Readers are

Leaders

“Not all readers are leaders, but all

leaders are readers”

-Harry S. Truman

What is Reading?

Reading is developing meaning from print.

Reading is a complex process that requires:

Identifying the words in print (word recognition)

Establishing an understanding from them

(comprehension)

Reading the text accurately, quickly, and with good

prosody(fluency)

Reading is a ProcessThe reading process is influenced by several factors, which include:

1. The reader

1. Prior knowledge

2. Interest

3. motivation

2. The text

1. Readability

2. Organizational structure

3. Graphics

4. Content

3. Activity

1. Reading for an assignment or for pleasure

What are Reading

Strategies?

Reading strategies are purposeful, cognitive actions

that students take when they are reading to help

them construct meaning.

Reading strategies are designed to help students

BEFORE, DURING, and AFTER they read.

Before Reading Strategies

1. KWL Chart

Pre-teach Vocabulary

ABC Brainstorming

Anticipation Guide

Text-book Walk Through

KWL Chart

The KWL chart is a graphic organizer intended to guide students in reading and understanding the text. The letters KWL are an acronym for what students already know, what they want to know, and what they have learned.

The KWL chart strategy helps students activate background knowledge and combine new information with prior knowledge.

Pre-teach Vocabulary

A student’s level of reading comprehension is determined by his or her knowledge of words.

Tier two words are essential to teach because they are crucial for understanding the text.

Tier two words are words that appear with high-frequency, across the curriculum.

“It is estimated that teachers can realistically teach 300 words per year, which translates to about 8 to 10 per week” (Bursuck & Damer, 2011, pg. 232).

Methods to Teach

VocabularyTeach Vocabulary by Modeling:

“Model examples and non-examples as you teach the word” (Bursuck & Damer, 2011, pg. 238).

Use Semantic Maps:

“Semantic maps are visual representations of vocabulary that help students organize subject matter by having them categorize, label the categories, and discuss concepts related to a target word” (Bursuck& Damer, 2011, pg. 244).

Use Morphemic Analysis:

Students need strategies to independently determine the meaning of new words. Teaching students to use word parts to figure out meanings can be beneficial to their vocabulary development. Knowledge of common prefixes, suffixes, base, and root words, can help students distinguish the meanings of many new words.

ABC Brainstorming

Students are given a chart with all of the letters of the

alphabet and asked to write down specific words or

phrases about one particular topic that begin with

specific letters. Students can work independently or

with a partner to complete this activity.

Students can be assigned certain letters, or can

brainstorm ideas for the entire alphabet.

Anticipation Guide

An anticipation guide is a comprehension strategy that is used to activate students’ prior knowledge and build interest about a new topic.

Before reading, students listen to or read statements about key concepts apparent in the text. Students can choose to agree or disagree with the statements.

Anticipation guides set a purpose for reading. Additionally, this strategy teaches students to make predictions and read in order to validate their predictions.

Textbook Walk Through

Textbook walk-throughs are used to help students make a connection in the content area.

Helping students understand how particular content area texts are structured helps them utilize the information inside more effectively.

Teachers should spend time explaining how texts are structured and how the layout can aid students’ understanding. Text features such as illustrations, captions, bold prints, footnotes, and textboxes should be explored.

Students should become familiar with the fact that most expository texts are written in the cause-effect, compare-contrast, or sequencing formats.

Double-entry Journal

Think-alouds

Jigsaw

Marking the Text

Partner Reading

Double-Entry Journals

Double-entry journals allow students to record their responses to the text as they read. Students write down phrases or sentences from their reading and write down their reaction.

Benefits:

Improves comprehension, vocabulary, and content retention.

Activates prior knowledge, present feelings, and promotes collaborative learning.

Think-alouds

Begin by modeling this strategy to students. Model your thinking as you read.

Think-alouds help students learn to monitor their own thinking as they read. It teaches them to re-read, read ahead for clarification, or look for context clues to make sense of what they read.

Think-alouds slow down the reading process and allows students to monitor their understanding of a text.

Jigsaw

Jigsaw is a cooperative learning strategy that allows each student to specialize in one specific topic.

How does it work?

Students meet with members from other groups and teach the material.

Why use Jigsaw?

It helps build comprehension.

It encourages cooperative learning.

It provides a purpose for reading.

Marking the Text

Marking the text is an active reading strategy that asks students to distinguish information within the text that is relevant to the reading purpose.

Once the text is marked, students will be able to quickly reference information that correlates to the reading purpose.

Partner Reading

Partner reading is a cooperative learning strategy. It allows students to take turns reading and deliver feedback.

Partner reading provides a model of fluent reading and helps students learn decoding skills through positive feedback.

After Reading Strategies

QAR

Summarizing

Exit Slips

RAFT

3-2-1

QAR

The question-answer relationship (QAR) strategy assists students in understanding different types of questions.

There are four types of questions given:

Right there

think and search

Author and you

On my own

The QAR strategy teaches students to ask questions about their reading and where to find the answers to them.

Summarizing

Why use it?

Summarizing teaches students how to determine important information from unimportant information.

It teaches students to reduce the text to just the main ideas and points.

This strategy helps with content retention.

Exit Slips

Exit slips are written student responses to questions teachers pose after reading.

Why use it?

They provide teachers with a measure of how well students have understood a topic.

They teach students to think critically.

They help students reflect on what they have learned.

RAFT

RAFT stands for Role of the writer, Audience, Format, and Topic.

RAFT is a strategy that helps students understand their role as a writer, the audience they are writing to, and how to organize their writing.

In order to respond to the prompt, students must think creatively and critically and use key elements in the text.

3-2-1

After students engage with a

text, ask them to answer the

following questions:

Three things that they have

learned from reading.

Two questions that they still have.

One aspect of the text that they

enjoyed.

This activity provides a method

for teachers to check for

understanding and to cultivate

students’ interests in a topic.

Abraham Lincoln

“A capacity and taste for reading

gives access to whatever has

already been discovered by others”

References

ABC Brainstorming Strategy. (n.d.). Retrieved from http://literacy.purduecal.edu/student/ammessme/ABCBrain.html

Anticipation Guide | Reading Rockets. (n.d.). Retrieved from http://www.readingrockets.org/strategies/anticipation_guide

Bursuck, W. D., & Damer, M. (2011). Teaching reading to students who are at risk or have disabilities: A multi-tier approach. Upper Saddle River, NJ: Pearson.

Content Area Reading Literacy - Strategies for Success. (n.d.). Retrieved from http://www.k12reader.com/helping-students-develop-strong-content-area-reading-skills/

Double-Entry Journals | Classroom Strategies | AdLit.org. (n.d.). Retrieved from http://www.adlit.org/strategies/22091/

Exit Slips | Reading Rockets. (n.d.). Retrieved from http://www.readingrockets.org/strategies/exit_slips

K-W-L Charts | Education.com. (n.d.). Retrieved from http://www.education.com/reference/article/K-W-L-charts-classroom/

References Continued…

Marking the Text. (n.d.). Retrieved from http://www.sps186.org/downloads/blurbs/23663/Marking%20The%20Text.pdf

Question-Answer Relationship (QAR) | Reading Rockets. (n.d.). Retrieved from http://www.readingrockets.org/strategies/question_answer_relationship

RAFT Writing | Classroom Strategies | AdLit.org. (n.d.). Retrieved from http://www.adlit.org/strategies/19783/

Reading Quotes - A Great Collection of Quotes Relating to Reading - The Literacy Company. (n.d.). Retrieved from http://www.readfaster.com/readingquotes.asp

Selecting Vocabulary Words to Teach English Language Learners | Colorín Colorado. (n.d.). Retrieved from http://www.colorincolorado.org/educators/content/vocabulary/

Structural Analysis: Prefixes, Suffixes & Roots | Literacy Leader. (n.d.). Retrieved from http://www.literacyleader.com/node/465