Download - Active Reading Literacy Strategies

5/28/2018 Active Reading Literacy Strategies

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GEORGIA DEPARTMENT OF EDUCATION

Literacy Strategies

Making Content-Rich Noniction Accessi!"e

Daniel Rock and Mary Lynn Huie

Georgia Department of EducationDr. John D. Barge, State School Superintendent

March 29, 2014ll !ight" !e"er#ed


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Georgia Department of Education

Active Reading Strategies

Reciprocal TeachingWhat is it?

According to Alverman and Phelps (1998) in their book, Content Reading and Literacy:

Succeeding in Todays Diverse Classroom, reciprocal teaching has two major features (1)instruction and practice of the four comprehension strategies!predicting, "uestion

generating, clarif#ing, and summari$ing and (%) a special kind of cognitive apprenticeshipwhere students graduall# learn to assume the role of teacher in helping their peers

construct meaning from te&t'

According to osenshine *eister (199+), there are four important instructional practices

embedded in reciprocal teaching

irect teaching of strategies, rather than reliance solel# on teacher "uestioning

-tudent practice of reading strategies with real reading, not with worksheets or

contrived e&ercises

-caffolding of instruction. students as cognitive apprentices

Peer support for learning

eciprocal teaching involves a high degree of social interaction and collaboration, asstudents graduall# learn to assume the role of teacher in helping their peers construct

meaning from te&t' /n essence, reciprocal teaching is an authentic activit# because learning,both inside and outside of school, advances through collaborative social interaction and the

social construction of knowledge (Alverman and Phelps, 1998)'

What does it look like?

0eachers begin b# teaching and modeling the four comprehension strategies. students thenpractice them through dialogue among themselves' At first the teacher leads the dialogue,

but as students become more proficient with the four strategies, the teacher graduall# fadesout of the dialogue and allows students to assume leadership'

0he process of reciprocal teaching must be carefull# scaffolded to ensure success for #ourstudents

0eachers need to e&plicitl# teach and model the four basic strategies above

predicting, "uestioning, clarif#ing, and summari$ing' /t is important that students

understand that skilled readers emplo# these strategies ever# time the# readsomething, and that this is a great habit to develop as a wa# to improve their

comprehension skills' 0his can be accomplished with short pieces of fiction ornonfiction. the entire class can brainstorm e&amples of the various t#pes of

comprehension strategies' -mall groups can then choose 2+ "uestions from eachcategor# to answer and share with the entire class'


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3nce students understand and are able to appl# all four strategies, it is time for the

students to work independentl# at first, b# annotating e&amples of all four strategieson a short te&t for homework' -tudents can annotate in the margins, or the teacher

ma# want to create a graphic organi$er or note sheet where students can recordtheir "uestions and commentar#'

0hen, the ne&t da# in class, small groups form to share their annotations and

construct their own meaning of the te&t' 3ne student in the group is

chosen4appointed4elected to be 5the teacher5 of the group' 6is4her responsibilitiesare essentiall# to facilitate the group7s task, progress, and time management'

uring the discussion, it is crucial that each student cite reference points in the

te&ts that are the focal point of his4her "uestions and4or evidence to clarif# orsupport their "uestions and4or commentar#'

uring the discussion, students add commentar# to their sheets4annotations to

construct a richer and deeper understanding of the te&t'

0he teacher spends his4her time circulating the room to visit each group7s

discussion' 6e4she might ask a follow2up "uestion to enrich the conversation'

0he teacher should structure some sort of closure activit#, such as a whole class

discussion that is built around "uestions that groups still have or interesting

commentar# that each group discovered as a result of their discussion'

lick here for a graphic organi$er that presents

all four reciprocal teaching skills'

/n the chart below are some sample "uestions that students might pose for each of the fourcomprehension strategies based on the te&t, Night, b# lie :eisel'


March 29, 2014 $ %age &ll !ight" !e"er#ed
http://web001.greece.k12.ny.us/files/filesystem/Reciprocal%20Teaching.rtfhttp://web001.greece.k12.ny.us/files/filesystem/Reciprocal%20Teaching.rtfhttp://web001.greece.k12.ny.us/files/filesystem/Reciprocal%20Teaching.rtfhttp://web001.greece.k12.ny.us/files/filesystem/Reciprocal%20Teaching.rtf


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Reciprocal TeachingFour Roles

PredictingQuestioning Clarifying Summarizing

Why do you supposeWeisel chose the

single word title

Night! What is hisintent!

"#ter reading this

#irst chapter whatspeci#ics do you

e$pect to learn #romthis perspective!

What is li%ely tohappen ne$t!

&ow will thischaracter respond

'ased on what you%now a'out him

already!

Weisel descri'es ingreat detail the

possessions le#t on

the empty streeta#ter the #irstevacuation why!

&ow does thewriters diction reveal

his tone!

&ow does this

chapter relate orconnect to our

essential (uestion!

What connections

can we ma%e tohuman rights a'uses

today!

"re there any wordsor phrases that

con#used you!

"re there any

cultural or religiousre#erences that you

dont understand oryou would li%e

clari#ied!

&ow might you have

responded in thatparticular situation in

which the main

character #oundhimsel#!

What is importantand)or not

important in this

section o# the te$t!

What do yousuppose was the

writers intent inthis chapter!

&ow would you

characteri*e the

overall tone o# thisopening section!

Si$ty years laterhow has the world

changed as a resulto# the &olocaust!

Reading strategies: Scaffolding students' interactions with text. 'n.d.(. !etrie#ed from

http)**+e001.greece.-12.n.u"*academic".cfm/"upage9&0admincti#ate0.43&&3&0925




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Close ReadingAs Social Studies students begin reading primary texts, they will need reading skills they may not

be accustomed to using when reading their social studies textbooks. To read historical speeches, diaries,

and letters requires reading like a literary critic. Close Reading exercises are a staple of the study of

literature, teaching students to pay attention to the literary elements of text that coney a writer!s attitude

toward a topic.

A close reading can be performed on indiidual texts, but to help students see the importance of

paying attention to the literary elements of primary source documents, select two passages that offer

distinct perspecties on the same topic. "hen students are first learning close reading, short passages are

best. #ou might use this actiity before students read longer texts, particularly if the texts present arious

perspecties on the same topic.

Step 1:$athering data

$ie each student a copy of the text, and instruct them to read with a pencil, pen, or marker

moing% underlining, highlighting, and writing questions as they moe through the text. They should note

any words or phrases that seem important, that surprise them, or that they do not understand. They can

use a simple set of symbols &question marks, exclamation marks, plus and minus marks' or write

comments as they read.

Step 2:(aking obserations about the data

)nstruct students to examine the words and phrases they hae annotated in the passages. "hat

unusual language do they see the authors using in each text* +ow do these words shape the reader!s

response to the topic* "hy did each writer make the writing choices heshe made*

Step 3: )nterpreting the data

After thinking about the data and considering the choices made by each writer, students are ready

to make a statement about each author!s perspectie or about the deices each writer employs to influence

the audience. To support these statements, students will hae eidence in their annotated copies of thetexts.

Close Reading is an actiity that can take students from reading to writing. As they find the most

important features of the text, they also theori-e about the meaning of the text. Reading text closely,

finding the most important element in texts, and interpreting the text are processes that prepare students to

formulate thesis statement and support their positions with eidencethe essential features of good

interpretie writing.




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The basic concepts of the close reading can be adapted in a number of ways. The following

reading guide from /ruce 0esh takes the basic concept of close reading to help students analy-e multiple

perspecties in a set of articles about 1at Turner.

1at Turners Rebellion: Evaluating Historical Opinions

2se the following worksheet to record information from the arious primary and secondary sources.

"hen deciding the term that best describes the document!s position regarding 1at Turner, consider hero,

villain, fanatic, religious, insane, leader, manipulative, brave, etc.

Source 1: John W. orn!ell"#The $%ter&ath

o% 'at Turners (nsurrection)

$*+ectives

,uote

Ter&

Source -: The Richmond Whig

$*+ectives

,uote

Ter&

Source 2: Herbert $ptheer"American Negro

Slave Revolts

$*+ectives

,uote

Ter&

Source /: The Richmond Inquirer

$*+ectives

,uote

Ter&

Source 3: Willia& S. 0re!r"The

Southampton Insurrection

$*+ectives

,uote

Ter&

Source : Tho&as R. ra"The Confessions of

Nat Turner

$*+ectives

,uote

Ter&


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0esh, /ruce. Why Wont You Just Tell Us the Answer!" Teaching #istorical Thin$ing in %rades &'().

3ortland, (4% Stenhouse 3ublishers, 5677. 3rint.

Anticipation GuidesAnticipation $uides prepare students for reading new material andor listening to introductory

lectures oer new material. This actiity is particularly useful when you are preparing to teach content

that students may already know aboutand may hae some misconceptions about8 The beauty of the

A$ is that it begins by haing students state what they already think about the topic and then gies them

an opportunity to reise their thinking. The questions on the A$ make students more focused readers of

the text. A$s also require students to cite eidence to support their original or new position on the facts

presented in the text. After completing an A$, students hae excellent notes oer the material. A$s help

students learn to take better notes by haing them not only write down main ideas but also eidence for

those ideas.

/egin by conerting the most important information from the text into short statements.

These statements should challenge preconceied ideas and pique student interest in the material.

1ext, present the statements to studentseither on a screen or board &for them to copy' or on a

prepared handout. $ie students a response option &Agree or 9isagree'.

After students complete their responses, you might hae a class discussion of their

responses or hae students discuss their responses in small groups. #ou could een poll the class

for answers and gie percentages of agreementdisagreement for each statement. &These

percentages can later be compared with correct answers.'

1ow the students are ready to read the material, watch the ideo, or hear the lecture. As

students interact with the material, they should be trying to determine whether their pre:reading

responses were correct, ad;usting their initial responses as needed. They should also gather

eidence to support both their correct and incorrect responses. Students may read in small groups

&perhaps the same group with whom they first discussed pre:reading responses' or indiidually.

After students complete the A$, begin discussion by asking what surprised students. Ask

students to share before and after responses as well as their explanations. As students discuss their final

responses, the instructor can address any confusion or misunderstanding students still hae.


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Anticipation Guide for the United States Bill of Rights

Directions before reading:Show me what you already know about your rights as an American citi-en. Read thestatements below and indicate whether you think the statement is true or false in the /efore Reading column.

Compare your responses with someone sitting next to you after you complete your responses.

Directions after reading:After reading information related to each statement, decide whether you still think it is

true or false. Cite the sources and information that support your final answer.

Statement and Support /efore Reading

True


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RAFT: Role, Audience, Format, Topic

4se this Strateg:

/efore Reading9uring Reading

$%ter Rea*ing

Targete* Rea*ing Sills:

2nderstand the relationship between literature and its

historical, social, and cultural contexts

Analyze and interpret elements of character development

What is itThis is a great strategy that integrates reading and writing in a non:traditional way. )t asks that

students take what they hae read and create a new product that illustrates their depth ofunderstanding it may be used with fiction or nonfiction texts. The format is incredibly flexible

and offers limitless opportunities for creatiity for both you and your students. "hen you are

first using a DRA


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A teacher assigns (or students select) a role, audience, format, and topic from a range ofpossibilities. Below is a chart with a few examples in each of the categories; it is meant only as a

sampling to spark new ideas and possibilities for building RAFTS:

Role $u*ience 5or&at Topic

writer

artist

character

scientist

adenturer

inentor

;uror ;udge

historian

reporter

rebel

therapist

self

peer group

goernment

parents

fictional character

committee

;ury ;udge

actiists

immortality

animals or

objects

;ournal

editorial

brochurebooklet

interiew

ideo

song lyric

cartoon game

primary

document

critique

biographical

sketch

newsarticle

issue releant to

the text or time

period

topic of personal

interest or concern

for the role or

audience

topic related to an

essential question

"o# could I use$ adapt or differentiate it

This strategy is great for differentiation teachers &and students' can deelop any number

of possible RA


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SQ!RS "#S$ueepers%&

Survey: %re#ie+ te6t.

Question: 7i"t 18& ue"tion" ou thin- +e:ll find an"+er" to.Predict: State 18& thing" +e:ll learn.Read: !ead te6t.Respond: ;r to an"+er ue"tion". Modif, drop, add.Summarie: t end of te6t.

S is for Survey 7oo- at the picture" and caption".

!ead the highlighted and old +ord".

!ead the heading" and "uheading".

;hin- aout +hat ou are aout to read.

Q is for Question


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'(ample of SQ!RS note)ta*ing process

Title of Article or Chapter: _________________________________________

Survey:(Beforeyou read. What willthis readingassignment beabout? Look at titlesand pictures)

Question:(Beforeyou read. Write 1-3questions you maybe able to answerrom reading)

1.

!.

3.

Predict:(Beforeyou read. "an youpredict 1-3 thingswe will learn?)

1.

!.

3.

Read! (you don#t ha$e to write anything in this bo%)

Respond (After youRead. &ry to answerquestions' modiydrop and add)

Summarize' (Afteryou Read)

our *entence*ummary'

Sentence 1: +ain,dea (identiy whatwas read $erb[explains, lists,argues, describes,etc],inish thought).

"The novelBeloved by ToniMorrison, chroniclesthe tragic life of arunaway slave.

Sentences #$%:!R"#' etailseasons /%amplesacts

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+e Concept Snthesis


Dr. John D. Barge, State School SuperintendentMarch 29, 2014 $ %age 12

ll !ight" !e"er#ed


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4se this Strateg:

/efore Reading

0uring Rea*ing

$%ter Rea*ing

Targete* Rea*ing Sills:

Condense or summari-e ideas from one or more texts

9istinguish between releant and irreleant information

Comparecontrast information from one or more texts Make text-to-text, text-to-self, and/or text-to-world

connections

What is it

"hen students are gien DdenseE reading material, they often become frustrated and remark, D)

read it, but ) don!t get it8E or D) didn!t know what was important and what wasn!t.E


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The graphic organi-er below is a condensed ersion of the template that you can print off theweb from Tools for 0eading, Writing and Thin$ing.

6e oncept Snthesis

0irections: 2se the following graphic organi-er to identify the fie most important concepts &in the form of single

words or phrases' from the reading. Think about identifying the fie most import concepts this way% )f you had to

explain the reading to someone who had not read the text, what are the fie most important concepts you would want

them to understand* Use a highlighter and marginal notes to identify import concepts as you read

, and thencompletethe graphic organi1er once you have completed the reading2


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E7it Slips




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+aing students complete an 4xit Slip at the end of class gies them some time to reflect on the

day!s lesson before rushing out into the chaos of school hallways howeer, thoughtful 4xit Slips also

gie you a tool for determining how well students understand what you and they think they hae learned

in class. The information on an 4xit Slip gies you an instant snapshot of understanding, enabling you to

effectiely begin class the next day by addressing misconceptions and confusions. The key to gatheringuseful information is asking useful questions. #ou also want to mix it upif you use the same questions

eery day &"hat did you learn today*', students will respond thoughtlessly. Ask interesting questions,

and hold students accountable for writing thoughtfully. #ou can grade these with a ery quick check.

3oints should not come for DcorrectE answers points should come for answers that reeal students who

are thinking about the material.


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.


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The Sa8( Sa

To help students make claims about a topic they hae studied, you can use templates from They

-ay3/ -ay!&$raff, /irkenstein, I 9urst, 5677' or make up your own. +ere are a few examples%

) agree that KKKKKKKKK because my experience KKKKKKKK confirms it.

) agree that KKKKKKKKK, a point that needs emphasi-ing since so many people beliee

KKKKKKKKKKK.

) think those who agree with the statement KKKKKKKKKKKKKKKKK are mistaken because

they oerlook KKKKKKKKKKKKKK.

) disagree with the statement that KKKKKKKKK because KKKKKKKKKK.

Although ) agree with the statement KKKKKKKKKKKK up to a point, ) cannot accept the

oerall conclusion that KKKKKKKKKKK.

) am of two minds about the statement that KKKKKKKKKK. Fn the one hand, ) agree that

KKKKKKKKKK. Fn the other hand, ) am not sure if KKKKKKKKKKKKK.




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Evaluating Evi*ence

Article Title and Author KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK

Claim in the article KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK

Juotations and page numbers 3ut it in your own words

&3araphrase'

+ow it supports the author!s

claim &)nterpretation'

(odified from Carol =ago!s Writing About .iterature




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Warrant Worout

(y claim% KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK

0ist the quotations or examples you plan to use to support your claim aboe. After each, in asentence or two, explain how it supports your claim.

7. Supporting quotation or eidence% KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK

a. +ow it supports my claim

KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK


KK

5. Supporting quotation or eidence% KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK

a. +ow it supports my claim%



KK

?. Supporting quotation or eidence% KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK

a. +ow it supports my claim%


KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK

"orking in groups, ealuate the warrants that will support each group member!s claim. /e

tough on one another8



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