Strategic Reading for Strategic Reading for SuccessSuccess

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Learning to Learn how to ReadLearning to Learn how to Read

What is Strategic Reading?What is Strategic Reading?

““Reading is a process of constructing Reading is a process of constructing meaning by interacting with text: as meaning by interacting with text: as individuals read, they use their prior individuals read, they use their prior knowledge along with clues from the text knowledge along with clues from the text to construct meaning.”to construct meaning.”

““A strategy is a plan selected deliberately A strategy is a plan selected deliberately by the reader to accomplish a particular by the reader to accomplish a particular goal or to complete a given task.”goal or to complete a given task.”

SourceSource::www.eduplace.com/rdg/res/literacy/st_read0.htmlwww.eduplace.com/rdg/res/literacy/st_read0.html

Strategic TeachersStrategic Teachers

By adopting a strategic approach to our By adopting a strategic approach to our

pedagogy, we are empowering students to pedagogy, we are empowering students to

learn how to learn effectively and develop learn how to learn effectively and develop

the skills they need for when they leave the the skills they need for when they leave the

safety of school or college. The strategies safety of school or college. The strategies

we adopt will serve to scaffold our students’ we adopt will serve to scaffold our students’

interactions with texts of all kinds and help interactions with texts of all kinds and help

them towards greater achievement and them towards greater achievement and

success.success.

Developing the Strategies and Developing the Strategies and Learning the Foreign LanguageLearning the Foreign Language

Gradual Steady ProgressGradual Steady Progress

Understanding the skill

Pre-reading

Engaging with reading

Response to texts

Increasing confidence and autonomy to read and engage

Door to total independence

STRATEGIES

STRATEGIES

STRATEGIES

Ideas fished out as events and experiences

Concepts and ideas fall on and influence society

Writing is published

Inspiration

Lexicon

Style

+

Register

Structure

Grammar Meanings

Message

Reading Strategies Linked to Other Reading Strategies Linked to Other Multiple IntelligencesMultiple Intelligences

VisualVisual: Exploiting photos, cartoon strips, graphs and charts, puzzle pages: Exploiting photos, cartoon strips, graphs and charts, puzzle pages AuditoryAuditory: Reading the article aloud, music to set the scene: Reading the article aloud, music to set the scene KinaestheticKinaesthetic: matching headlines to articles: matching headlines to articles NaturalisticNaturalistic: Reading about nature / weather / animals extinction / environment etc.; : Reading about nature / weather / animals extinction / environment etc.;

change of classroom environmentchange of classroom environment InterpersonalInterpersonal: Read an article in pairs or small groups and then act out the events : Read an article in pairs or small groups and then act out the events

based on the text.based on the text. IntrapersonalIntrapersonal: Skim and scan the passage for subtle emotions, feelings, insinuations : Skim and scan the passage for subtle emotions, feelings, insinuations

and judgements. Ask for personal feedback on how the text makes the students feel and judgements. Ask for personal feedback on how the text makes the students feel or want to react. Let students write a personal response, e.g. letter to the editor. or want to react. Let students write a personal response, e.g. letter to the editor. Good texts may include agony aunt columns, political comments, etc.Good texts may include agony aunt columns, political comments, etc.

Logic / mathematical / technologicalLogic / mathematical / technological: Set reading tasks that are in the form of logic : Set reading tasks that are in the form of logic problems or puzzles. Crosswords and other word games are appropriate here. Put problems or puzzles. Crosswords and other word games are appropriate here. Put paragraphs back in the right order. Create a time line of events.paragraphs back in the right order. Create a time line of events.

MusicalMusical: Play suitable background music while an article is read, have sound effects, : Play suitable background music while an article is read, have sound effects, use songs with their lyrics by a singer discussed in an article. Poetry and discussions use songs with their lyrics by a singer discussed in an article. Poetry and discussions around rhythm and rhyme and word play work well for headlines.around rhythm and rhyme and word play work well for headlines.

Philosophical / ethicalPhilosophical / ethical: Have a moral debate or group discussion about the issues : Have a moral debate or group discussion about the issues raised in a text. Select texts of a religious nature or of a controversial ethical nature. raised in a text. Select texts of a religious nature or of a controversial ethical nature. Keep to topical issues that are relevant to the students’ ages. Let students have Keep to topical issues that are relevant to the students’ ages. Let students have input into choice of material for reading – even looking for their own material.input into choice of material for reading – even looking for their own material.

VerbalVerbal: Reading aloud, discussions, Q + A sessions, debates, oral comprehension : Reading aloud, discussions, Q + A sessions, debates, oral comprehension tasks, arguing a point of view, explaining the meaning or idea of the text orally to tasks, arguing a point of view, explaining the meaning or idea of the text orally to the class.the class.

Strategy ModelsStrategy Models

Hermeneutic Spiral (MHermeneutic Spiral (Müller-Michaels, 1996)üller-Michaels, 1996)

I Pre-reading

Context, structure, first impression, striking features

III Deep understanding

Author’s intention, actualisation

II Analysis

People, time, language, style, Motifs, themes, narrative structure, conflicts, problems

And now for some more specific And now for some more specific strategies that you could try in strategies that you could try in

the MFL classroom.the MFL classroom.

Pre-Reading StrategiesPre-Reading StrategiesAnswer these questions:Answer these questions:

Who is the author?Who is the author?Who is the intended reader?Who is the intended reader?What visual stimulus is there?What visual stimulus is there?What can we infer from the title (or What can we infer from the title (or other means) about the other means) about the topic / issue / vocabulary / style and register?topic / issue / vocabulary / style and register?

Brainstorming and mind maps to warm Brainstorming and mind maps to warm students up to the topic / issue of the textstudents up to the topic / issue of the text

Anticipation guides to focus readersAnticipation guides to focus readers

The QAR Strategy (Question-Answer Relationships): ‘right The QAR Strategy (Question-Answer Relationships): ‘right there’ questions, ‘think and search’ questions, ‘author and there’ questions, ‘think and search’ questions, ‘author and you’ questions and ‘on my own’ questionsyou’ questions and ‘on my own’ questions

Students pose their own questions in advance about what they want Students pose their own questions in advance about what they want to find outto find out

Strategies for Engagement with TextsStrategies for Engagement with Texts

Annolighting Annolighting AnnotatingAnnotating Conversations across timeConversations across time Inferential readingInferential reading Interactive notebook (also post-Interactive notebook (also post-

reading strategy)reading strategy) Key concept synthesisKey concept synthesis Listening to voiceListening to voice

Post-Reading StrategiesPost-Reading Strategies Collaborative annotationCollaborative annotation Dense questioning (cf. thinking skills and Dense questioning (cf. thinking skills and

questioning techniques later)questioning techniques later) Interactive notebook (also a strategy to Interactive notebook (also a strategy to

use while reading)use while reading) RAFT – based on suggestions generated RAFT – based on suggestions generated

from class discussions, students respond from class discussions, students respond to the text by choosing a Role, an to the text by choosing a Role, an Audience, a Format and a Topic on which Audience, a Format and a Topic on which to write a response.to write a response.

Drawing sociograms to demonstrate Drawing sociograms to demonstrate relationships between characters / people relationships between characters / people in textsin texts