Reading Strategies

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Reading Strategies
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What are the Purposes for Reading?

• Aesthetic reasons? (Relaxation)
• Efferent reasons? (You have to)
• To gather information?

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Reading Prohibitors

• 1. Fake reading (and getting away with it)
• 2. Listening to music
• 3. Watching TV and/or movies
• 4. Proximity to other people
• 5. Phone
• 6. No aesthetic reading
• 7. Never finishing what is started

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What kind of reader are you?

• A. Resistive Reader you can read well and
  understand what you have read, you just elect not
  to.
• B. Word Caller you can decode the words, but
  you dont recall what you read fluency may not
  be the best.

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What are Inferences?

• Inferences are abstract thinking.
• Still confused?
• Sometimes answers arent explicitly stated
  therefore you have to read between the lines.

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Example You make the inference

• You are riding on the highway and you see a car
  parked on the side of the road with the occupants
  sitting on the shoulder.
• What do you infer?
• The car broke down and they are awaiting the tow
  truck?
• They are traveling a long distance and pulled
  over to take a break?
• That is the designated meeting spot for car
  pooling?

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(No Transcript)
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What can you infer about the little girl in the
picture? What clues help you come to
that?(details) Why is she smiling?(draw a
conclusion?)
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What can you infer about the children in the
picture?What clues help you come to that?
(details?)How does each set of children feel?
(draw a conclusion)
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Inference Opinion

• Good readers know the difference between an
  inference and an opinion. When inferring, they
  rely on information provided in the text to
  substantiate their thinking.

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7 Strategies used by Successful Readers.

• 1. Use existing knowledge to make sense of new
  information.
• 2. Ask questions about the text before, during,
  and after reading.
• 3. Draw inferences from the text.
• 4. Monitor their comprehension.
• 5. Use fix-up strategies when meaning breaks
  down.
• 6. Determine what is important.
• 7. Synthesize information to create new
  thinking.

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Reading?

• Read the text aloud and stop often to share your
  thinking (even if it means talking to yourself)

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Reading?

• Point out the words in the text that trigger your
  thinking.
• Good readers connect new knowledge to known
  information.
• Good readers ask questions when they read in
  order to help themselves make inferences.
• Good readers STOP as soon as they are confused
  and clear the confusion BEFORE continuing to
  read.
• Good readers look for organizational patterns in
  the text it helps them to predict.

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Reading?

• Use a KWL Chart
• What do I KNOW?
• What do I WANT to know?
• What did I LEARN?

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Reading?

• Use QAR
• Question what your are reading
• Answer your own questions
• What are the Relationships within what you are
  reading and how that relates to other content.

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Reading?

• Use SQ3R
• Survey what your are reading
• Questions on and in what you are reading
• Read
• Recite what you have read
• Review what you have read (summarize or
  paraphrase)

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Reading?

• Use ACE
• Answer questions on reading by restating.
• Cite specific details
• Explain how this connects back to the main idea.

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Reading?

• Use SOAPSTONE
• Who is the Speaker?
• What is the Occasion within the selected reading?
• Who is the Audience?
• What is the Purpose of the writing/selected
  reading?
• What is the Subject?
• What is the TONE?

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Reading?

• Mark text
• In the margins, write the relationships of the
  characters.
• In the margins, write connecting references.
• Highlight information that may be important and
  may come into the plot later.

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Reading?

• Use Double-Entry Diaries
• On the left side of paper copy or paraphrase
  relevant lines or paragraphs from the text.
• On the right side of the paper write inferential
  and critical thinking ideas.

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Good Readers

• read for different purposes. Having a purpose
  helps readers remember what they read and what is
  important.

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Good Readers

• know that in order to understand what they read,
  they must do more than pronounce words. They
  understand that if comprehension is to occur,
  they must engage in several thinking processes,
  i.e. analysis, evaluation, synthesis.

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Good Readers

• dont remember everything they read. They use
  tools to hold on to their thinking so they can
  return to it later. Access tools allow reader to
  use the text to justify and support their
  thinking.

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Good Readers

• are flexible in their thinking and use different
  strategies for different types of reading.

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Good Readers

• perceive reading as something they will do for
  their entire life, not just to pass a class!

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Good Readers

• dont ignore their confusion. They stop and ask
  questions whether it be to themselves for
  clarification or to a teacher for guidance.

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BREAKTIME!

• When you are looking at the words on the page,
  but you arent reading them.
• You can no longer visualize what is happening as
  you read.
• Your mind begins to wander and you start thinking
  about something far removed from the text.
• You cant remember or retell what you read.
• You cant answer your own questions about the
  text.
• Characters are reappearing in the text but you
  dont recall who they are.

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Myth

• Good readers read really fast.
• In fact, good readers read at varying paces.
  They adjust their rate to meet the demands of the
  text and task.

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Good Readers

• know that sometimes the answers arent in the
  text or arent obvious within the text.
  Therefore, they recognize the need for further
  research (or reading) to get the answers.

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Credits

• I Read It, But I Dont Get It
• Cris Tovani
• Stenhouse Publishers, Portland, Maine
• 2000

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Credits

• Dara Laws
• Seaford High School English Teacher
• Seaford Teacher of the Year
• 2006-2007