A Dozen Reading Strategies

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A Dozen Reading Strategies

• Quick, research-based activities to promote
  comprehension of text.
• Raising Student Achievement Conference 2006
• Deborah J. Endress
• www.DebEndress.com
• endress6_at_aeroinc.net

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Anticipation Guide

• This is a powerful strategy for activating
  students thoughts before reading.
• Decide what concepts are most important for
  students to remember.
• Create 5-8 statements based on the text and have
  students respond before reading. These
  statements can challenge or support positions or
  perceptions relating to key concepts in the
  reading.
• Allow for discussion.
• After reading, students can return to the guide
  to see which statements might now be answered
  differently.

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• ____The fourteen Best Practices in Reading
  focused on practical strategies for K-8
  educators.
• ____In high achieving schools, computer use was
  limited to word processing and research.
• ____Years of teaching experience made a
  significant difference in effective reading
  instruction.
• ____Schools with the highest scores spent an
  average of 90 minutes per day in reading
  instruction.
• ____Professional development consisted of grade
  level, content area or team meetings where
  reading strategies were shared, applied, and then
  discussed.

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• Discovery Tag 1901
• Average life expectancy 47
• Number of cars 8,000
• Tallest building in the world Eiffel Tower
• Percent of births at home 95
• Cost of eggs .14 a dozen
• Population of Las Vegas 30
• Literacy rate 10 couldnt read
• High School graduation rate 6 of all Americans

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• 5 W Poem A concise way to summarize!
• Line 1 Who
• Line 2 Did what (be very specific)
• Line 3 When
• Line 4 Where
• Line 5 Why (be very specific)
• For older students.ask why 3-4 more times so
  they understand the effects

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5 W Poem

• Eli Whitney
• Invented the cotton gin
• In South Carolina
• In 1793
• To separate the seeds from the cotton.

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• Piggyback Song
• Take a familiar, popular tune that everyone
  knows.
• Summarize the main points of an article or
  section of text.
• Put those main point to music.
• Music and memory work together!

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• The Chinooks, the Chinooks,
• In the Northwest, in the Northwest.
• They traded many goods,
• They hunted in the woods,
• They had a potlatch when they could.
• The Chinooks, the Chinooks.

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• Emancipation Proclamation
• Emancipation Proclamation
• Abe Lincoln wrote it
• To set the slaves free.

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• Heres the story of the Missouri Compromise.
• It kept peace for almost 30 years.
• It kept the balance between slave and free
  states.
• It saved the people tears.
• Heres the story of Henry Clay,
• He was the one to write the compromise.
• He didnt want the country split,
• He was very wise.
• He drew a line, imaginary,
• Through the Louisiana Purchase property.
• There could be slaves south of that line
• Everything North was free.
• The compromise, the compromise.
• Henry Clay and the Missouri Compromise.

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Who Wants to Be a Millionaire

• This works for Jeopardy, Pyramid, etc.
• The purpose is set before reading and students
  are to read with the intent to write 5
  Millionaire questions from each page of text.
• Questions are written on note cards. Four
  possible answers are recorded with the correct
  one circled. At the bottom of the note card, the
  page number of the text where the question came
  from is listed so the judges can look back if
  needed.
• Xerox the cards so you can have several games
  going at once in your classroom.

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2 Words

• This is a reading strategy that forces the reader
  to slow down and analyze as they read.
• After each paragraph is read, the reader is to
  jot down 2 words in the margin of the text that
  come to mind after reading. The words might be
  from the text or a connection that is made by the
  reader.
• After the reading is complete, compare your 2
  words with others who read the same text.

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LINK

• Give students a topic and have them individually
  list words that come to mind.
• Next, have students share their words with group
  members to generate a larger list of words.
• Have the group decide the most important words
  they agreed upon to share with the whole group.
• This is a great prereading activity.
• (We did it with the methods you used to get
  through the Three Bears text.ex. Read aloud,
  used prior knowledge, guessed, etc.)

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Gallery Walk

• Post quotes around the room.
• Invite students to take a walk with a partner to
  read the room.
• After each quote, students must say something
  to their partner. This could be a personal
  connection, whether they agree/disagree, or a
  question that comes to mind.
• Process continues until all quotes are read.
• Possible adaptations math story problems,
  student samples of writing, lines of dialogue
  from an upcoming chapter, the test cut apart and
  used as a study guide.

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RIVET

• Choose important words from the story.
• In Hangman fashion, put dashes on the boardone
  for each letter in the word.
• Beginning with the first letter, start filling in
  the letters. While you do this, students should
  shout out their guesses as to what the word might
  be. All guesses are encouraged!
• After a few words, have the students make
  predictions as to how the words might be used in
  the story.

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Book Bits

• Type 12-20 interesting sentences from a story or
  chapter from a novel. Cut them apart and give
  each student one. The students need to read
  their sentence and make a prediction about the
  story based on what they read. In small groups,
  students can then share predictions and make a
  group summary of what they think they will be
  reading about. As they read, they can
  self-correct and make further predictions.

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Induction

• To model how inductive learning works, tell your
  students about Betty Bopper. Verbally begin a
  list of all the things she like and doesnt like.
  Then add a written list so students have a
  visual. As people catch on, add their examples
  to the list. Finally, give students a clue by
  underlining all the double letters. Youll be
  able to read the group to see the aha moments.
• With deduction, you would just tell the students,
  Betty Bopper likes things with double letters.
• With induction, you allow students to make the
  connection on their own. Its that light bulb
  moment.

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11/13
Josh Endress
2nd Hr.
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Factors in Student Success

• Readers prior knowledge
• Attitude toward subject
• Interest in subject
• Readers purpose
• Language and conceptual difficulty of the
  material
• Way author organized ideas
• Teachers belief and attitude toward text

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• The single most important variable
• in learning with texts
• is a readers prior knowledge.

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Framing the text
Read carefully
Return to the text
Collaborate
Synthesis
Reflect
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14 Best Practices in Reading

• Explicit and Systematic Word Analysis
  Instruction, Including Phonics and Phonemic
  Awareness
• Assessment to Inform Instruction.
• Instructional Planning to Create Independence
  Through Student-Owned Strategies
  (Before-During-After)
• Collaboration and Reflection

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• 5. Learning Standards
• 6. Independent Reading
• 7. Variety of Genre
• 8. Appropriate Instructional Levels
• 9. Reading for a Purpose

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• 10. Building Comprehension Skills and Strategies
• 11. Building Cognitive Skills and Strategies
• 12. Integration
• 13. Literacy Rich Environment
• 14. School/Family/Community Partnerships.