Michael Van Kirk CA1

Michael Van Kirk CA1

• 1.
  15 reading strategiesfor before, during, or after reading
• 2.
  Before reading: Thinkaloud A think aloud is an easy to use strategy that can be used with little preparation by the teacher. It consists of the teacher modelling what an active reader would think about before reading a book. After the teacher models, the students can try making predictions of their own about what they are about to read.
• 3.
  Before reading: Anticipationguide An anticipation guide is a series of questions provided by the teacher to the students to answer regarding different things that they expect to find in the text. More important than simply having the students answer, however, is to have the students justify their answers with critical thinking skills.
• 4.
  Before reading: Firstlines In this strategy the teacher reads the first few lines from the story, and then has the class predict what the rest of the story will contain. This strategy is flexible because the students can respond in several different ways, such as writing on whiteboards, responding orally to the teacher, or telling their prediction to a partner.
• 5.
  Before reading: Possiblesentences Students are given a list of vocabulary words that are in the text that they are about to read, and then asked to create sentences that use some of those words. This activity helps build vocabulary, as well as gets the students more interested in reading the text to see if their sentences are in the story.
• 6.
  Before reading: List-group-label Studentsare told what the main topic of the story is, and are then asked to list words that relate to that topic. The students then break the words up into 3 groups based on similarities, and are asked to give each group a label to define them. The students should be pressed to not only group each word, but more importantly to explain their reasoning as to why they grouped the words the way that they did.
• 7.
  During reading: Questionthe author The teacher will prompt the students to come up with questions for the author as they read, and use the text to answer those questions. Questions that can apply to most writing, and require critical thinking, are good to use for this strategy. Example questions would include “What is the author’s main point?” and “How does the author feel about [topic]?”
• 8.
  During reading: Conceptmaps After the teacher models how to find major ideas in a text, the class will construct a concept map showing the relationships between different ideas in the text as it is read. Concept maps usually take the form of bubbles with arrows connecting them to show a relation.
• 9.
  During reading: Jigsawreading To use this strategy the teacher will first assign either small groups or individual students different parts of a text. Those students will then be responsible for understanding their own section, and explaining it to the rest of the class. The students’ presentations can take the form of simple oral explanations, or more involved presentations that involve visual components.
• 10.
  During reading: Paragraphshrinking Students are paired heterogeneously and given a text. The lower level student then reads the text, and after every paragraph will summarize the paragraph to the higher level student, who will either agree with the summarization, or disagree and offer advice on how to better summarize it.
• 11.
  During reading: Structurednote-taking After having read the text, the teacher will provide the students with a series of questions to be answered while reading through the text. The questions should be plainly answered by the text, and be able to be reflected on regarding the relationships between the different answers written.
• 12.
  After reading: Question-answerrelationship The students will be given examples of the different levels of questions that can be posed about a text. The students will then be given some questions from each level to answer using the text. The students can also create their own questions to give to each other using the different levels.
• 13.
  After reading: Exitslips Exit slips are a strategy that can be easily used in combination with other strategies as a way to check for understanding of content at the end of a lesson. Students are given short quizzes, which can come in different forms, on the topic of the text that they have read.
• 14.
  After reading: Summarizing Summarizingcan take the form of having students sum up the most important ideas of a text either orally, or through writing after reading. This strategy can be used for any content area, and can be used in almost any classroom setting by adjusting the expected level of detail of the answers.
• 15.
  After reading: Makingcollages Students can use the information that they gained from a text to make collages that visually represent what they learned. These collages can take the form of clay models, cut-out pictures, or one of many other possible ideas. This activity a great way to help students who learn best through physically interacting as opposed to reading or listening.
• 16.
  After reading: Student-madetest After reading the text, the students are given an opportunity to create questions that will go on a test which will be given to the whole class. The questions should all have clear answers supported by the text. This strategy doubles as an activity, as well as an assessment which students will be more engaged with than a normal test.
• 17.
  Resources http://www.eflmagazine.com/10-fun-post-reading-activities/ http://www.adlit.org/strategy_library/ http://www.readingrockets.org/strategies Bursuck, W. D.,& Damer, M. (2015). Teaching reading to students who are at risk or have disabilities: a multi-tier, RTI approach (3rd ed.). Boston: Pearson.