Secondary Comprehensive Literacy Plan

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Secondary ComprehensiveLiteracy Plan

• Literacy Strategies
• Module Two
• During Reading

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12 Literacy Strategies

• The ultimate goal of strategic instruction is
  independence.
• K-W-L
• Text Structure
• Anticipation Guide
• Word Sorts
• Modeled Fluency
• Graphic Organizers
• DR-TA
• QAR
• Independent Study Strategies
• RAFT
• Summarization
• Reciprocal Teaching

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Modeled Fluency

• Modeled fluency (Rasinski, 2002) is teaching
  learners to read orally with speed and accuracy
  by listening to a model of the assigned text.
• Fluency can be taught directly, and it improves
  as a consequence of learners reading a lot of
  materials that are within their instructional
  range.
• By supporting struggling readers through oral
  reading, students benefit by improving their
  reading skills while learning the assigned text.

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Modeled Fluency

• Learners benefit from modeled fluency
• They learn to pronounce words correctly
• They learn to read with precision and speed
• They learn to read with confidence
• They learn comprehension

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Modeled Fluency

• Sample Lessons
• Before reading
• During reading
• After reading
• Refer to page 56 in the
• Comprehensive Literacy Plan

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12 Literacy Strategies

• The ultimate goal of strategic instruction is
  independence.
• K-W-L
• Text Structure
• Anticipation Guide
• Word Sorts
• Modeled Fluency
• Graphic Organizers
• DR-TA
• QAR
• Independent Study Strategies
• RAFT
• Summarization
• Reciprocal Teaching

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Graphic Organizers

• Graphic organizers (Vacca Vacca, 1996) are
  pictorial representations of how ideas in a text
  are connected and organized.
• Graphic organizers serve as tools for fine-tuning
  comprehension, taking notes, and remembering
  information.
• Graphic organizers are useful in narrative,
  expository, and persuasive writing by helping
  students focus on the topic at hand.

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Graphic Organizers

• Learners benefit from graphic organizers
• They learn to analyze essential and
  non-essential attributes
• They learn to describe the concept
• They learn to relate the new word to known words
• They learn to make meaningful sensory
  connections
• They increase retention

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Graphic Organizers

• Sample Lessons
• Before reading
• During reading
• After reading
• Refer to page 59 in the
• Comprehensive Literacy Plan

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12 Literacy Strategies

• The ultimate goal of strategic instruction is
  independence.
• K-W-L
• Text Structure
• Anticipation Guide
• Word Sorts
• Modeled Fluency
• Graphic Organizers
• DR-TA
• QAR
• Independent Study Strategies
• RAFT
• Summarization
• Reciprocal Teaching

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DR-TA

• The task of a Directed Reading and Thinking
  Activity (Stauffer, 1969) is to generate
  predictions about the material to be read, and
  then refine these predictions while reading.
• There are four steps to this strategy
• Predict Students predict what they think will
  be covered
• Read Students read a few paragraphs or pages
  of the text
• Confirm Students compare their predictions
  with the text
• Resolve Students summarize and evaluate the
  text
• This strategy has many uses and can be effective
  for fiction or content texts.

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DR-TA

• Learners benefit from DR-TA
• They learn to make predictions prior to reading
• They learn to compare their predictions to the
  actual text
• They learn to summarize and evaluate the text

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DR-TA

• Sample Lessons
• Before reading
• During reading
• After reading
• Refer to page 75 in the
• Comprehensive Literacy Plan

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12 Literacy Strategies

• The ultimate goal of strategic instruction is
  independence.
• K-W-L
• Text Structure
• Anticipation Guide
• Word Sorts
• Modeled Fluency
• Graphic Organizers
• DR-TA
• QAR
• Independent Study Strategies
• RAFT
• Summarization
• Reciprocal Teaching

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QAR

• QAR (Raphael Pearson, 1982 Pearson Johnson,
  1978) is a process of describing and illustrating
  for students that there are three types of
  questions and possible places for finding answers
  to these questions.
• The three types of questions are
• Textually explicit Literally stated in the
  text
• Textually implicit Suggested or implied in the
  text
• Implicit In the readers background knowledge
• QAR makes students aware of multiple information
  sources, and compliments and supports graphic
  organizers.

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QAR

• Learners benefit from QAR
• They learn the sources of information in the
  text
• They learn how to question the text
• They learn how to find and evaluate answers to
  their questions

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QAR

• Sample Lessons
• Before reading
• During reading
• After reading
• Refer to page 81 in the
• Comprehensive Literacy Plan