ReadingLearning Strategies Presentation

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Reading/Learning StrategiesPresentation

• Suzanne S. Reed
• EDU 351-Teaching Secondary Reading
• February 10, 2007

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Before Learning Strategies

• Journaling
• Quick Quiz
• Bell Ringers
• KWL

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Journal Entry

• Tell me what is your all time favorite book.
  Why? How old were you when you read it? Why do
  you think it has stayed with you so long?
• My favorite book is Harry Potter and the Order
  of the Phoenix. I read it when it first came out
  a few years ago when I was 11 years old. I was
  so excited for it to come out and I loved it!
  The reason I enjoyed it so much was because of
  the mystery, suspense, bad guys, good guys and a
  happy ending. I just couldnt put it down. I
  read it morning, noon and night until I was done.

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Quick Quiz

• Name some of the things you should look at to
  really understand a story?
• Possible answers might include
• About the author
• Style
• Time period
• Education
• Family
• Credibility

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• Title of the story
• Attention getter
• Intent of the piece of writing
• Mood
• Hint of theme
• Elements of Fiction
• Setting ? tone, style, irony
• Plot ? characters
• Theme ? symbolism
• Point of view

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Bell Ringers

• Have small groups of students answer a question
  or do an activity to get them thinking at the
  beginning of class.
• For example, in a 7th grade Biology class
  students were asked to determine what the object
  they had been given was, label its parts and
  define each of those parts.

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Bell ringer for Biology

• What is the object?
• - Sheeps brain
• Name the different parts of what you see.
• - Cerebellum, Medulla, Cerebrum
• What do they do?
• The Cerebellum
• The Medulla
• The Cerebrum

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What do you know? (KWL)

• Ask the class to discuss what they know about a
  given topic.
• What do you know about how laws are made?
• Lawmakers put them up for a vote and the
  President can veto the law if he does not agree
  with it.

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While Learning Strategies

• Concept Mapping
• Timelines
• SQ3R
• Story Mapping or Plot Graph
• Illustrating or Foldables
• Word Wall

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Concept mapping
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Foldables

• Foldables give students the opportunity to
  demonstrate the knowledge they have gained on a
  topic. In these examples students were expected
  to draw 5 pictures, give 5 facts, and use 5
  colors.

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Word Wall

• Even in our own classroom the word wall is a
  great resource for recalling all the strategies
  weve learned. A word wall or linguistic link
  chart is a valuable tool for helping students to
  dissect the meaning of words and to related other
  elementally similar words to prefixes, root words
  or suffixes commonly seen in varied subject areas.

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Timelines

• Timelines help students to organize complex
  details in areas such as History, Language Arts
  and Biology. In this example the student has
  used a timeline to illustrate key concepts in her
  History class. The sections pictured are only a
  fraction of an entire years worth of work.

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SQ3R

• Name ________________________Teacher Mrs. Reed
• Date _________________________Subject
  __________________ 
• Language Arts 
• Survey Record important titles and subtitles
  from work. _______________________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  _____
• Question Write "Who, What, When, Where, and
  Why" questions from main topics. _________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  _________________________________________________
• Read Write answers to questions from
  above. ___________________________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  _______________________
• Recite Record key facts and phrases as needed
  for each question.  ______________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  ______________
• Review Create a summary paragraph for each
  question. ________________________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
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• This strategy helps students to analyze what
  they are reading for better comprehension.

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A.S. Byatts Baglady Plot Diagram
Conflict internal conflict, Screams
for help I am an English lady. Ive been
robbed. I must get home. wristwatch whirl of
terror Mall like caverns
Police with gun and stick Shoe breaks, hose
runs, items stolen Papers have
vanished misses ride people
like you not allowed in here Things go wrong
flotsam and jetsam in no mans
land Time has flown Hot and blowzy
Disheveled appearance
Daphne gets lost Conclusion she sits,
uncertain if anyone will come to Gilt, silver,
jade, pearls, opals get her or if shell ever
get out of the Good Fortune Mall Mall
mazelike Daphne alone at mall, isolated Enormou
s barrack like mall Daphne likes comfort and
isolation Drive to Good Fortune Mall Noon
departure time from mall Lady Scropp antagonist
group leader Precious Jade Hotel Exposition
Protagonist Daphne Gulver Robinson -, older,
dowdy, tweed wearing. Elegant high maintenance
ladies in silk Far East strange place, The Good
Fortune Mall-barrack like
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After Teaching Strategies

• What Have I Learned (KWL)?
• Exit Tickets
• Post Lesson Journal Entry
• Graffiti Board

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What Have I Learned (KWL)?

• Have students write down one thing they have
  learned in class and any questions they might
  have.
• I learned that the Germans killed the Jews in
  concentration camps. I still want to know about
  secret German technology.

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Exit Tickets

• In this strategy students reflect on what they
  have learned during that days lesson.
• Q What are some of the elements of fiction
  discussed today?
• A Plot, Irony, Symbolism, Theme, etc

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Post Lesson Journal Entry

• After a review of the elements of fiction ask
  students to rewrite 1 element of fiction from
  Goldilocks and the Three Bears. How does this
  effect the story and its outcome? Be as specific
  as you can in the little amount of time you have.
  (In this example the setting has been changed.)
• Golden is walking through an inner city
  neighborhood and finds herself increasingly tired
  as she wander the streets looking for a Grillz
  shop called the Ice Shop. She just cant take
  another step.
• Suddenly a modest Brownstone looms before her.
  Golden knocks on the door and the door just
  swings open. See goes inside to ask for help

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Graffiti Board

• This strategy helps students to represent
  knowledge using imagery.