Critical Assignment 1: Flip Chart

Heather LanningRED4348

IRSC11/10/2015

IntroductionThis presentation discusses fifteen reading strategies: five for before reading, five for during reading, and five for after reading. I selected these strategies, because they are researched based, promote cooperative learning, and facilitate explicit instruction. The purpose of this presentation is to define the numerous strategies to teach literacy and to provide examples of how to effectively implement these strategies during specific moments in reading.

Before Reading Strategy: Preview Text

Preview Text

Previewing text before students read helps them

learn the material better by setting a purpose for

reading, focusing on the most important

information, and connecting the information in

the text to what they already know.

Preview Text- ExampleBefore reading a narrative text, the classroom teacher reads the title of the book, discusses illustrations on the cover, and reads the blurb (the description of the book on the back cover).

Activate Prior Knowledge

Activating prior knowledge requires students to

recall previously experienced knowledge of a

topic to help them prepare for, and better

understand a text. Teachers then build upon

that knowledge to foster understanding.

Before Reading Strategy: Activate Prior Knowledge

Activate Prior Knowledge- Example

When the classroom teacher introduces a non-fiction text about sharks, she allows students to reflect on their knowledge of sharks by posing questions about their habitats, diets, species, etc…

Before Reading Strategy: Identify Text Features

Identify Text FeaturesIdentifying text features before students begin to read includes locating directional text features, such as, table of contents, chapter headings, or page numbers, and indexes. Identifying text features before reading also includes supplementary text features like footnotes, sidebars, and captions.

Identify Text Features- ExampleBefore reading the nonfictional text, the teacher gives the students a text features checklist, and instructs students to place a checkmark next to the text features that are presented in the book.

Before Reading Strategy: Preview Vocabulary

Preview VocabularyVocabulary preview involves introducing new and unfamiliar words to students prior to reading. Vocabulary previews may include teaching the definitions of the words, creating visuals of the words, or providing examples of the word in use.

Preview Vocabulary: ExampleBefore Reading a non-fiction text about lightning, the classroom teacher introduces important vocabulary introduced in the text and provides examples and non-examples.

Before Reading Strategy: Make Prediction

Make PredictionsMaking predictions requires students to use information from a text (including titles, headings, pictures, and diagrams) and their own personal experiences to anticipate what they are about to read (or what comes next).

Make Predictions: Example

Before reading an informational text about space, students are asked to make predictions, in regards to what they will read about and what kind of information may be presented.

During Reading Strategy: Monitor Comprehension

Monitor ComprehensionMonitoring comprehension during reading is the ability for the reader to understand the meaning of the text and to be aware when there are discrepancies in comprehension.

Example: Monitor Comprehension

While reading, the teacher asks open-ended and higher order thinking skills questions on the text. If students are unable to produce the correct answer, the students reread and look for words or phrases that are not understood.

During Reading Strategy: Concept Map

Concept MapConcept maps are used to organize the reader’s thoughts and to make connections to the topic. Students place the main idea of the text in the center bubble. Students add supporting ideas or related topics in each surrounding oval. The concept map helps students decipher main ideas and supporting details, as well as, organizes information in a comprehendible fashion.

Example: Concept MapDuring reading a book on spiders, the classroom teacher instructs students to place the main idea of their text in the middle circle. The teacher uses the surrounding bubbles to teach how to identify and organize supporting details.

During Reading Strategy: Concept Map

During Reading Strategy: Jigsaw

JigsawJigsaw reading activities involve cooperative learning. Students are grouped together and each group is assigned a piece of text to read and master the content. Once each group has read and mastered their part of the text, each group shares what they have learned through summarizing their section of the text.

Example: JigsawThe teacher directs students to complete a jigsaw by saying, “As you read and discuss with your group, write down important facts about your topic. After you have become an expert on your own topic, you will share your findings with a group of classmates, and learn about their topics as well.”

After Reading Strategy: Question the Author

Question the AuthorQuestion the Author (QtA) is a comprehension strategy that requires students to pose queries after reading the text in order to challenge their understanding and solidify their knowledge. Primarily used with nonfiction text, QtA lets students critique the author's writing and in doing so engage with the text to create a deeper meaning.

Example: Question the AuthorTo introduce the strategy, display a short passage to your students along with one or two queries you have designed ahead of time. Model for your students how you think through the queries. Invite individual students or small groups to read and work through the queries you have prepared for their readings. Remember that your role as the teacher during this strategy is to facilitate the discussion, not lead it. When students ask questions that go unanswered, try to restate them and encourage students to work to determine the answer.

After Reading Strategy: Frame Routine

Frame RoutineThe Frame Routine is an after reading strategy designed to assist students as they organize topics, main ideas and details about reading assignments. This technique includes a basic hierarchic graphic organizer called a "Frame" that can be used to help students think and talk about the key topic and essential related information.

Example: Frame RoutineIntroduce the assigned passage of text to the students. Discuss the Frame Routine technique and model the procedure by co-constructing an initial Frame graphic. Simultaneously fill in information with students on blank copies of the form. This provides teachers with the opportunity to monitor the students' level of understanding and to adjust instruction as needed. After students have become familiar with use of the Frame Routine, they can use the Frame graphics independently or in small groups as they identify main ideas and essential details from pre-selected texts.

After Reading Strategy: Question-Answer Relationship

Question-Answer RelationshipQuestion-Answer relationship (QAR) is a strategy to be used after students have read. QAR teaches students how to decipher what types of questions they are being asked and where to find the answers to them. Four types of questions are examined in the QAR. They include: Right There Questions, Think and Search Questions, Author and You, and On My Own.

Example: Question- Answer RelationshipDepending on your students, you may choose to teach each type of question individually or as a group. Explain to students that there are four types of questions they will encounter. Define each type of question and give an example. Read a short passage aloud to your students. Have predetermined questions you will ask after you stop reading. When you have finished reading, read the questions aloud to students and model how you decide which type of question you have been asked to answer. Next, show your students how to find information to answer your question. After you have modeled your thinking process for each type of question, invite students to read another passage on their own, using a partner to determine the type of question and how to find the answer. After students have practiced this process for several types of questions and over several lessons, you may invite students to read passages and try to create different types of questions for the reading.

Definitions of the Questions• Right There Questions: Literal questions whose answers can be

found in the text. Often the words used in the question are the same words found in the text.

• Think and Search Questions: Answers are gathered from several parts of the text and put together to make meaning.

• Author and You: These questions are based on information provided in the text but the student is required to relate it to their own experience. Although the answer does not lie directly in the text, the student must have read it in order to answer the question.

• On My Own: These questions do not require the student to have read the passage but he/she must use their background or prior knowledge to answer the question.

References

• All About Adolescent Literacy. (2015). Retrieved November 5, 2015, from http://www.adlit.org/strategy_library/

• Bursuck, W.D. and Damer, M. (2011). Teaching reading to students who are at risk or have disabilities.Boston: Pearson.

ISBN-10: 0137057814 | ISBN-13: 978- 0137057818 |Edition: 2

• Foundation Center for Urban Education. (2005). Soldier’s Letter. DePaul University. Web. http://

teacher.depaul.edu/Documents/SoldiersLetterfic tion5thgrade.pdf