Reading

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Reading
RECLAIM Literacy Council Training 2007, Adapted
from Laubach Literacy of Canada
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What is Reading?

• Making sense out of print
• Decoding Symbols
• The active process of getting meaning from
  written language (print)

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Asking Questions

• What kinds of questions do the best job of
  building comprehension skills?
• One of the most common mistakes is to ask too
  many detailed questions (i.e. Why did that
  happen?)

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Detailed questions

• They are appropriate for certain reading
  materials like recipes, directions, news stories.
  (i.e. How much sugar is needed?)
• They are important when a certain fact is
  important to the story (i.e. Why did the house
  burn down?)
• Detailed questions help when you think your
  student did not understand a particular sentence
• NOT EVERY DETAIL IS IMPORTANT when you ask about
  every detail, it suggests that good readers
  memorize every detail as they read. You can
  avoid this by asking questions that are more
  general

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General Questions

• General questions help your student to see the
  big picture.
• General questions do not always have a right or
  wrong answer.
• General questions invite your student to think
  and discuss. They activate thinking strategies
  such as inferring, drawing conclusions,
  summarizing, comparing, analysing.

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Suggestions For Making General Questions For Any
Reading

• What does that mean?
• What caused this to happen?
• What were the effects of.?
• Why?
• How?
• What is the difference betweenand?
• What if?
• What do you think about the?

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Suggestions For Making General Questions For
Fiction

• What happened so far in the story?
• What do you think will happen next?
• Which character do you like? Dislike?
• What was the best (worst, most interesting,
  funniest)?
• Have you ever known anyone like this person?
• Have you ever done (felt, seen, heard) anything
  like that?

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Suggestions For Making General Questions For Non
fiction

• What new information did you learn?
• How did the author organize this information?
• Do you agree or disagree? With what point? Why?
• Do you think the author was fair? honest?
  Thorough?

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Response to Detailed or General Questions

• If your student does not know the answer to a
  question
• ask a related question
• help your student look for the answer in the
  passage
• discuss or explain the answer

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12 Reading Strategies
Adapted from Yamaska Literacy Council 1981-2006
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12 Reading Strategies

• Survey
• Lets find out
• Echo reading
• Duet reading
• Read aloud
• Model reading

• Experience Story
• Questioning
• Cloze
• Story outline
• Same and different
• Mapping

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(Pre-Reading) Reading Strategy 1 Survey

• Uses To improve comprehension (this strategy can
  be used with most students, most of the time.)
• Text Not too hard, but not too easy
• How to
• With your student, look at and talk about the
  title, contents, subtitles, pictures, captions,
  or any other material that previews the text.
• If it is non-fiction, talk about the topic, ask
  questions and fill in the missing background. Use
  diagrams, maps or examples. Talk about what you
  might learn
• Look for some difficult words. Look them up in
  the dictionary
• If you are in the middle of the book, review the
  story so far
• If there are study questions at the end of the
  text, preview them before starting to read.

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(Pre-Reading) Reading Strategy 2 Lets Find Out

• Uses To improve comprehension
• To provide a comprehension strategy that
  students can use on their own
• Text Non-fiction passage of medium difficulty
• How to
• With the student, identify the topic of the
  material to be read
• Brainstorm What do we already know about this
  topic? Make a list.
• Brainstorm What do we already know about this
  topic? Make a list.
• Ask your student to read the passage.
• Compare the reading with your earlier
  brainstorming.
• Was what you already knew confirmed? (step 2)
• Were your questions from step 3 answered?
• What more did you learn?

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(During Reading) Reading Strategy 3 Echo
Reading

• Uses To help improve FLUENCY, PHRASING and
  INTONATION
• Text Look for material that is a bit too
  difficult for your student
• How to
• Read a phrase, sentence or paragraph from a
  passage.
• Ask the student to re-read the same material,
  imitating your phrasing and expression.
• Take turns reading until the passage is done.
• Options Your student could use this strategy at
  home with taped books or a reading program for
  the computer such as free natural reader (make
  sure they know how to use it).
• Example Tutor Jack and Jill went up the hill,
• Student Jack and Jill went up the hill,
• Tutor to fetch a pail of water.
• Student to fetch a pail of water.

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(During Reading) Reading Strategy 4 Duet
Reading

• Uses To improve a students reading fluency
• To build a students vocabulary
• To build a students confidence
• To help a student read faster
• Note This strategy is good for students who have
  some reading ability but who are reading
  hesitantly, word for word, or with no expression.
• Text look for material that is a bit too
  difficult for your student to read alone
• How to
• explain to your student that you will read
  together
• You begin reading. Set the pace a bit faster than
  your student would normally read. When your
  student hesitates, keep going. Your student will
  catch up at the next pause.
• If your student stops completely or is
  frustrated, STOP! Select another passage that is
  not quite as difficult.

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(During Reading) Reading Strategy 4 Duet
Reading Cont.

• IT WORKS!
• Example
• Tutor Jack and Jill / went up the hill /
  to fetch a pail of water.
• Student Jack and Jill / went up the hill /
  to....................... of water
• Tutor Jack fell down /and broke his crown
  /and Jill came tumbling after.
• Student Jack fell down / and ... his ... /
  and Jill came tumbling after.

A California study showed an average of 2.2 grade
levels among students with severe reading
handicaps who had received 7 ½ hours of
instruction in this method over a 6 week period.
The method has also been used with students who
have a stuttering problem.
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(During Reading) Reading Strategy 5 Read Aloud

• Uses
• To show your student how to tackle unknown words
  when reading
• To give support to your student when he/she is
  reading
• Text Not too hard, but not too easy
• How to
• 1. Ask your student to read aloud to you.
• If your student has trouble with a word, wait a
  few seconds to give him/her a chance to figure it
  out. Then, depending on how hard the word is,
  and your students skills, confidence, fatigue
  level, try one of the following, but do not drag
  out the process so the flow of the story is lost

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(During Reading) Reading Strategy 5 Read Aloud
(cont.)

• Tell your student the word.
• Say the first sound or first syllable.
• Help your student guess the word, by reading the
  words around it and then coming back to the
  unknown word.
• Remind the student of a rhyming word and change
  the beginning sound, Sounds like...
• Help your student sound out the word.
• 3. If the meaning has been lost, ask your
  student to re-read the sentence.

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(During Reading) Reading Strategy 6Model
Reading (see also Reading Strategy 5)

• Uses To help your student become a fluent reader
• Text Anything of interest to your student, any
  level
• How to Read to your student!
• Readers of all ages love having a story read to
  them. As a reading strategy, your student will
  learn many things when you read to him/her,
  including
• intonation
• phrasing
• expression
• fluency
• These are things that all good readers have in
  common.
• Remember Practice makes perfect!
• Be a reading role model

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(During Reading) Reading Strategy 7Experience
Story

• Uses
• To make reading material from a students own
  story
• For students who lack confidence (to show them
  that they can write a story)
• For a change of pace
• How to
• Discuss a topic of interest to your student.
• Have your student retell an experience or
  opinion. Write down the students EXACT words
  the student is the author.
• Read the story back to the student, pointing to
  all the words. Ask the student if he/she wants
  any changes made.

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(During Reading) Reading Strategy 7Experience
Story (cont.)

• Read the entire story together with your student,
  pointing to the words.
• Read the first sentence together. Your student
  then reads this sentence alone.
• Repeat this process with each of the remaining
  sentences, until the story is completed.
• Ask comprehension questions based on the story
  (see Asking Question). Your student reads that
  part of the story that answers each question.
• Your student reads the entire story alone, with
  help as needed.

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(During Reading) Reading Strategy 7Experience
Story (cont.)

• Options
• Keep a copy and give one to your student
• Keep stories in a notebook
• Make a book of stories
• Principles of Experience Story

Your student creates his/her own reading
material. The stories reflect each persons
vocabulary and interests. It focuses on your
students strength the spoken language. It makes
reading a personal experience it connects
reading, thinking, listening.
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(During Reading) Reading Strategy 7Experience
Story (cont.)

• IDEAS TO GET EXPERIENCE STORIES
• Use directed questions. Here are a few examples
• If you could have three wishes, what would they
  be? Why?
• What is your favourite hobby? Describe it.
• What is one of your funniest moments?
• What is the best thing/time thats happened in
  your life?
• What is your favourite sport or sports team?
• What is your favorite animal?
• Take a picture from a magazine, newspaper, a
  poster, etc., and ask your student to tell a
  story about it.

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(During Reading) Reading Strategy 7Experience
Story (cont.)

• For some students, you may want to use incomplete
  sentences as paragraph starters. Most directed
  questions from Section 1 can be made into an
  incomplete sentence is your student is more
  comfortable that way.
• For example Whats your favourite hobby?
  can be reworded as My favourite hobby is...
• I like... I dislike...
• I admire... I believe...
• I love... I want...
• I trust... I think...
• 4. Read a story that interests your student and,
  as you go along, ask him to summarize the story.
  This technique is good in helping to strengthen
  comprehension. Use newspaper articles,
  magazines, or a book chosen by your student.
• 5. If your student enjoys music, ask him to
  dictate the words from one of his favourite
  songs. Copy the words and use it as an
  experience story.

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(During Reading) Reading Strategy 7Experience
Story (cont.)

• Sample Experience Story
• Mouser
• My cats name is Mouser. She is grey and small.
  She kind of looks like a mouse. She likes to eat
  mice, lots of mice. Thats good in the chicken
  house. We got her as a kitten. I was three
  years old. She is my favourite pet. I love
  Mouser!
• by Emily

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During and Post-Reading Reading Strategy
8Questioning

• Uses
• To help your student (any level) improve
  comprehension
• (This strategy can be used with any type of
  material, and with any other reading strategy.)
• To help your student understand what he/she has
  just read (Phrase, sentence, paragraph, page,
  story or book.)
• Text Any level
• How to
• As your student reads, watch for inappropriate
  inflection, puzzled expressions, or other hints
  that your student does not understand. Stop and
  help your student find the meaning.

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During and Post-Reading Reading Strategy
8Questioning

• As your student reads, stop from time to time and
  ask, What does that mean? The more difficult
  the reading, the more often you should stop. If
  your student does not know the answer, help
  him/her find the answer.
• Keep checking to see if your student comprehends
  what he/she is reading, so that you are sure that
  the student is not only pronouncing the words but
  also understanding the message.
• When you are done reading, discuss the overall
  content and share reactions with your student.

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(During and Post-Reading) Reading Strategy
9CLOZE

• Uses To help your student get meaning from text
• Text Not too hard, not too easy
• Remember Choose material that you know your
  student will find interesting.
• How to
• Choose a passage that is at the students reading
  level.
• If you want to use a paragraph, you must leave
  the first line and the last line as it is.
• If you want to use a story, you must leave the
  first paragraph and the last paragraph intact.
• Leave every 10th word (or fewer) blank.

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(During and Post-Reading) Reading Strategy
9CLOZE (cont.)

• How the student should do a CLOZE
• Read the CLOZE silently.
• Re-read the CLOZE passage, writing in the words
  that seem to fit the blanks
• You ask your student WHY he made the choices he
  did.
• Your student should compare his text with the
  original passage.
• Discuss with your student whether the meaning was
  changed by certain responses.

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(During and Post-Reading) Reading Strategy
9CLOZE (cont.)

• Theory
• CLOZE is a reading strategy, which was developed
  in 1953 by Wilson Taylor, is based on the
  psychological theory of CLOSURE. This theory
  states that a person wants to complete any
  pattern that is not complete. CLOZE is a
  powerful reading strategy because it forces the
  reader to derive meaning from what is on the page.

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(During and Post-Reading) Reading Strategy
9CLOZE (cont.)

• Sample CLOZE Story
• SONG OF THE WOLF
• Picture yourself, sitting by a campfire. The
  moon is just rising over the trees. Suddenly the
  silence is broken by the long howl of a wolf. An
  electrifying tingle runs up your spine. He howls
  again. Another answers from farther away. You
  are listening to the song of the wolf.
• We have had many such experiences. ___________
  early morning we were camped on ____rocky point
  in Algonquin Park. The fog was ________rising
  from the water. Out of ______mist came the howls
  of three__________. Near shore, in the silence,
  we _____________, imitating the wolves, and
  remained motionless __________ hear a reply.
  Suddenly three ____________ appeared on a rocky
  cliff above__________. They watched us for a
  moment ________then bounded back and disappeared
  into ___________mist.
• They had come to our camp, probably thinking we
  were other wolves. What a surprise!

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(Post-Reading) Reading Strategy 10 Story Outline

• Uses To improve organizational skills for
  comprehension
• Text Fiction, at any level of difficulty
• How to During or after a story, help your
  student identify the setting. characters, problem
  or goal, events and the conclusion.
• Example
• Setting Place on a hill
• Time any time
• Characters Jack, Jill
• Goal Jack and Jill want to bring a pail of
  water from the top of the hill.
• Events Jack fell down and broke his crown.
• Jill came tumbling after Jack.
• Conclusion No water got fetched that day, and
  Jack and Jill had really bad headaches.

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(Post-Reading) Reading Strategy 11Same and
Different

• Uses To improve analytical skills for
  comprehension
• Text Fiction, at any level of difficulty
• How to
• Select two things (people, items, stories, books
  or topics) to be compared. (You can decide on
  these before, during of after the reading.)
• Make two circles that overlap, or three columns.
  Put one label in each circle and in the centre
  put both.
• Think of ways that the two things are alike and
  different. List the difference on the outside
  and the similarities in the middle.

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(Post-Reading) Reading Strategy 11Same and
Different (cont.)

• Example
• CATS DOGS BOTH
• purr bark four legs
• meow loyal fur
• aloof noisy tails
• quiet leash pets
• litter box

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(Post-Reading) Reading Strategy 12Mapping

• Uses To improve comprehension by analysing a
  topic
• Text Non-fiction, any reading level
• How to
• Write the key idea in a circle in the centre of
  the paper.
• Help your student identify the first sub-topic
  and write it on the map with related words as
  shown in the sample. (Writing on a map can be
  horizontal or at different angles.)
• Keep building the map together. Help your
  student see how the author organizes information.
• Option This can also be done as a pre-reading
  activity by making predictions on a map before
  reading and revising the map later in a different
  colour.

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(Post-Reading) Reading Strategy 12Mapping
(cont.)

• Sample Map

Costs food vet grooming stuff leashes
Research internet friends vet library
Choosing a Pet
SHOPPING
What to do ask questions visit animals compare
Where to look SPCA pet shop breeder
Baby or full grown?