Reading Strategies

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Reading Strategies
CONTEMPORARY McGraw-Hill/Contemporary Maxine
McCormick 609-234-9603
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• Content literacy is the ability to use writing
  and reading for the acquisition of new content in
  a given discipline.

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Basic Theory

• Reading is a transaction between the reader and
  the text
• Each time a reader interacts with text, prior
  knowledge is used to understand the material
• Targeting prior knowledge combined with guided
  reading create increased comprehension
• Metacognitive skills increase a readers ability
  to transact

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Three Types of Reading Strategies

• Pre-Reading Strategies
• During Reading Strategies
• After Reading Strategies

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What Can YOU Do?

• 1. Set the Stage
• Identify reading strategies
• Explain how to use reading strategy
• Discuss lesson AND reason for teaching it
• Explain the expectations and raise the level of
  apprehension with a mechanism for accountability
• 2. Model how to use reading strategy
• Teach the strategy
• Provide opportunity for group, collaborative
  group, individual practice
• Reflect
• Discuss how to use strategy in other classes

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What Can YOU Do?

• 3. Reinforce strategy with guided practice
• Review steps
• Establish criteria for effective use of strategy
• Use strategy as a teaching tool
• Reflect on uses of strategy
• 4. Encourage independent application of strategy
• Return to strategy, or mention periodically
• Provide opportunity practice writing
  assignments
• Encourage personal adaptations
• Require student self-assessments of success

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• Congress Votes for Independence
• In June 1776, the Second Continental Congress
  created a committee to write a draft for a
  declaration of independence. The committee asked
  Thomas Jefferson, one of its members, to write
  the draft. After making a few changes, the
  committee sent Jeffersons document to Congress.
• On July 2, 1776, the Continental Congress voted
  in favor of independence. Yesterday, John Adams
  wrote on July 3, the greatest question was
  decided, which ever was debated in America. On
  July 4, Congress voted to approve Jeffersons
  Declaration of Independence. It announced to the
  world that the thirteen former British colonies
  had become the free and independent United States
  of America.
• The Declaration of Independence
• In the Declaration, Jefferson took care to
  explain why the colonists cut their ties with
  Great Britain. People, he wrote, are endowed by
  their Creator with certain unalienable Rights.
  Among them is the right to Life, Liberty, and
  the pursuit of Happiness. All people, he said,
  are justified in getting rid of any government
  that abuses those rights. He then included a long
  list of abuses by King George III, who tried to
  establish an absolute Tyranny over these
  States. Tyranny is a government in which one
  person has absolute power.
• By basing the Declaration on broad principles
  that apply to all people, Jefferson made the
  document a declaration of human rights. He
  defended everyones right to get rid of an
  oppressive government. This has made the
  Declaration a timeless, living document. It
  continues to inspire people in their search for
  freedom, liberty, and dignity.
• Source American History 1, by Matthew T. Downey

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Pre-Reading Strategies
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Strategic vs. Poor ReadersPre-Reading

• Most Strategic Readers
• Build up and review prior knowledge about reading
  and the topic
• Set purpose for reading
• Determine methods for reading based on the purpose

• Most Poor Readers
• Start reading without thinking about the process
  of reading or the topic
• Do not know why they are reading but merely view
  the task as an assignment

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Why Use Pre-Reading Strategies?

• Set the purpose for reading
• Review important vocabulary words and terms
• Access prior knowledge
• Intellectual Hook Students may lack background
  knowledge about the topic. This can lead to
  problems with vocabulary since they cant put
  terms in context.
• Multiplier Effect Students may have background
  knowledge but fail to use it or connect it to the
  current text. Pre-reading activities help to
  trigger this connection and can help other
  students trigger as well.
• Cling Factor Students may have background
  knowledge that is incorrect or incomplete. This
  causes them to cling to erroneous facts and
  what they THINK is true.
• Visualize and predict
• Determine importance

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Word Splash

• Two Types
• Student Generated
• - The American Revolution
• Teacher Generated
• ? Red Coats ? Colonies
• ? Bunker Hill ? Washington
• ? Congress ? 1776

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Anticipation Guides

1. _____ The Declaration of Independence was a list
   of complaints against King George III.
2. _____ The Articles of Confederation were weak and
   ineffective.
3. _____ The Declaration of Independence is a model
   for documents in other countries.

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KWL (Still) (How)

• What I Know

What I Want To Know
What I Learned
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Vocabulary Knowledge Sheet

• Give students a list of words they will need to
  know for the reading. In a chart have them check
  whether they know it, think they know it or
  dont know it
• Have them discuss in groups so everyone knows
  the same words (add synonym)
• Go over as a class any words no one knows

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DuringReading Strategies
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Strategic vs. Poor ReadersDuring-Reading

• Most Strategic Readers
• Complete attention to reading task
• Self-monitor comprehension
• Stop and seek out information when lacking
  comprehension
• Use context and other clues to better understand
  new terms
• Synthesizes during reading
• Ask questions
• Talk to self during reading process

• Most Poor Readers
• Do not eliminate distractions
• Do not know if they understand
• Do not recognize when they dont understand
• Rarely use strategies to increase comprehension
• Skip unfamiliar terms
• Do not integrate text with prior knowledge
• Read without reflecting on meaning of text
• Dont seek help

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Why Use During-Reading Strategies?

• Reframe the purpose for reading
• Review important vocabulary words and terms
• Reinforce prior knowledge
• Synthesize content with prior knowledge
• Link concepts
• Time Management

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Annolighting

• Step 1 Highlight key words and phrases in a text
• Step 2 Annotate important sections
• Use annotations to create an outline or writing
  piece that demonstrates understanding and mastery
  of content. Place restrictions on students (i.e.
  cannot highlight more than 5 words in a row, etc.)

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Sticky Notes Annotating

• Sticky notes can be used to develop a summary or
  a paraphrasing of reading material.
• Have students write short statements about each
  paragraph after reading.
• Use the sticky notes to create an outline for a
  writing assignment that summarizes or paraphrases
  the content material.

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Key Concept Web

• Provide students with a key concept for a reading
  section.
• As they read, have students add to a concept web
  with the Key Concept in the center.

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Example
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Venn Diagram
Colonial
British
Professional Army
Volunteer Militia
Determination
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Write a Question Subheads

• Have students skim each lesson or chapter,
  reviewing Headings, Sub-Headings, Maps, Captions,
  and Illustrations.
• Then ask them to turn their subheadings into
  questions (usually how or why)
• Students can check for understanding if they can
  answer the questions

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Write a Question Pictures/Captions

• Students can preview the text by looking at ONLY
  the pictures/captions, images, maps, and charts.
• Ask them to write pre-reading questions based on
  their preview.
• This works well with a KWL chart.

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Write a Question Vocabulary

• Ask students to skim the lesson or chapter
  looking for vocabulary words and terms.
• Have students make a list of key terms and words
  on the board, or in their notebooks.
• Work with a partner to write pre-reading
  questions based on the words.
• After the lesson, review the questions and
  answers to ensure proper context.

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Summary Vocabulary Integration

• Have students integrate vocabulary words and
  terms into a summary statement that shows
  understanding of the topic.

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Compare and Contrast

• Use a T-Chart to develop a comparison and
  contrast list while students are reading.
• Use bulleted items to create an outline for a
  writing exercise.
• Ideal for social studies lessons that examine two
  or more concepts
• ? Revolutionary War and Civil War
• ? Economic and Societal Causes of War
• ? Political and Religious Outcomes of Reformation

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T-Charts

• T-Charts can be used to keep track of
• Dates and Events
• People and Events
• Causes and Effects

People Events Jefferson Declaration of
Independence Continental
Congress
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Multi-Column Charts

• Use to keep track of
• Dates
• Events
• People
• Causes and Effects
• Geography
• War
• Etc.

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Interactive Notes

• This two-column note-taking strategy encourages
  students to interact with the text.
• Column 1 Have students take notes based on
  content of text, presentation/lecture, video,
  etc.
• Column 2 Students should interact with the
  content through reflection (thoughts, comments,
  connections, illustrations)

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Guided True and False Level A

• _____1. The Declaration of Independence was
  written by (Adams). ____________
• Students should indicate True or False, then
  correct any false statements. They can also be
  asked to provide the page and paragraph where the
  correct information can be found.
• F 1. The Declaration of Independence was
  written by (Adams). Jefferson

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Guided True and False Level B

• Provide general statements based on the text.
  Students should place a check mark next to
  statements that can be proven by the text, then
  indicate where they found proof of the statement.
• _____2. The First Continental Congress approved
  the Declaration of Independence. (page___
  paragraph___)

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Guided True and False Level C

• Provide broad reaching statements based on the
  overall key concepts. Students should place a
  check mark next to statements with which they
  agree and can be supported by the content
  material. The statements should be broad enough
  to generate classroom discussion and even debate.
• _____1. The Declaration of Independence continues
  to serve as a model for democratic government
  today.

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Guided Paragraphs

• On July 2, 1776, the ___________ Congress voted
  in favor of independence. Yesterday, John Adams
  wrote on July 3, the greatest question was
  decided, which ever was debated in America. On
  July ____, Congress voted to approve Jeffersons
  _______ of Independence. It announced to the
  world that the thirteen former ________ colonies
  had become the free and independent United States
  of ________.

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Guided Outline--Reading Selection 2--

• The Declaration of Independence
• I. Why colonists cut ties with ________
• A. people have ________ rights
• B. people can get rid of ________ that abuse
• C. King ________ was a tyrant
• II. Declaration of ________ applies to everyone
• A. written by ________ ________
• B. declaration of ________ rights
• C. inspires search for freedom, ________, dignity

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Outlining

• I. First Major Point
• A. First Supporting Detail
• 1. First sub-detail
• 2. Second sub-detail
• a. First sub-point
• b. Second sub-point
• B. Second Supporting Detail (must be at least
  2)
• II. Second Major Point (must be at least 2)
• A. First Supporting Detail
• B. Second Supporting Detail

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Timelines

• Timelines help develop frame of historical
  reference.
• Timelines allow students to add details and
  supporting facts as means of incorporating
  concepts, not only dates.

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Annotated Timelines

• Ask students to develop a timeline of a given
  chapter.
• Use extended annotations to help draw attention
  to important facts and related information.

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Think and Share

• After reading a selection, have students put down
  their books and explain the section to a partner.
  
• The partner should then write questions based on
  the explanation and have the reader answer them.

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Think, Pair, Share

• Step 1 Pose an open ended or challenging
  question. Have students think of their own ideas
  first
• Step 2 Allow students to discuss answers in
  pairs or small groups aids in incorporating
  prior knowledge
• Step 3 Ask students to share their partners or
  groups answers with the class students are
  more willing to take chances by answering after
  hearing ideas from classmates. Also makes them
  accountable for the information

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Question, Thought, Opinion

• As students read a selection, have them stop at
  the end of each paragraph.
• In pairs, have students pose a question, state a
  thought, or give an opinion based on the
  selection.
• The partner should write down the ideas of the
  person sharing.

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Post-Reading Strategies
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Strategic vs. Poor ReadersPost-Reading

• Most Strategic Readers
• Decide if reading goals have been met
• Evaluate understanding
• Summarize main ideas
• Seek additional information from outside
  resources
• Distinguish between important and unimportant
  information
• Paraphrase and critically examine text
• Personalize and integrate text
• Use study strategies to retain knowledge

• Most Poor Readers
• Do not know what they have read
• Do not follow reading with self-check
• Rely on authors words for facts
• Do not go beyond surface examination of text
• Apply no conscious strategy to help remember and
  incorporate new ideas

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Why Use Post-Reading Strategies?

• Evaluate the goals of reading
• Review important vocabulary words and terms
• Reinforce new knowledge
• Synthesize new content with prior knowledge
• Link ideas to broader concepts
• Analyze learning process and strategies
• Self-evaluate success and outcomes of reading
  strategies

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Headlines and Leads

• Headlines provide a short explanation of an event
• A lead paragraph of a news story provides the 5
  Ws of the event
• Have students create a headline and a lead
  paragraph for the lesson

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Example 1

• Tsunami Death Toll Now
• Exceeds 162,000
• By ASSOCIATED PRESS, Jan. 16, 2005
• BANDA ACEH, Indonesia (AP) Deputy Secretary
  of Defense Paul Wolfowitz on Sunday wrapped up a
  visit to Indonesia, where officials along the
  obliterated Sumatran coast reported finding 5,000
  more bodies, raising the death toll in one of the
  worlds worst natural disasters to more than
  162,000.

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Example 2

• Education-economy link stressed as
• Easley kicks off second term
• By ASSOCIATED PRESS, Jan. 15, 2005
• RALEIGH Keeping to his credo linking
  education to the economy, Gov. Mike Easley began
  a second term Saturday by redoubling his
  commitment to ensure the states citizens succeed
  in the global contest for jobs.

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Flowcharts

• Flowcharts help students organize information
  chronologically an important skill that can be
  utilized in the social studies.

Flowcharts can be used to illustrate
relationships cause effect/cause effect
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Vocabulary in Context

• Make a list of vocabulary words or terms that are
  important to the reading lesson.
• After they read, students should use each of the
  words or terms in a sentence that clearly
  demonstrates their understanding of the word or
  term in context.

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30 Second Summary

• Have students write a summary of no more than
  10-15 words (depending on the length of the
  reading)
• Forces students to compare all the information
  and make choices on importance to synthesize
  their thoughts
• Can also be used as an assessment tool

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The 9-Sentence Paragraph Model

• Introduction
• Fact One
• Supporting Detail
• Supporting Detail
• Transition Sentence
• Fact Two
• Supporting Detail
• Supporting Detail
• Conclusion

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Writing Prompts

• Every
• Good
• Pupil
• Runs
• To
• Social Studies
• Class

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Writing Tricks

• Every ECONOMICS
• Good GEOGRAPHY
• Pupil POLITICS
• Runs RELIGION
• To TECHNOLOGY
• Social Studies SOCIETY
• Class CULTURE

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ELL Strategies

• The Center for Applied Linguistics
• Generate prior knowledge in L1
• Writing activity in L1
• Teach lesson in English
• Writing activity in English to link L1 prior
  knowledge and L1 writing activity to new content

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• Congress Votes for Independence
• In June 1776, the Second Continental Congress
  created a committee to write a draft for a
  declaration of independence. The committee asked
  Thomas Jefferson, one of its members, to write
  the draft. After making a few changes, the
  committee sent Jeffersons document to Congress.
• On July 2, 1776, the Continental Congress voted
  in favor of independence. Yesterday, John Adams
  wrote on July 3, the greatest question was
  decided, which ever was debated in America. On
  July 4, Congress voted to approve Jeffersons
  Declaration of Independence. It announced to the
  world that the thirteen former British colonies
  had become the free and independent United States
  of America.
• The Declaration of Independence
• In the Declaration, Jefferson took care to
  explain why the colonists cut their ties with
  Great Britain. People, he wrote, are endowed by
  their Creator with certain unalienable Rights.
  Among them is the right to Life, Liberty, and
  the pursuit of Happiness. All people, he said,
  are justified in getting rid of any government
  that abuses those rights. He then included a long
  list of abuses by King George III, who tried to
  establish an absolute Tyranny over these
  States. Tyranny is a government in which one
  person has absolute power.
• By basing the Declaration on broad principles
  that apply to all people, Jefferson made the
  document a declaration of human rights. He
  defended everyones right to get rid of an
  oppressive government. This has made the
  Declaration a timeless, living document. It
  continues to inspire people in their search for
  freedom, liberty, and dignity.
• Source American History 1, by Matthew T. Downey

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Skill Builder

• Primary and Secondary Sources
• Reading Maps
• Working with a Timeline
• Reading a Table
• Comparing Tables
• Reading a Bar Graph
• Identifying Propaganda
• Historical Works of Art
• Recognizing Persuasive Writing
• Reading a Historical Document

• Understanding Cause and Effect
• Diaries as Primary Source
• Analyzing Political Cartoons
• Reading Graphs
• Critically Reading Primary Sources
• Mapping Change Over Time
• Mapping Movement
• Reading a Presidential Election Map
• Interpreting Multiple Graphs