🗊Reading Strategies Reading in the Upper Grades

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Reading Strategies Reading in the Upper Grades, слайд №1Reading Strategies Reading in the Upper Grades, слайд №2Reading Strategies Reading in the Upper Grades, слайд №3Reading Strategies Reading in the Upper Grades, слайд №4Reading Strategies Reading in the Upper Grades, слайд №5Reading Strategies Reading in the Upper Grades, слайд №6Reading Strategies Reading in the Upper Grades, слайд №7Reading Strategies Reading in the Upper Grades, слайд №8Reading Strategies Reading in the Upper Grades, слайд №9Reading Strategies Reading in the Upper Grades, слайд №10Reading Strategies Reading in the Upper Grades, слайд №11Reading Strategies Reading in the Upper Grades, слайд №12Reading Strategies Reading in the Upper Grades, слайд №13Reading Strategies Reading in the Upper Grades, слайд №14Reading Strategies Reading in the Upper Grades, слайд №15Reading Strategies Reading in the Upper Grades, слайд №16Reading Strategies Reading in the Upper Grades, слайд №17Reading Strategies Reading in the Upper Grades, слайд №18Reading Strategies Reading in the Upper Grades, слайд №19Reading Strategies Reading in the Upper Grades, слайд №20Reading Strategies Reading in the Upper Grades, слайд №21Reading Strategies Reading in the Upper Grades, слайд №22Reading Strategies Reading in the Upper Grades, слайд №23Reading Strategies Reading in the Upper Grades, слайд №24Reading Strategies Reading in the Upper Grades, слайд №25Reading Strategies Reading in the Upper Grades, слайд №26Reading Strategies Reading in the Upper Grades, слайд №27Reading Strategies Reading in the Upper Grades, слайд №28Reading Strategies Reading in the Upper Grades, слайд №29Reading Strategies Reading in the Upper Grades, слайд №30Reading Strategies Reading in the Upper Grades, слайд №31Reading Strategies Reading in the Upper Grades, слайд №32Reading Strategies Reading in the Upper Grades, слайд №33
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Слайд 1


Reading Strategies Reading in the Upper Grades
Описание слайда:
Reading Strategies Reading in the Upper Grades

Слайд 2


Teaching Strategies Comprehension Learning Walls Generate a list of essential words, concepts, formulas, etc. and begin a word wall. Create charts and place them in a prominent place. Use color and patters to enhance learners. Students connect new info with the learning walls.
Описание слайда:
Teaching Strategies Comprehension Learning Walls Generate a list of essential words, concepts, formulas, etc. and begin a word wall. Create charts and place them in a prominent place. Use color and patters to enhance learners. Students connect new info with the learning walls.

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Teaching Strategies Comprehension Learning Walls Location: Where the kids can see it Content: Pictures, phrases, 4x6 index cards, color code words that share same concept
Описание слайда:
Teaching Strategies Comprehension Learning Walls Location: Where the kids can see it Content: Pictures, phrases, 4x6 index cards, color code words that share same concept

Слайд 4


Teaching Strategies Comprehension Learning Word Walls Critical Elements: Include essential words Add no more than 5 words per week Put words where everyone can see them Practice words daily (chanting, writing, and moving), make sure words are spelled correctly.
Описание слайда:
Teaching Strategies Comprehension Learning Word Walls Critical Elements: Include essential words Add no more than 5 words per week Put words where everyone can see them Practice words daily (chanting, writing, and moving), make sure words are spelled correctly.

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Word Walls Guess the Word – Students number papers 1-5. Give 5 clues focusing on one word. 1st clue: It is a word on the Word Wall. After each clue have students guess the word from the word wall. By the 5th clue students should be able to guess the word.
Описание слайда:
Word Walls Guess the Word – Students number papers 1-5. Give 5 clues focusing on one word. 1st clue: It is a word on the Word Wall. After each clue have students guess the word from the word wall. By the 5th clue students should be able to guess the word.

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Guess the Word Game – Number our paper 1-5. It is a word from the Word Wall. It has ________ syllables. It’s used only when ______ It’s part of ____________ It completes this sentence: _______________
Описание слайда:
Guess the Word Game – Number our paper 1-5. It is a word from the Word Wall. It has ________ syllables. It’s used only when ______ It’s part of ____________ It completes this sentence: _______________

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WORDO This game is based on the BINGO game. Give students a Wordo Card filled with Word Wall words (each card should be different). Call out a word and have students cover it with a scrap of paper or cut paper squares. The first one to cover a row across, down, or diagonally, shouts WORDO.
Описание слайда:
WORDO This game is based on the BINGO game. Give students a Wordo Card filled with Word Wall words (each card should be different). Call out a word and have students cover it with a scrap of paper or cut paper squares. The first one to cover a row across, down, or diagonally, shouts WORDO.

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Sorts Decide on the type of sort. Write 10-15 words, formulas, etc. on index cards. Students sort the words in different piles depending on the directions you give them.
Описание слайда:
Sorts Decide on the type of sort. Write 10-15 words, formulas, etc. on index cards. Students sort the words in different piles depending on the directions you give them.

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Sorts Open Sort – Teacher provides only the word, students determine the sort category. Closed Sort – Teacher provides the categories for the sort. Speed Sort – A timed sort Blind Sort – The teacher calls out the words, the student point to the correct category listed on the overhead or a worksheet. Writing Sort – Students have categories on a worksheet and writes words in proper categories as the teacher reads the words out.
Описание слайда:
Sorts Open Sort – Teacher provides only the word, students determine the sort category. Closed Sort – Teacher provides the categories for the sort. Speed Sort – A timed sort Blind Sort – The teacher calls out the words, the student point to the correct category listed on the overhead or a worksheet. Writing Sort – Students have categories on a worksheet and writes words in proper categories as the teacher reads the words out.

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Think Alouds Teacher reads text orally, stops and then “thinks aloud” to model how learners should make connections that develop better comprehension.
Описание слайда:
Think Alouds Teacher reads text orally, stops and then “thinks aloud” to model how learners should make connections that develop better comprehension.

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Think Aloud Strategies Keep reading to see if author explains what you don’t understand. Reread to see if you missed something. Read back to the part you don’t understand or read forward and skip confusing words.
Описание слайда:
Think Aloud Strategies Keep reading to see if author explains what you don’t understand. Reread to see if you missed something. Read back to the part you don’t understand or read forward and skip confusing words.

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Think Aloud Strategies Reflect on what you’ve read and look for an explanation based on your prior knowledge. Look for answers beyond the text.
Описание слайда:
Think Aloud Strategies Reflect on what you’ve read and look for an explanation based on your prior knowledge. Look for answers beyond the text.

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KWL, KWHL, KWWL Charts (Ogle, 1986) K = KNOW What do I already know about his topic? W = WILL or WANT What do I want to learn about this topic? What will I learn about this topic? L = LEARNED What have I learned about this topic after reading?
Описание слайда:
KWL, KWHL, KWWL Charts (Ogle, 1986) K = KNOW What do I already know about his topic? W = WILL or WANT What do I want to learn about this topic? What will I learn about this topic? L = LEARNED What have I learned about this topic after reading?

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KWL, KWHL, KWWL Charts (Ogle, 1986) Variations: H = HOW How do I find the information? W = WHERE Where do I find the information? KWL, KWHL, KWWL Charts can be downloaded from Literacy Off Ramp.
Описание слайда:
KWL, KWHL, KWWL Charts (Ogle, 1986) Variations: H = HOW How do I find the information? W = WHERE Where do I find the information? KWL, KWHL, KWWL Charts can be downloaded from Literacy Off Ramp.

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Anticipation Guide Strategy Before, During, and After reading strategy Preparation – The teacher develops 3-5 statements that are related to the topic. Create an anticipation guide to copy and give to students
Описание слайда:
Anticipation Guide Strategy Before, During, and After reading strategy Preparation – The teacher develops 3-5 statements that are related to the topic. Create an anticipation guide to copy and give to students

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Anticipation Guide Strategy Pre-Reading Discussion Distribute guides and students mark the Before Reading Agree/Disagree choices. As students read, they take notes, reading with a purpose.
Описание слайда:
Anticipation Guide Strategy Pre-Reading Discussion Distribute guides and students mark the Before Reading Agree/Disagree choices. As students read, they take notes, reading with a purpose.

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Anticipation Guide Strategy Post-Reading Discussion Review original choices to see if thinking has changed: Did we find answers to our questions? What questions do we still have? What information did we learn that we did not anticipate before we read? What have we learned by reading this selection? What was the most interesting, unusual, or surprising information you learned?
Описание слайда:
Anticipation Guide Strategy Post-Reading Discussion Review original choices to see if thinking has changed: Did we find answers to our questions? What questions do we still have? What information did we learn that we did not anticipate before we read? What have we learned by reading this selection? What was the most interesting, unusual, or surprising information you learned?

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PIC Strategy (Purpose, Important Ideas,Connections) Students focus on the most important information and make predictions and develop questions before reading. P= What is my Purpose for reading? I = How can I tell what are the Important Ideas in the text? C = What do I already know that I use to make a Connection?
Описание слайда:
PIC Strategy (Purpose, Important Ideas,Connections) Students focus on the most important information and make predictions and develop questions before reading. P= What is my Purpose for reading? I = How can I tell what are the Important Ideas in the text? C = What do I already know that I use to make a Connection?

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3-2-1 Strategy Summarizing 3 key ideas I found out from reading 2 things that were especially interesting or especially hard to understand 1 question I still have
Описание слайда:
3-2-1 Strategy Summarizing 3 key ideas I found out from reading 2 things that were especially interesting or especially hard to understand 1 question I still have

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3-2-1 Variation 3 differences between ______ and _______. 2 similarities between them 1 question I still have
Описание слайда:
3-2-1 Variation 3 differences between ______ and _______. 2 similarities between them 1 question I still have

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RAFT Post-Reading R=Role A=Audience F=Format T=Topic
Описание слайда:
RAFT Post-Reading R=Role A=Audience F=Format T=Topic

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RAFT Role of the writer Who is the writer? Audience To whom are you writing? Format Are you writing to persuade, entertain, inform, describe? Topic What is your topic?
Описание слайда:
RAFT Role of the writer Who is the writer? Audience To whom are you writing? Format Are you writing to persuade, entertain, inform, describe? Topic What is your topic?

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Column Notes Change column headings to fit objectives/material Best for cause/effect or compare/contrast skills 2-Columns – students fold paper down middle for note taking.
Описание слайда:
Column Notes Change column headings to fit objectives/material Best for cause/effect or compare/contrast skills 2-Columns – students fold paper down middle for note taking.

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2 Column Notes 2 Column Notes can be made with: Main idea – headings – details – explanations Cause – effect Vocabulary – definitions Questions – answers Facts – opinions Predications – outcomes
Описание слайда:
2 Column Notes 2 Column Notes can be made with: Main idea – headings – details – explanations Cause – effect Vocabulary – definitions Questions – answers Facts – opinions Predications – outcomes

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3 Column Notes 3 Column Notes can be made with: Vocabulary – definition- example Topic – explanation – supporting details Process – procedure – results Questions – notes – class discussion Cause – effect - explanation
Описание слайда:
3 Column Notes 3 Column Notes can be made with: Vocabulary – definition- example Topic – explanation – supporting details Process – procedure – results Questions – notes – class discussion Cause – effect - explanation

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QAR Question-Answer-Relationship (Raphael, 1982, 1986) A process of finding and supporting answers to questions. 4 Types: Right There – the answer is in a single sentence in the text. Think and Search – The answer is in the text, but in more than one sentence.
Описание слайда:
QAR Question-Answer-Relationship (Raphael, 1982, 1986) A process of finding and supporting answers to questions. 4 Types: Right There – the answer is in a single sentence in the text. Think and Search – The answer is in the text, but in more than one sentence.

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QAR Question-Answer-Relationship (Raphael, 1982, 1986) 4 Types: Author and You – The answer is not in the text. Reader will use the text and prior knowledge to answer the question. On My Own – The answer is not in the text, but is based solely on the readers prior knowledge.
Описание слайда:
QAR Question-Answer-Relationship (Raphael, 1982, 1986) 4 Types: Author and You – The answer is not in the text. Reader will use the text and prior knowledge to answer the question. On My Own – The answer is not in the text, but is based solely on the readers prior knowledge.

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Visual Reading Guides (Stein, 1978) Used to preview the text by noting visuals such as maps, charts, graphs pictures, cartoons, etc. that relate to the content. How is the visual related to the text? Why did the author include the visual? What does the visual show me? How can I use the information from the visual to help me understand the text? Why is the information from the visual important?
Описание слайда:
Visual Reading Guides (Stein, 1978) Used to preview the text by noting visuals such as maps, charts, graphs pictures, cartoons, etc. that relate to the content. How is the visual related to the text? Why did the author include the visual? What does the visual show me? How can I use the information from the visual to help me understand the text? Why is the information from the visual important?

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Mapping (Johnson and Pearson, 1978) Vocabulary Web (Johnson and Perason, 1978) is a mapping strategy that builds on students' prior knowledge to lead them toward relationships with new words or terms.  Vocabulary Web worksheet DISSECT (a word analysis graphic)
Описание слайда:
Mapping (Johnson and Pearson, 1978) Vocabulary Web (Johnson and Perason, 1978) is a mapping strategy that builds on students' prior knowledge to lead them toward relationships with new words or terms.  Vocabulary Web worksheet DISSECT (a word analysis graphic)

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Reciprocal Teaching (Palincsar et al., 1984, 1986) Combines 4 comprehension strategies: Summarizing Questioning Clarifying Predicting Students are arranged in groups of 4 and given a Reciprocal Teaching worksheet. Students read a section of text and assume a role, either summarizer, questioner, clarifier, or predictor.
Описание слайда:
Reciprocal Teaching (Palincsar et al., 1984, 1986) Combines 4 comprehension strategies: Summarizing Questioning Clarifying Predicting Students are arranged in groups of 4 and given a Reciprocal Teaching worksheet. Students read a section of text and assume a role, either summarizer, questioner, clarifier, or predictor.

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Reciprocal Teaching (Palincsar et al., 1984, 1986) Reciprocal Teaching worksheet Students take notes on the worksheet and stop at a given point. The summarizer will then give the major points The questioner will ask questions about unclear sections The clarifier will discuss the confusing parts The predictor will guess what will happen next.
Описание слайда:
Reciprocal Teaching (Palincsar et al., 1984, 1986) Reciprocal Teaching worksheet Students take notes on the worksheet and stop at a given point. The summarizer will then give the major points The questioner will ask questions about unclear sections The clarifier will discuss the confusing parts The predictor will guess what will happen next.

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80-15-5 Rule A new strategy must be taught, modeled, and supervised in order for students to incorporate the strategy.
Описание слайда:
80-15-5 Rule A new strategy must be taught, modeled, and supervised in order for students to incorporate the strategy.

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Reading Strategies Reading in the Upper Grades, слайд №33
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