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Презентация на тему Reading Strategies. Reading in the Upper Grades

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2. Teaching Strategies ComprehensionLearning WallsGenerate a list of
3. Teaching Strategies ComprehensionLearning WallsLocation: Where the kids
4. Teaching Strategies ComprehensionLearning Word Walls Critical Elements:
5. Word WallsGuess the Word – Students number
6. Guess the Word Game – Number our
7. WORDOThis game is based on the BINGO
8. SortsDecide on the type of sort.Write 10-15
9. SortsOpen Sort – Teacher provides only the
10. Think AloudsTeacher reads text orally, stops and
11. Think Aloud StrategiesKeep reading to see if
12. Think Aloud StrategiesReflect on what you’ve read
13. KWL, KWHL, KWWL Charts (Ogle, 1986)K =
14. KWL, KWHL, KWWL Charts (Ogle, 1986)Variations:H =
15. Anticipation Guide StrategyBefore, During, and After reading
16. Anticipation Guide StrategyPre-Reading DiscussionDistribute guides and students
17. Anticipation Guide StrategyPost-Reading DiscussionReview original choices to
18. PIC Strategy (Purpose, Important Ideas,Connections)Students focus on
19. 3-2-1 Strategy Summarizing3 key ideas I found
20. 3-2-1 Variation 3 differences between ______ and
21. RAFTPost-ReadingR=RoleA=AudienceF=FormatT=Topic(Vandervanter and Adler, 1982)
22. RAFTRole of the writerWho is the writer?AudienceTo
23. Column NotesChange column headings to
24. 2 Column Notes2 Column Notes can be
25. 3 Column Notes(Dr. Sharon H. Faber, 2006,
26. QAR Question-Answer-Relationship (Raphael, 1982, 1986)A process of
27. QAR Question-Answer-Relationship (Raphael, 1982, 1986)4 Types:Author and
28. Visual Reading Guides (Stein, 1978)Used to preview
29. Mapping (Johnson and Pearson, 1978)Vocabulary Web (Johnson
30. Reciprocal Teaching (Palincsar et al., 1984, 1986)Combines
31. Reciprocal Teaching (Palincsar et al., 1984, 1986)
32. 80-15-5 RuleA new strategy must be taught,
33. Скачать презентацию
34. Похожие презентации

Teaching Strategies ComprehensionLearning WallsGenerate 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

Reading StrategiesReading in the Upper Grades

Teaching Strategies ComprehensionLearning WallsLocation: Where the kids can see itContent: Pictures, phrases,

Teaching Strategies ComprehensionLearning Word Walls Critical Elements: Include essential wordsAdd no more

Word WallsGuess the Word – Students number papers 1-5. Give 5 clues

Guess the Word Game – Number our paper 1-5.It is a word

WORDOThis game is based on the BINGO game. Give students a Wordo

SortsDecide on the type of sort.Write 10-15 words, formulas, etc. on index

SortsOpen Sort – Teacher provides only the word, students determine the sort

Think AloudsTeacher reads text orally, stops and then “thinks aloud” to model

Think Aloud StrategiesKeep reading to see if author explains what you don’t

Think Aloud StrategiesReflect on what you’ve read and look for an explanation

KWL, KWHL, KWWL Charts (Ogle, 1986)K = KNOWWhat do I already know

KWL, KWHL, KWWL Charts (Ogle, 1986)Variations:H = HOWHow do I find the

Anticipation Guide StrategyBefore, During, and After reading strategyPreparation – The teacher develops

Anticipation Guide StrategyPre-Reading DiscussionDistribute guides and students mark the Before Reading Agree/Disagree

Anticipation Guide StrategyPost-Reading DiscussionReview original choices to see if thinking has changed:Did

PIC Strategy (Purpose, Important Ideas,Connections)Students focus on the most important information and

3-2-1 Strategy Summarizing3 key ideas I found out from reading2 things that

3-2-1 Variation 3 differences between ______ and _______.2 similarities between them1 question

RAFTPost-ReadingR=RoleA=AudienceF=FormatT=Topic(Vandervanter and Adler, 1982)

RAFTRole of the writerWho is the writer?AudienceTo whom are you writing?FormatAre you

Column NotesChange column headings to fit objectives/materialBest for cause/effect or

2 Column Notes2 Column Notes can be made with:Main idea – headings

3 Column Notes(Dr. Sharon H. Faber, 2006, based on Cornell Note Taking

QAR Question-Answer-Relationship (Raphael, 1982, 1986)A process of finding and supporting answers to

QAR Question-Answer-Relationship (Raphael, 1982, 1986)4 Types:Author and You – The answer is

Visual Reading Guides (Stein, 1978)Used to preview the text by noting visuals

Mapping (Johnson and Pearson, 1978)Vocabulary Web (Johnson and Perason, 1978) is a

Reciprocal Teaching (Palincsar et al., 1984, 1986)Combines 4 comprehension strategies:SummarizingQuestioningClarifyingPredictingStudents are arranged

Reciprocal Teaching (Palincsar et al., 1984, 1986) Reciprocal Teaching worksheet Students take

80-15-5 RuleA new strategy must be taught, modeled, and supervised in order

80-15-5 Rule: Any one technique works will with 80% of students Okay

Слайды презентации

Слайд 2 Teaching Strategies Comprehension
Learning Walls
Generate a list of essential

Teaching Strategies ComprehensionLearning WallsGenerate a list of essential words, concepts, formulas,

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.

Слайд 3 Teaching Strategies Comprehension
Learning Walls
Location: Where the kids can

Teaching Strategies ComprehensionLearning WallsLocation: Where the kids can see itContent: Pictures,

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

Teaching Strategies ComprehensionLearning Word Walls Critical Elements: Include essential wordsAdd no

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.

(Cunningham, 1990)

Did you know black
text on yellow paper
stimulates learning?

Слайд 5 Word Walls
Guess the Word – Students number papers

Word WallsGuess the Word – Students number papers 1-5. Give 5

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.

Each clue narrows
the possible
answer.

Слайд 6 Guess the Word Game – Number our paper

Guess the Word Game – Number our paper 1-5.It is a

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: _______________

Слайд 7 WORDO

This game is based on the BINGO game.

WORDOThis game is based on the BINGO game. Give students a

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.

Make it harder…call out the definition, not the word.

(Dr. Sharon H. Faber, 2006)

Слайд 8 Sorts
Decide on the type of sort.
Write 10-15 words,

SortsDecide on the type of sort.Write 10-15 words, formulas, etc. on

formulas, etc. on index cards.
Students sort the words in

different piles depending on the directions you give them.

Sort by definition

Sort by alike/different

Sort alphabetically

Sort sequentially

(Dr. Sharon H. Faber, 2006)

Слайд 9 Sorts

Open Sort – Teacher provides only the word,

SortsOpen Sort – Teacher provides only the word, students determine the

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.

Слайд 10 Think Alouds
Teacher reads text orally, stops and then

Think AloudsTeacher reads text orally, stops and then “thinks aloud” to

“thinks aloud” to model how learners should make connections

that develop better comprehension.

(Dr. Sharon H. Faber, 2006)

Слайд 11 Think Aloud Strategies
Keep reading to see if author

Think Aloud StrategiesKeep reading to see if author explains what you

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.

Слайд 12 Think Aloud Strategies
Reflect on what you’ve read and

Think Aloud StrategiesReflect on what you’ve read and look for an

look for an explanation based on your prior knowledge.
Look

for answers beyond the text.

Слайд 13 KWL, KWHL, KWWL Charts (Ogle, 1986)
K = KNOW
What

KWL, KWHL, KWWL Charts (Ogle, 1986)K = KNOWWhat do I already

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?

Слайд 14 KWL, KWHL, KWWL Charts (Ogle, 1986)
Variations:
H = HOW
How

KWL, KWHL, KWWL Charts (Ogle, 1986)Variations:H = HOWHow do I find

do I find the information?
W = WHERE
Where do I

find the information?

KWL, KWHLKWL, KWHL, KWWL Charts can be downloaded from Literacy Off Ramp.

Слайд 15 Anticipation Guide Strategy
Before, During, and After reading strategy
Preparation

Anticipation Guide StrategyBefore, During, and After reading strategyPreparation – The teacher

– The teacher develops 3-5 statements that are related

to the topic.
Create an anticipation guide to copy and give to students

Tierney, Readence, and Dishner

An Anticipation Guide Template can be downloaded from Literacy Off Ramp.

Слайд 16 Anticipation Guide Strategy
Pre-Reading Discussion
Distribute guides and students mark

Anticipation Guide StrategyPre-Reading DiscussionDistribute guides and students mark the Before Reading

the Before Reading Agree/Disagree choices.
As students read, they take

notes, reading with a purpose.

Tierney, Readence, and Dishner

An Anticipation Guide Template can be downloaded from Literacy Off Ramp.

Слайд 17 Anticipation Guide Strategy
Post-Reading Discussion
Review original choices to see

Anticipation Guide StrategyPost-Reading DiscussionReview original choices to see if thinking has

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?

Tierney, Readence, and Dishner

An Anticipation Guide Template can be downloaded from Literacy Off Ramp.

Слайд 18
PIC Strategy (Purpose, Important Ideas,Connections)
Students focus on the most

PIC Strategy (Purpose, Important Ideas,Connections)Students focus on the most important information

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?

A PIC Form can be downloaded from Literacy Off Ramp.

(Dr. Sharon H. Faber, 2006)

Слайд 19
3-2-1 Strategy Summarizing
3 key ideas I found out from

3-2-1 Strategy Summarizing3 key ideas I found out from reading2 things

reading
2 things that were especially interesting or especially hard

to understand
1 question I still have

A 3-2-1 Form can be downloaded from Literacy Off Ramp.

(Dr. Sharon H. Faber, 2006)

Слайд 20
3-2-1 Variation
3 differences between and _.
2 similarities

3-2-1 Variation 3 differences between ______ and _______.2 similarities between them1

between them
1 question I still have

A 3-2-1 Form

can be downloaded from Literacy Off Ramp.

(Dr. Sharon H. Faber, 2006)

Слайд 21
RAFT
Post-Reading
R=Role
A=Audience
F=Format
T=Topic
(Vandervanter and Adler, 1982)

Слайд 22
RAFT
Role of the writer
Who is the writer?
Audience
To whom

RAFTRole of the writerWho is the writer?AudienceTo whom are you writing?FormatAre

are you writing?
Format
Are you writing to persuade, entertain, inform,

describe?
Topic
What is your topic?

(Vandervanter and Adler, 1982)

A RAFT Worksheet can be downloaded from Literacy Off Ramp.

Слайд 23 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.

(Dr. Sharon H. Faber, 2006, based on Cornell Note Taking System)

Слайд 24 2 Column Notes
2 Column Notes can be made

2 Column Notes2 Column Notes can be made with:Main idea –

with:
Main idea – headings – details – explanations
Cause –

effect
Vocabulary – definitions
Questions – answers
Facts – opinions
Predications – outcomes

(Dr. Sharon H. Faber, 2006, based on Cornell Note Taking System)

2-Column Notes can be downloaded from Literacy Off Ramp.

Слайд 25 3 Column Notes
(Dr. Sharon H. Faber, 2006, based

3 Column Notes(Dr. Sharon H. Faber, 2006, based on Cornell Note

on Cornell Note Taking System)

3 Column Notes can

be made with:
Vocabulary – definition- example
Topic – explanation – supporting details
Process – procedure – results
Questions – notes – class discussion
Cause – effect - explanation

3 Column Notes can be downloaded from Literacy Off Ramp.

Слайд 26 QAR Question-Answer-Relationship (Raphael, 1982, 1986)
A process of finding and

QAR Question-Answer-Relationship (Raphael, 1982, 1986)A process of finding and supporting answers

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.

RIGHT THERE!

Слайд 27 QAR Question-Answer-Relationship (Raphael, 1982, 1986)
4 Types:
Author and You –

QAR Question-Answer-Relationship (Raphael, 1982, 1986)4 Types:Author and You – The answer

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.

QAR Form can be downloaded from Literacy Off Ramp.

Слайд 28 Visual Reading Guides (Stein, 1978)
Used to preview the

Visual Reading Guides (Stein, 1978)Used to preview the text by noting

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?

Visual Reading Guide can be downloaded from Literacy Off Ramp. Rider & Aide Bookmarks

Слайд 29 Mapping (Johnson and Pearson, 1978)
Vocabulary Web (Johnson and

Mapping (Johnson and Pearson, 1978)Vocabulary Web (Johnson and Perason, 1978) is

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)

Слайд 30 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.

Слайд 31 Reciprocal Teaching (Palincsar et al., 1984, 1986) Reciprocal

Reciprocal Teaching (Palincsar et al., 1984, 1986) Reciprocal Teaching worksheet Students

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.