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Remember if a student cannot
read and understand
EVERY word,
the Comprehension is poor.
Instruction must be comprehensive, continuous,
and inclusive of all major reading components :
phoneme awareness, phonic decoding, fluency in reading, vocabulary,
comprehension, spelling,composition, language concepts.
Components of reading instruction:
Direct instruction: sytematic explicit
* of decoding, comprehension, and literature appreciation
* phonemic awareness
* written English
* daily exposure to a variety of texts
* incentives for reading independently
* vocabulary instruction (relationships among words, word structures,origins,
and meaning)
* comprehension strategies
* frequent reading
* frequent writing
Developing interest and pleasure in reading is as
important as developing their reading skill.
Parallel instruction in phonics and comprehension
must take place.
http://www.adrianbruce.com/reading/games.htm
http://www.gigglepoetry.com/
http://www.teachersdesk.org/reading_plans.html
Strategies
to Use
INSERT
PURPOSE: To use symbols while reading to help categorize information.
RATIONALE: To help students to become more efficient readers.
PROCEDURE: While reading any text use the following symbols to describe
what was read, using pencil of course
!
***or use any other symbol that is more comfortable for you
*** Knew it
= ^ Don't think so = X
New Knowledge = + NEATO
Please Remember = !
I wonder = ?
Don't understand = ??
Really remember = **
Strengths: Helps students be more efficient by categorizing the
information they have just read.
Weaknesses: Writing in the school/library books. Perhaps Xerox pages
SMART
Purpose: The students will use this strategy to help in reading
comprehension.
Rationale: Students will be aware of what they are reading and works
on their comprehension.
Procedures:
1. While reading; put a :
"X" in the margin if they understand what they just read.
"?" in the margin if they don't understand what they just read.
2. When finished reading, explain what they just read. If they don't
understand, have them try to explain why.
3. After all this, if the students still does not understand, just
skip it. Strengths: Could help with comprehension by showing students
where they got lost.
Weaknesses: Takes a very long time to work through this strategy.
K-W-L
What we Know, What we want to know, What we learned.
Purpose: To help the teacher tailor the lessons to the students
knowledge level and to facilitate what the students want to know.
Also can be used as an assessment tool. ***note: should not be used
with units less than 4 weeks***
Rationale: By using KWL, the teacher will be able to find the level
of knowledge in their class.
Procedure: 1. Hang up a long peice of paper. (bulliten board paper
would work great!) 2. Divide chart into 3 sections. Label each section:
* what we know * what we want to know * what we learned 3. Ask class
to answer what we know about the new topic. 4. Write all the responses
down in the first column. 5. Ask class what they would like to know
about the topic. 6. Write all those responses down in the second
column. 7. At the end of the unit, ask students what they have learned,
writing all responses down on the chart in the 3rd column. 8. Compare
the want to know and learned to see if they met their goals.
Strengths: 1. Students can express their own ideas and knowledge.
2. Early assessment tool for the teacher. 3. Find out what students
know so you don't repeat the lesson!
Weaknesses: 1. Takes a lot of space to hang up chart. 2. Possible
to misinterpret the early assessment.
Running Record
Purpose: To observe individual students read aloud while teacher
assess their reading fluency.
Rationale: To be able to assess the students reading level using
miscue analysis.
Procedure: 1. Choose Book. Choose excerpt of 100-200 words and retype.
(SEE EXAMPLE) 2. Take running record using the following to score:
* if the word is read incorrectly- Write the word said above it.
* self-correct- write the original word said then "SC" * attempts
at a word- record each attempt above the word. * skips a word- Draw
a dash through the word. * adds words- Draw a [^] and record added
words. * Teacher helps with word- draw a T over the word helped
with. * Repetition- draw "X" over repeated words. 3. Calculate %
of miscues 85% correct is instructional 95% correct is independent
4. Analyze miscues.
Strengths: 1. Points out where skills are week. 2. Shows improvements.
3. Good assessment tool.
Weaknesses: LOT'S of typing!! ***HINT***
Assisted Reading Strategies
Purpose: To provide support to students in reading through extension
in time or giving a support person who is a fluent or equal reader.
Rationale: Research shows reading is an interactive and social process.
With reading, a partner is beneficial for some students. 1). READ
ALOUD (story telling)
Purpose: to enjoy a story with no responsibility of text. Lends
support to language structure and reading as a process.
Procedure: Gather class as a group and read aloud.
DEAR Time (Drop Everything and Read)
Purpose: Provides time for students to read a selection of their
choice. Procedure: a. EVERYONE read, including teacher. b. NO INTERRUPTIONS!
Weakness: Need to find a time to pick a book before DEAR time.
Shared Reading (big Books)
Purpose: to make text big enough for all to see.
Procedure: a. Gather around book (or overhead if can't get big book)
b. Talk about author, title page, publishers, copyright page. c.
Students join in reading story. d. Discuss punctuation--etc.
Strengths: Class is together learning about book(s).
Weaknessess: a. behavior management b. sight problems if no big
book.
Paired Reading
Purpose: To help less fluent reader by having a better reader assist.
Procedure: *read together aloud at the same time OR *switch off,
1 reader reads a passage, other picks up where other left off.
Strengths: Socialization.
Weaknessess: Better reader may take over. 5. Buddy Reading Purpose:
To help two equal readers attain more fluency. Procedure: Same as
paired reading.
Quickwrites and Quickdraws
Purpose: Before: to activate prior knowledge After: assists in clarifying
meanings and arranging information.
Rationale: By having students write or draw, enhances understanding
of topic being covered or gives the teacher an idea what a student
may know before the topic is covered.
Procedure: 1. Ask students to write or draw on a topic for 5-10
minutes. Encourage them to focus on interesting ideas, make connections
to topic, and to own lives, and reflect on their reading or learning.
2. After students write, they usually share quick writes/draws in
small groups or during big group, entire activity can be finished
in about 20 minutes. USES: * entry for reading logs * define or
explain a word on the word wall * Theme of a story * about a favorite
character * comparing book and film versions * about favorite book
during author study * characteristics of a literary genre * about
project students are creating.
Strengths: 1. Helps students organize and identify thoughts 2. Aids
in comprehension.
Weaknesses: ??????????
SQ3R
Purpose: To help students develop a study strategy to help read
and remember content area reading assignments.
Rationale: When students apply strategies to reading, they retain
more information.
Procedure: 1. SURVEY-- Students preview the reading assignments,
noting heading and skimming introduction and the summary. 2. QUESTION--
Turn in heading into a question before reading the section. 3. READ--
The students then read each section so they many learn the answer
to the question they are asking. 4. RECITE-- After reading each
section, the students should answer the question posed from memory.
5. REVIEW-- After finishing the entire assignment, review each question
from memory. Strengths: Effective when applied correctly.
Weaknesses: Time consuming.
Open-Minded Portraits
Purpose: To help students think m ore deeply about a character and
reflect on story events from the characters point of view.
Rationale: If the students understand the character and their motivation
they will develop deeper meaning.
Procedure: 1. Have students draw and color a large portrait of the
head and neck of a character in a book they are reading. 2. Have
students cut out portrait and attatch it with a brad or staple to
another sheet of drawing paper. 3. Have students trace around the
character's head on the second page. 4. Have students lift the portrait
and draw and write about characters thoughts on the 2nd page. 5.
Have students share the portraits with classmates and talk about
the words and pictures they chose to include in the mind of their
character.
Strengths: Helps clarify what things/thoughts are important to the
character. Weaknesses: Some parents may object.
Choral Reading
Purpose: To make students active participants in the poetry experience.
Also helps develop fluency in reading.
Rationale: Better readers and fluency makes for better comprehension
of the text being read. Arrangements: 1. Echo reading: The leader
reads each line, the group then repeats the line just read. 2. Leader
and chorus reading: The leader reads the main part of the poem,
and the group reads the refrain or chorus in unison. 3. Small group
reading: The class divides into two or more groups and each group
reads one part of the poem. 4. Cumulative reading: One student or
group reads the first line or stanza and then another student/group
joins in as each line is read.
Procedure: 1. Select poem to use and copy to a chart or make individual
copies. 2. Work with students to decide how to decide how to arrange
the poem for reading. 3. Read with students several times. Emphasize
that students should pronounce words clearly and read with expression.
Strengths: Helps students develop rhythm by example.
Weaknesses: ???
Readers Theater
Purpose: 1. To involve students in the text. 2. To aid in the interpretation
of the text, while the students internalize the information.
Rationale: The more engaged the students are in the text, the more
they comprehend. Also a good way to motivate students to read more
because it is fun.
Procedure: 1. Select a story for script. Have students volunteer
for parts. 2. Rehearse production. Students decide on how to use
their voice, gestures and facial expressions to portray the character
they are reading. 3. Stage the production. May be informal. Act
the story in class or in front of an audience.
Strengths: 1. Helps understanding of the characters and their situations.
2. FUN!
Weaknesses: 1. Time and behavioral management may become a problem.
CLOZE PROCEDURE
Purpose: A strategy to help determine if the reading level is suitable
or not. Also can be used as a test of comprehension of the text
being studied. Rationale: When the students are able to fill in
the blanks, the book is suitable for the age level.
Procedure: 1. Select the passage from a textbook or tradebook. 2.
Retype the passage. The first sentence is typed as it appears in
original text. Replace every fifth word with a blank. 3. Students
read passage first. Then guess what belongs in each blank. 4. Score
the work, 1 point for each correct answer. 5. Compare the percentage
of correct word replacement with this scale: 61% correct independent
41-60% correct instructional below 40% frustration!
Strengths: An alternate way of assessing needs.
Weaknesses: Lots of typing.
Story Boards
Purpose: to work with story structure for comprehension.
Rationale; As students see organization and relationships between
story parts, they then have more comprehension and are able to make
inferences. Procedure: 1. Using paper, have students fold the paper
into three sections. 2. In each section of the paper, have the students
draw pictures of the beginning, middle, and end. 3. The students
then write sentences about each picture they have drawn, describing
what it is about. 4. The students then share their story boards.
Strengths: Students get more practice at identifying the beginning,
middle, and end of a story.
Weaknesses: ???
Story Quilts
Purpose: Picking out the moral of the story, individualize engagement
of the story for each student while they move to symbolic drawings.
[ For grades 3-5 ]
Rationale: Motivation- the more involved in the story the students
are, the more they will want to read further.
Procedure: 1. Each student picks a quote that sums the moral of
the story up for them. 2. They then make a symbol to represent the
quote. 3. Using these symbols and quotes, the students will then
make a quilt square on paper or cloth. 4. After all the squares
are completed, assemble the quilt on a bulletin board or into the
quilt [ if using cloth ]
Strengths: Can make a risk free project.
Weaknesses: 1. Be prepared to teach quilting. 2. Time consuming.
3. Breaking risk barrier with students could be problematic.
Reading Conferences
Purpose: To engage children in meaningful dialogue about books.
Rationale: The more effective reader, the more comprehension and
better writers.
Procedure: 1. Group the students for they year. 2. Explain to the
students that they will meet about the books they are reading. 3.
Have a question for the week that the students write about. 4. Have
students bring their literature logs to the conferences.
Strengths: Sense of accomplishments.
Learning Logs
Purpose: To record the information they are learning, write questions
and reflections about their learning.
Rationale: By putting their thoughts down on paper the students
gain a different perspective on the reading material.
Procedure: 1. Have students make learning logs at the beginning
of a them study. 2. Plan activities for logs: *notetaking *drawing
diagrams *quickwrites *clusters Impromptu writing is the basis for
writing. 3. Monitor entries. Respond to questions and clarify confusions.
Strengths: Students thing about what they are reading.
Weaknesses: Could be time consuming when having to respond to all
the journal/logs.
Literature Journals/Reading Logs
Purpose: To write reactions and opinions about books they are reading.
Rationale: By engaging in this process students become reflective
readers. It also aids in comprehension.
Procedure: 1. Make logs, staple the paper back together. 2. Write
name of book on a page, name of chapter and chapter number. 3. Write
reflections on the chapter. Relate book to won lives or other literature.
4. Monitor entries. Check to make sure they are completed. Comment
on reflections. Strengths: Students learn to reflect on their own
reading, asking questions and making comments.
Weaknesses: Time consuming to write in each journal.
Story Maps and Frames
Purpose: To work with story structure for comprehension.
Rationale: As students see organization and relationships between
story parts, they then have better comprehension and are more able
to make inferences.
SIX TYPES:
*Beginning, middle, end--to examine plot.
*Character clusters to examine traits of main characters.
*Venn diagrams for comparisons.
*Plot profiles to examine tension.
*Sociograms to explore relationships among characters.
*Clusters to probe many dimensions of a story.
Strengths: Helps students examine the different components of the
story. Weaknesses: ????
Key Questions
Predicting
1.What is going to happen?
2.What is ___going to do now?
3.Where is ___goining?
4.Who/What is going to be there?
5.How is ___going to feel?
6.What is ___gooing to say?
7.What is ___thinking?
8.What will be found there?
9.Who will win/succeed at the end?
10.How will the problem be solved?
Drawing Conclusions
1.What is happening?
2.How can you explain what is happening?/Why do you think this happened?
3.What could have gone wrong?/What would you have done?
4.How would you feel about this?
5.What is your opinion? Why?
6.Which side would you take? Why?
7.What do think is the right thing to do?Why?
What else is possible?
Making Generalizations
1.What is the story telling us?
2.What is the author trying to tell us?
3.What is the story's message?
A beginning reader:
Identifies where the reader would begin and end; points
to a letter and a word
Demonstrates knowledge of concept of word boundaries and letters
Experiences/engages in retelling stories (brings personal experiences
to stories)
Follows oral directions
Processes language presented orally in stories and discussion
Expresses self through drawing/writing
Demonstrates that reading is a process of gaining meaning Recognizes
many sight words (high frequency, instruction connecting)
Attempts to use all cues available (e.g., syntax, context, language
predictability), when reading
Pronounces all sounds in words containing two or three phonemes
Blends sounds in words containing initial and final blends
Recognizes letter-sound associations Recognizes word families and
rhyming words
Identifies new words by picture cues
Identifies likeness and differences in words and letters
Knows how to make new words
Decodes words using phonemes
Attends to a story read aloud
Retells a story with elaboration and with meaningful sequence
Recognizes fact from fantasy
Makes predictions
Utilizes picture/context cues
Follows directions
Listens attentively with understanding to a story
No ONE method is appropriate
for
every student!!
If students are reading a passage individually,
tell them:
If you finish
reading before I say stop -
reread !!
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