reading strategies

Reading Strategies

Heather SchideckerRED4348CA1

Reading Strategies for Non-Fiction

Pre-Reading Activities

• Prior Knowledge

• Making Predictions

• New Vocabulary

• Preview

• Objective

During Reading Activities

• Think Aloud• Self Questioning• Visualize/Imagine• Infer• Make Connection• Comprehension

monitoring• Read Aloud

After Reading Activities

• QAR’s• Book Circle/Fish

Bowl• Review• KWL Chart• Outline

Whole Reading Activity

• SQ3r

Pre-Reading Activities

These activities assit the reader Before they read. This helps the reader gain deeper understanding of the text and adds to long and short term memory

• Prior Knowledge

• Making Predictions

• New Vocabulary

• Preview

• Objective

Activate Prior Knowledge KWL

Read the title of the story– Ask your self:▪ What do I know about this topic?– Write this information in the “K” Know section of KWL chart.

▪ What more do I want to know about this topic?– Write this information under the “W” What I need to know section of KWL

chart– At least 5 questions teacher or student created

▪ Do I have experience with this topic?– Relate this topic to your real life

Making Predictions/Inferences

This activity can be done as a writing activity,think aloud or group activity.

Students will use prior knowledge to discuss what they think the story will be about.

I think this story is about……

Because….

New Vocabulary

Teacher teaches difficult vocabulary before starting the reading so that students have better comprehension of the story and increasing readability of the story.

Create a Word Journal (hand written/word processed) Use words teachers assigns and words you do not completely

understand Use words you found while previewing the story Find the defintions and create defintions in YOUR OWN WORDS Refer back to Word journal as you read

Preview

Scan the text

Look for unusual words

Read headings and Bolded words

Write down questions you may have

Look at pictures and subtitles or side bars

Highloite things that may be important

Decided what type of story you are reading: non fiction or fiction?

Look at the text structure of the story

Previewing the text can help you plan how you will read and create a deeper understanding of the reading

Objective

Find out the purpose of this story

o Why am I reading this?

o How will this help me?

o How does this relate to real life?

o What is this teaching me?

o Is this useful?

This activity can be done as a writing activity,group, or think aloud.

During reading Activites

▪ Read Aloud

▪ Comprehension Monitoring

▪ Think Aloud

▪ Self Questioning

▪ Visualize/Imagine

▪ Infer

▪ Connection

Think Aloud or Self QuestioningReciprocal Teaching

▪ While You are reading..

STOP and..

Think does this make sense?

Summarize what you’ve already read

Find new vocabulary and read definition or use context clues to make sense.

Underline, Circle Important information

Ask yourself:✶ WHO?✶ WHAT? ✶ WHERE?✶ HOW?

Put yourself in the Story

▪ When reading a story pretend you are there.

VISUALIZE– Where the story takes place– The people, places and events that are in the story

IMAGINE Talking with the author while you were reading

What would you ask him/her? What would the Author want you to know?

Connect and Infer Ideas

▪ Use a story map to connect events in the story

▪ Make inferences about the story

▪ Question and Predict– Does that make sense? What will happen next?

▪ Look for the main Idea of the story

▪ What is this story mostly about?

▪ Find the TOPIC sentence

Read Aloud

1. Read the text Aloud to your self

2. Record your self reading and listen to it

3. Buddy Read

4. Echo ReadAfter the teacher or another student reads you read just as they did

same expression and intonation.

5. Choral ReadingRead along with other readers

Reading aloud assists with fluency which also assists vocabulary and comprehension.

Having Trouble? Comprehension MonitoringFix up Strategy

▪ Identify the problem– Where is the problem “ I don’t understand the third paragraph pg….”– What is the difficulty? “I don’t understand what the author means when…”

▪ Restate– Use your own words “The author means…”– Use Context clues

▪ Look Back– Look back in the text and see if you missed something – Reread to clarify

▪ Look Forward– Possibly something you need to know is ahead of where you are reading. “I don’t know

much about that maybe if I keep reading it will explain more”

▪ Get Help!– Use Word Journal– After using all the above strategies get help from someone else!– Ask a partner– Ask a teacher

Post-Reading Activities

▪ QAR’s

▪ Book Circle/Fish Bowl

▪ Review

▪ KWL Chart

▪ Outline

QAR’s

In the book QAR’s

▪ Right there questions– The answer is in the text

▪ Think and Search– Putting it together– The answer is in the

story but they are not in the same sentence

In my Head QAR’s

▪ Author and you– The answer is not in the

story.– Have to think about what

author says and how it fits together

▪ On my Own– Answer is not in the story– Use own experience

Book Circle/Fish Bowl

Students discuss text in depth. Each student has their own job Create questions Answer questions Discuss Authors purpose Discuss Personal expierience

Review

Summarize the text Where your predictions correct? What was different or the same? Compare/Contrast was this information like anything you’ve

read? What was the main idea? ( remember to back up with details)

Activities

KWL Chart

Answer your questions in the “W” section of your KWL Chart

▪ Create an a add for the text

▪ Create a Poster

▪ Create a timeline

▪ Write a postcard about the text to a classmate

Use the information from the text to guide you on one of these post-reading activities

What did you le

arn?

Outline

▪ Create an outline on a provided template summarizing the text

▪ Story map

▪ Describe the beginning,middle, and end of the story

▪ Include the concreate important facts

▪ Supporting Details

▪ Explanation and casues and events

(S)urvey the assigned reading by first skimming through it;

(Q)uestion, by turning all chapter headings and subheaings into questions to answer as you read;

(R)ead the assigned section and try to answer those questions you formulated;

(R)ecite the information by turning away from the text as soon as you've finished reading the assigned section and reiterate it in your own words

(R)eview what you read by going back to your questions

SQ3R

References

Bursuck W., Damer M. (2011). Teaching Reading to Students who are at risk or have disabilities.Pearson

Reading activities.Retrieved from.http://www.readingrockets.org/article/82 .7/27/14