Reading Across Reading Across the Curriculumthe Curriculum

A few reading strategies that A few reading strategies that areare

““oldies but goodies”oldies but goodies”

KWL or KWL+KWL or KWL+• This strategy was introduce in 1986 by Donna This strategy was introduce in 1986 by Donna

OgleOgle

• An organizer which prepares students for An organizer which prepares students for reading by activating their prior knowledge and reading by activating their prior knowledge and gets them thinking before they start to read. gets them thinking before they start to read. Research shows that students apply higher-order Research shows that students apply higher-order thinking skills which helps them to construct thinking skills which helps them to construct meaning from what they read (a.k.a. meaning from what they read (a.k.a. connections).connections).

Here is what it looks like…Here is what it looks like…

Note:Note: A KWL+ has an additional column which is A KWL+ has an additional column which is

titled what I still want to learn.titled what I still want to learn.

The Preamble of the The Preamble of the United States ConstitutionUnited States Constitution

We the People of the United States, in We the People of the United States, in order to form a more perfect union, order to form a more perfect union, establish justice, insure domestic establish justice, insure domestic tranquility, provide for the common tranquility, provide for the common defense,defense, promote the general welfare, promote the general welfare, and secure the blessings of liberty to and secure the blessings of liberty to ourselves and our posterity, do ordain ourselves and our posterity, do ordain and establish this Constitution for the and establish this Constitution for the United States of America.United States of America.

THE PREAMBLETHE PREAMBLE

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SQ3RSQ3R A five step reading strategy to helps to A five step reading strategy to helps to

organize content area text.organize content area text.

• Before you read, Before you read, SSurvey the chapter.urvey the chapter.

• QQuestion while you are surveying.uestion while you are surveying.

• RReadead

• RReciteecite

• RRevieweview

Name ________________________ Teacher: Mrs. Briley Name ________________________ Teacher: Mrs. Briley Date _________________________ Subject: __________________  Date _________________________ Subject: __________________  • The United States ConstitutionThe United States Constitution•   

Survey:Survey: Record important titles and subtitles from work.Record important titles and subtitles from work.   _______________   _______________• __________________________________________________________________________________________________________________________• __________________________________________________________________________________________________________________________• __________________________________________________________________________________________________________________________• Question:Question: Write "Who, What, When, Where, and Why" questions from main topics.Write "Who, What, When, Where, and Why" questions from main topics.    

____________________________________________________________________________________________________________• __________________________________________________________________________________________________________________________• __________________________________________________________________________________________________________________________• __________________________________________________________________________________________________________________________• __________________________________________________________________________________________________________________________• __________________________________________________________________________________________________________________________• Read:Read: Write answers to questions from above.Write answers to questions from above.   _______________________   _______________________• __________________________________________________________________________________________________________________________• __________________________________________________________________________________________________________________________• __________________________________________________________________________________________________________________________• __________________________________________________________________________________________________________________________• __________________________________________________________________________________________________________________________• Recite:Recite: Record key facts and phrases as needed for each question. Record key facts and phrases as needed for each question.   _______  _______• __________________________________________________________________________________________________________________________• __________________________________________________________________________________________________________________________• __________________________________________________________________________________________________________________________• Review:Review: Create a summary paragraph for each question.Create a summary paragraph for each question.   ______________   ______________• __________________________________________________________________________________________________________________________• __________________________________________________________________________________________________________________________• __________________________________________________________________________________________________________________________• __________________________________________________________________________________________________________________________• Powered by TeAch-nology.com- The Web Portal For Educators! (www.teach-Powered by TeAch-nology.com- The Web Portal For Educators! (www.teach-

nology.com) nology.com)

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Think Aloud Think Aloud StrategyStrategy• This strategy helps readers to This strategy helps readers to

examine their own reading behaviorsexamine their own reading behaviors

• They develop a mature repertoire of They develop a mature repertoire of reading strategies and behaviorsreading strategies and behaviors

How it works…How it works…

Phase 1 Phase 1

Teacher Teacher modelsmodels the behavior of the behavior of what goes on when they read the what goes on when they read the texttext

a. make predictionsa. make predictions

b. what you see in your head as you b. what you see in your head as you scan the materialscan the material

c. make connectionsc. make connections

d. pretend to be confused/demonstrate d. pretend to be confused/demonstrate how to fix it/change your predictionshow to fix it/change your predictions

Phase 2Phase 2

Students work with a partner to Students work with a partner to demonstrate this new skilldemonstrate this new skill

Phase 3Phase 3

Students practice independently with Students practice independently with a checklist to see that they are a checklist to see that they are covering new skillscovering new skills

Phase 4Phase 4

Integrate Think alouds in other Integrate Think alouds in other content areascontent areas

using other materialsusing other materials

Preamble of the Preamble of the United States ConstitutionUnited States Constitution

We the People of the United States, in We the People of the United States, in order to form a more perfect union, order to form a more perfect union, establish justice, insure domestic establish justice, insure domestic tranquility, provide for the common tranquility, provide for the common defense,defense, promote the general welfare, promote the general welfare, and secure the blessings of liberty to and secure the blessings of liberty to ourselves and our posterity, do ordain ourselves and our posterity, do ordain and establish this Constitution for the and establish this Constitution for the United States of America.United States of America.

• http://www.teachertube.com/http://www.teachertube.com/view_video.php?view_video.php?viewkey=9d8ae895ad2591118466viewkey=9d8ae895ad2591118466

Sample of worksheet used Sample of worksheet used in class by partners or in class by partners or individualsindividualsThe Reading Detective WorksheetThe Reading Detective Worksheet

While we were reading, how did we do???While we were reading, how did we do??? not at allnot at all greatgreat

PredictingPredicting 0 1 2 3 4 5 0 1 2 3 4 5

VisualizingVisualizing 0 1 2 3 4 5 0 1 2 3 4 5

Using prior knowledgeUsing prior knowledge 0 1 2 3 4 5 0 1 2 3 4 5

Identifying problemsIdentifying problems 0 1 2 3 4 5 0 1 2 3 4 5

Using “fix ups”Using “fix ups” 0 1 2 3 4 5 0 1 2 3 4 5

DRTADRTA DR-TA is a technique developed by Russell Stauffer DR-TA is a technique developed by Russell Stauffer

(1969). DR-TA encourages students to make (1969). DR-TA encourages students to make predictions while they are reading. After reading predictions while they are reading. After reading segments of a text, students stop, confirm or revise segments of a text, students stop, confirm or revise previous predictions, and make new predictions previous predictions, and make new predictions about what they will read next.about what they will read next.

• Activates prior knowledge when readingActivates prior knowledge when reading

• Sets a purpose when readingSets a purpose when reading

• Encourages students to monitor their own Encourages students to monitor their own comprehension when they are readingcomprehension when they are reading

Steps for DRTASteps for DRTA

1.1.Activate students’ prior knowledge.Activate students’ prior knowledge.

2.2.Have students make predictions about Have students make predictions about what they will read about in the text.what they will read about in the text.

3.3.Have students read a section of the Have students read a section of the text.text.

4.4.Ask students to confirm or revise prior Ask students to confirm or revise prior predictions, and make new predictions.predictions, and make new predictions.

5.5.Repeat 3 and 4 until done.Repeat 3 and 4 until done.