. Exit Slips help students reflect on what they have learned and express what or how they are thinking about the new information.

• RAFT – Students respond to a writing prompt that requires them to think about the reading from a different perspective.

• Question the Author – Students question and discuss the author’s writing.

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After Reading Nonfiction Strategies

• QAR – Question Answer Relationship

• Teaches students how to ask questions about their reading and where to find the answers.

• Using higher-level thinking skills, improves students’ reading comprehension.

1. Explain to students that there are four types of questions they will encounter. Define each type of question, give an example.

o Right There Questions: Literal questions whose answers can be found in the text. Often the words used in the question are the same words found in the text.

o Think and Search Questions: Answers are gathered from several parts of the text and put together to make meaning.

o Author and You: These questions are based on information provided in the text but the student is required to relate it to their own experience. Although the answer does not lie directly in the text, the student must have read it in order to answer the question.

o On My Own: These questions do not require the student to have read the passage but he/she must use their background or prior knowledge to answer the question.

2. Read a short passage aloud to your students.

3. Have predetermined questions you will ask after you stop reading. When you have finished reading, read the questions aloud to students and model how you decide which type of question you have been asked to answer.

4. Show students how find information to answer the question (i.e., in the text, from your own experiences, etc.).

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Summarizing

• Teaches students how to discern the most important ideas in a text.

• Helps students focus on key words and phrases that need to be remembered.

• Teaches students how to reduce a large selection of text to the main points.

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Exit Slips

• Help students reflect on what they have learned.

• Allow students to state their thoughts about new information.

• Gives teachers an informal measure of how well students have understood a topic or lesson

Three categories of exit slips

• Prompts that document learning: —Example: Write one thing you learned today. —Example: Discuss how today's lesson could be used in the real world.

• Prompts that emphasize the process of learning: —Example: I didn't understand… —Example: Write one question you have about today's lesson.

• Prompts to evaluate the effectiveness of instruction—Example: Did you enjoy working in small groups today?

• Other exit prompts include: —I would like to learn more about… —Please explain more about… —The thing that surprised me the most today was… —I wish…

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RAFT

• Includes writing from different viewpoints

• Helps students understand the importance of, the various formats for, and different topics for writing.

• Teaches students to think creatively about writing.

Students respond to prompts

Role of the Writer: Who or what are you as the writer? A pilgrim? A soldier? The

President?

Audience: To whom are you writing? A friend? Your teacher? Readers of a

newspaper? 

Format: In what format are you writing? A letter? A poem? A speech? 

Topic and strong verb: What are you writing about? Why? What's the subject or

the point?

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Question the Author

• Encourages students to ask questions of the author and the text.

• Students understand more about the text.

• Teaches students to critique the author’s writing

Examples of Questions to Ask the Author

• Initiating Queries (get a discussion started):• Does this make sense to you?

• What do you think the author is attempting to say here?

• Follow-up Queries (help students connect meaning with their idea of author intention):• Why do you think the author chose to use this

phrase or wording in this specific spot?

• Did the author explain this clearly?

• Did the author tell us why?

• Why do you think the author tells us this now?

• Narrative Queries (help students think about character and craft):• How do things look for this character now?

• How has the author let you know that something has changed?

• How has the author settled this for us?

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References

Bursuck, W., & Damer, M. (2011). Teaching Reading to Students Who Are at Risk or Have Disabilities.

Upper Saddle River, NJ: Pearson.

Classroom Strategies: Exit Slips. (2014). Retrieved from: http://www.adlit.org/strategies/19805/.

Classroom Strategies: Inferential Reading. (2014). Retrieved from: http://www.adlit.org/strategies/23355/.

Classroom Strategies: Jigsaw. (2014). Retrieved from: http://www.adlit.org/strategies/22371/.

Classroom Strategies: Monitoring/Clarifying. (2014). Retrieved from: http://www.adlit.org/strategies/23357/.

Classroom Strategies: Question-Answer Relationship. (2014). Retrieved from:

http://www.adlit.org/strategies/19802/.

Classroom Strategies: Question the Author. (2014). Retrieved from: http://www.adlit.org/strategies/19796/.

Classroom Strategies: RAFT Writing. (2014). Retrieved from: http://www.adlit.org/strategies/19783/.

Classroom Strategies: Summarizing. (2014). Retrieved from: http://www.adlit.org/strategies/21827/.

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References

Gibson, A. (2004). Reading for Meaning: Tutoring Elementary Students to Enhance Comprehension.

From The Tutor Newsletter, Spring 2004, 1-12. Retrieved from: http://www.readingrockets.org/article/22800.

Reading Rockets. (2012). Getting the Most Out of Nonfiction Reading Time. Retrieved from: http

://www.readingrockets.org/article/55348.

Texas Education Agency. Strategies that Promote Comprehension. Retrieved from: http

://www.readingrockets.org/article/29202.

Underwood, T. (1997). On knowing what you know: Metacognition and the act of reading. The Clearing House,

71(2), 77-80. Retrieved from: http

://www.collegetransition.org/promisingpractices.research.readingstrategies.html