Reading, Vasquez By Savaedi

ReadingStrategies

Dr. Ashari

By Fatima Savaedi

In His Name

Strategies and processes of effective readers

Before reading• Set a purpose for reading• Set goals for reading• Determine a plan for

reading• Activate background

knowledge• Make predictions

During reading•Ask questions•Summarize•Identify main ideas•Make connections•Make inferences•Visualize•Monitor comprehension•Use fix-up strategies when they don’t understand

•Use text features to assist comprehension•Use strategies to understand new vocabulary

•Create interpretations of literature

After reading• Reflect on what they have

read• Revise interpretations• Summarize main ideas• Draw conclusions• Seek additional

information• Evaluate what they have

read

Vasquez, Hansen, and Smith, 2010.)

Steps to Introduce Reading Strategies:

Identify the strategy.

Identify the purpose of the strategy.

Identify the steps of the reading strategy

Model the reading strategy.

Have students practice the strategy with a short piece of text while you assist.

Have students share their results in small groups .

Have students share their results as a whole class.

Have students reflect on their strategy use.

(Vasquez, et al. 2010.)

Level Sample activities for practicing reading strategies


Preproduction (level 1)

Read the text aloud to Sts. Use pictures to help students comprehend the passage. Have students match pictures with words. Have students retell a passage. Use sentence completion activities after reading.


Early production (level 2)

Read the text aloud to the students or have a partner read to them.

Have the students create pictures/illustrations of what is happening in the text and then have students label them.

Create yes or no questions Create guiding questions such as who, what, where,

how, and why questions in response to a text. Use role playing and dramatizing texts.


Speech emergence (level 3)

Use advanced graphic organizers Have the students participate in literature

response groups. Have the students write sentences and

paragraphs in response to texts. Create how and why questions in response to

texts.


Intermediate fluency (level 4)

Encourage students to participate in class discussions.

Engage students in literary analysis. Have students create and perform in skits and role

play. Have students paraphrase and retell texts. Engage students in writing projects using different

genres and for varied purposes based on reading activities.


The purpose of teaching reading strategies is

to help students create a toolkit of approaches to

reading tasks. to teach them to select and implement

appropriate strategiesTo monitor and regulate their use

(Olson and Land, 2007 cited in Vasquez, Hansen, and Smith, 2010 )

Before Reading

It is important for teachers to get to know their students’ reading abilities and

backgrounds.


Reading Surveys (Levels 1, 2, 3, and 4)

Reading surveys can tell you about your students’ attitudes toward reading, their likes and dislikes, and their reading processes and habits.


Reading survey and activitiesActivity 1Directions: To answer the questions about your reading likes and dislikes in your own words.• What is your all-time favorite story, book, or poem? Why?• What types of reading would you like to do in this class?Activity 2Directions: Get with a partner and discuss your responses to the reading survey. Listen carefully, as you will be introducing your partner to others.Activity 3In groups of four, introduce your partner to the rest of the group. Consider the following questions, which you will share with the whole class.What experiences do members of the group have in common?What differences did you find in your reading habits and interest?Activity 4Share your group findings with the whole class.


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Reading Survey For Elementary Students!!!!!

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Prereading Activities

Prereading activities are great warm-ups for students to get them

thinking about what they already know and to allow them to share their knowledge with others.

Frontloading, preparing students with knowledge and procedures necessary for the upcoming lesson,

can help teachers determine what students already know and identify holes or misconceptions in students’ learning.


Understanding the Organizational Structure of a Text(Levels 3 and 4)

6 of the most common organizational structures of informational text:

cause and effect, problem and solution, Compare and contrast, sequence or chronological order, description, proposition and support.

English language learners can be taught to look for cues and signal words to help them determine the organizational structure of a text.

(Irvin, Buehl, and Klemp (2007) cited in Vasquez, et al. 2010.)

Text structure and cues• Because/So/So that/If . . . Then/• Consequently/As a result

of/Therefore/• Due to/Reasons for/Was caused by

Cause and Effect:

• Problem/Solution/• Question/Answers

Problem–Solution:

• In contrast/On the other hand/However/Alike/Different

Compare and Contrast:


• First• Last• Next• Then

Sequence or Chronological

Order

• For instance/For example/• Such as/Includes/Consists ofDescription

• Look for . . ./Facts/Statistics/examples

• /citing experts, authorities

Proposition and Support


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Using Graphic Organizers (Levels 1, 2, 3, and 4)

Students choose an appropriate graphic organizer to fill out with the main ideas and details from the text.

The great advantage of using graphic organizers is that they can convey ideas with less text.


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Text Features (Levels 2, 3, and 4)• Headings: Students should examine headings, ask

themselves what they know about the topic, and make predictions about possible text content.

• � Reader aids such as bolded words and italics: Students should be shown that these are often vocabulary words or key ideas in the selection.

• � Visuals: Students need to learn how to read graphs and charts and examine pictures.

• � Glossaries and indexes: Students should practice looking up unknown words if they are unable to determine the meaning from the context.


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Anticipation Guides (Levels 1, 2, 3, and 4)

The purpose of anticipation guides: can be used to determine discrepancies between what students know and what is

in the text can be used to help students generate opinions about important topics and

themes in literary texts Allow students a preview of important issues they will encounter in a text help facilitate a prereading discussion. allow opportunities for focused discussion. give students a preview of the major ideas of a text activate students’ prior knowledge can challenge students’ beliefs can require students to support their ideas with Evidence are useful tools for promoting and fostering discussion are excellent tools for motivating students to read.


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Steps to Creating an Anticipation Guide:

Step 1: identify major issues and themes from the text you plan to teach.Step 2: Determine ways students might react to these themes and issues.Step 3: Create statements that are relevant to the text and to students’ lives, with which they can agree or disagree. Statements should be thought-provoking and meaningful to the students.Step 4: Create a place for students to write a justification for their response.Step 5: Share the anticipation guide with your students. Allow them time to provide thoughtful responses.Step 6: Have students share their responses to the anticipation guide. Step 7: Read the selection of the text. This may be a short text such as a poem or short story, or it may be a long text such as a book chapter or entire novel.Step 8: Return to the anticipation guide as a postreading activity.(Vasquez, et al. 2010.)

Concept Maps (Levels 1, 2, 3, and 4)Concept maps are diagrams that help students understand how words or ideas are related to one another. Typically, the main topic of the lesson or issue is placed in the middle of the map and then lines are used to show relationships between words and ideas. Concept maps help students brainstorm different aspects of a topic and help them organize information about that topic.

Concept maps can be very simple or detailed can encourage students to use their creativity. work well for ELLs because they provide a visual representation of a concept they can also use pictures and illustrations to demonstrate their knowledge. As a prereading activity, concept maps help students activate their prior

knowledge of a topic and set the stage for ideas they will encounter in a text. provide students with key vocabulary from the text and have them include those

words in their concept map.

(Vasquez, et al. 2010.) IMG_6659.png

Toni Krasnics

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Author’s Promise (Levels 1, 2, 3, and 4)

in order to introduce students to the writing style and key ideas of a novel, teachers can read aloud the first chapter or section of a novel to students.

This can be especially important when the author’s writing style is unique or complex.

Teachers can convey tone and mood, emphasize important passages, make dialogue come to life through reading aloud.


Let us dispose, first of all, of the usual reaction when his name is mentioned in conversation: "Oh, isn't he the poet who never uses capitals?" Even a casual look at his poems shows that of course he uses capitals—he uses them frequently, albeit not always conventionally. The same goes for spacing, word and line breaks, parentheses, and punctuation, not to mention grammar and syntax. What probably accounts for the common misperception that he is a lowercase poet is his usual printing of "I" as "i."

(Friedman, 1992)

Steps to the Author’s Promise Activity:Step 1: Read aloud the first chapter of a novel or first section of a longer text.

Step 2: As you are reading aloud, ask students to jot down any questions they have about what is happening in the story.

Step 3: After reading the selection, have students share their questions and explain to students that the first chapter of a novel is very important.

Step 4: Have students use the questions they generated as prompts and ideas to consider as they continue reading the novel.


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Predicting and Confirming Activity (Levels 1, 2, 3, and 4)

Frequently used in social studies classrooms, the Predicting and Confirming Activity (PACA) canbe used in the ELA classroom to help ELL students make predictions about a text and developbackground and vocabulary knowledge. This strategy is especially useful if students have littlefirst-hand experience about a topic and helps them set a purpose for reading. For example, anELA teacher may teach a unit on the theme of “Overcoming Obstacles” and students will readnovels set during the Great Depression. To enhance their understanding of the time period, aswell as to develop their nonfiction reading comprehension skills, they would also be readingexpository texts dealing with this time in U.S. history. Although students may have heard aboutthe Great Depression, they may have misconceptions or gaps in their understanding, in whichcase the teacher may decide to use the PACA.


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Sample PACA using the Great Depression

Step 1: The teacher poses a general question.Step 2: The teacher provides initial information.Step 3: Students write predictions.Step 4: The teacher provides new information: this could be through pictures, a film, a story,or an article.Step 5: Students revise or modify their statements based on the new information.Step 6: Students actively read (or have a partner read to them) the assigned text selection,using their predictions as a guide.Step 7: Students and the teacher work together to revise their predictions after reading.


During-Reading Activities

in order to teach the processes and strategies of effective readers, it is important for students to engage in activities while they are reading.

The importance of helping students make literature morecomprehensible through during-reading activities while actively teaching reading strategies.

(Sasser, 1992 cited in Vasquez, et al. 2010.)

Talking to the Text (Levels 2, 3, and 4)

English language learners need opportunities to stop and reflect on what they have read.

Students should be encouraged to respond directly to what they are reading; teachers can use sticky notes to encourage students to interact with what they are reading.

Sticky notes are popular with students because they can be small, and students may feel less intimidatedto write.


Steps to Talking to the Text:

Step 1: Preview the text and determine effective stopping places for students to respond to the reading selection.

Step 2: Explain to students that they are going to record their thoughts about what they are reading and have them write their thoughts on a sticky note and place it next to the corresponding section of the text.

Step 3: model using sticky notes with a short selection such as a poem or passage from a short story. Then have students try it on their own.

Step 4: Once students have completed the reading, have them work in pairs or groups to share their responses.

Step 5: Debrief the strategy with students. Ask them what kinds of questions this particular text created for them.


http://www.vocabulary.com/articles/lessons/tackling-text-complexity/

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Double Entry Journals (Levels 2, 3, and 4)

Double entry journals promote active reading. Students must stop and reflect on what they are reading and pay closer attention to the content of the text.

The basic model for a double entry journal is to have students divide a piece of paper in half and then record items from the text on one side and their reading responses on the other.


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Literature Circles (Levels 2, 3, and 4)

many of these strategies have emphasized the importance of providing ELLs with frequent andregular opportunities to speak and interact with other students.

Literature Circles: Voice and Choice in Book Clubs and Reading Groups.

(Daniels, 2002, Vasquez, et al. 2010).

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Texts for literature circles are selected by the students. Texts should be of high interest andaccessible to students.

Literature circles consist of small heterogeneous groups of students based �on book choice.. Students divide the text into chunks and meet regularly to discuss the �reading.

Students generate the discussion topics. �

The teacher serves as a facilitator, not an instructor, and evaluation is �through observationand student self-assessment. When groups finish their text, they share it with the rest of the class and new �groups areformed. (Vasquez, et al. 2010.)

The sharing of the literature circles text provides a multitude of opportunities forstudents to express their learning in alternative ways:

Students can perform a section of the text dramatically; they could create a movie trailer advertising the book; they could use technology to create a slide show of

possible book covers, etc. English language learners can benefit from more

creative ways of expressing their knowledge of a text, and they can rely on their strengths and multiple intelligences.


literature circles roles into two groups:1. basic and optional2. depending upon

(Adapted from Daniels, 2002: 103, as cited in Vasquez, et al. 2010.)

�Basic roles: � “Connector”: This person’s job is to make connections to the text such as personal connections(text to self), connections across texts (text to text), and connections to events in society (texts to world).

“questioner”: � This person’s job is to generate questions for group discussion that canencourage students to develop their abilities to critically analyze a text.

“Literary luminary/passage master”: � This person’s job is to find important passages inthe text and bring them to the group for discussion.

“illustrator”: � This person creates a visual image of something from the reading selection such as illustrating a scene, a character, or more abstract concepts such as symbolism or theme. This role can be especially beneficial for ELLs who may not be completely confident in their writing ability.

�


Optional roles: � “Summarizer”: This person creates summaries of the text selection focusing on mainideas or events. � “Researcher”: This person finds outside information related to topics from the text selectionto provide background information or elaborate on ideas presented in the reading. “Travel tracer/scene setter”: � This person keeps track of changes in the setting of the story.


How to use model literature circles effectively ?

Teachers can give students a short reading selection such as a book chapter or short story and have students practice using the role sheets

.Teachers can also ask for groups to volunteer to model a group meeting for the rest of the class

teachers can create mini-lessons that demonstrate these skills as well as more complex literary processes such as identifying themes and symbolism.

Students should be encouraged to conduct self-evaluations, which include their preparedness for group meetings and their contributions to discussion.

Teachers can have whole class debriefing sessions when they talk with students about what worked and what didn’t during the day’s meeting.


Directed Reading Sequence: Summarizing, IdentifyingMain Ideas and Details (Levels 2, 3, and 4)

• students read together in small groups while the teacher facilitates.

• develop specific reading skills including summarizing, elaborating, and retelling.

• chunks the text into manageable pieces and has

students stop and discuss the text while they are reading it.


Steps to Conducting a Directed Reading Sequence:Step 1: Choose an appropriate text and divide it into sections based on the needs and abilities of the ELL students as well as the text structure. Step 2: Students are given specific reading roles, similar to literature circle roles, which they will rotate as they read a section. Step 3: The group memory chart acts as the record of the summaries of the reading and can be used as a study guide for the students. Step 4: The groups then read the next selection and change roles, recording their summaries on the group memory chart. This continues until the reading of the text is complete.

(Irvin, Buehl, & Klemp, 2007, cited in Vasquez, et al. 2010).

The roles can be put on cards with instructions and handed out to students in Directed Reading Sequence:

“paraphraser,” who summarizes what was in the selection

“verifier”/illustrator, who clarifies and fills in any details that the paraphraser missed—if the verifier doesn’t have anything to add, he/she can create an illustration that represents the gist of the selection

“squeezer,” who takes the summary and puts it into one sentence; and the fourth role is the “writer,” who writes the sentence onto the “group memory chart.”


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After-Reading Activities

ELA teachers can use postreading strategies to help ELLs examine and reflect upon what they have read.

Teachers can use postreading activities:to help students summarize information revise their interpretations,draw conclusionsEvaluate the reading.


Story Map (Levels 1, 2, 3, and 4)

Merits determine that students are familiar with the basic elements of a story such as plot,

characters, setting, sequence of events, and outcome. Story maps are an excellent tool for helping ELLs organize information and they provide

them with the vocabulary with which to discuss a story. story maps are visual representations that can help ELLs remember what they have read can allow them the opportunity to use symbols and other graphics to represent abstract

ideas. they can include more complex elements such as rising action, climax, falling action, and

resolution. can provide students with a story map before reading Students can fill it out during or after reading. they can create their own maps which can be more creative and include more elements,

independently or in groups.


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Character Maps and Charts (Levels 1, 2, 3, and 4)

can help ELLs develop a greater understanding ofthe elements of literature

can promote retention of what they have read

visual representations of a character’s attributes, both literal, such as physical characteristics, and…

can be modified to include more concrete or more abstract thinking.



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Dramatic Tableaux (Levels 1, 2, 3, and 4)

Dramatic tableaux is an activity that can combine the understanding of both character and plot can help ELLs synthesize information from their reading.

Dramatic tableaux is a dramatic activity in which students are asked to physically construct a scene from literature

through body placement, visual expressions, and possibly the use of props.

many reading comprehension skills: summarizing, identifying what is important, visualizing, and understanding character is guided in.


Steps to Using Dramatic TableauxStep 1: in groups, students are provided with a scene from a work of literature (this could be from a poem, a short story, or a novel).

Step 2: Students meet to prepare their tableau. Students can use the five W’s and an H to brainstorm their scene: Who is in this scene?� What are they doing?�

Step 3: Students present their tableau to the class. Groups should be given time to set up their scene before the audience is asked to guess the scene.

Step 4: The teachers and students can debrief the use of dramatic tableaux: How were the scenes presented similar to or different from what the students had envisioned as they were reading the literature?


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Children’s Information Picture Books (Levels 1, 2, 3, and 4)

informational texts can be used in the classroom:

to help ELLs develop background knowledgeto help ELL students build background

knowledge about a topic before having students tackle more complex reading material.

to help students understand a science unit


Ten Steps to Great Readers

1. Expect noise and plan for it.2. Reward progress3. Give them books they can read.4. Keep it fun.5. Partners.6. Groups.7. Location8. Comfort9. Systems and procedures10. Snacks.

(Stone, 2009)

What this suggests to the reading teacher is that some combination of instruction and education may be best for reaching all the goal of good reading.

Teachers might be best advised to find a balanced approach most suitable for each situation to realize all the goals.

Sadoski (2004)

All readers can benefit from specific instruction in reading comprehension strategies. As readers continue to practice the strategies with the support of educator modeling, they should begin to take increasing responsibility for guiding the strategy lessons.

Moreillon (2007)

ReferencesSadoski, M. (2004). Conceptual foundations of teaching reading. New York: Guilford PressSinclair, J., & Carter, R. (2004). Trust the text: Language, corpus and discourse. London: RoutledgeMoreillon, J. (2007). Collaborative strategies for teaching reading comprehension: Maximizing

your impact. Chicago: American Library AssociationVásquez, A., Hansen, A. L., & Smith, P. C. (2010). Teaching language arts to English language learners. New York: Routledge

Education

Reading, Vasquez By Savaedi