Teaching Reading through Literature

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Teaching Reading through Literature

• Different Reading Strategies to use in the
  Classroom
• By Britney Bruce

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Reading aloud to children

• Reading aloud to children has proven to
  positively correlate with their reading
  achievement. There are numerous benefits of
  reading aloud, some include
• Stimulating and broadening childrens interest in
  quality literature in a variety of genres.
• Allowing children to experience books that are
  too difficult for them to read independently.
• Giving children the opportunity to hear excellent
  literature they might never read for themselves,
  such as books with slow beginnings or above their
  reading level.
• Broadening their background experiences.
• Introducing children to a wide range of written
  language, which helps in expanding vocabulary.
• Encouraging reading because it shows adults enjoy
  reading.

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Read aloud continued

• It is important for both parents and teachers to
  read aloud to children on a daily basis.
• Not every parent is going to be able to do so, so
  it is vital for the teacher to make sure they
  include read aloud in their daily agenda.
• The books or poems be ones that the teacher
  enjoys, appeals to children, range in genre, and
  are sometimes chosen with the class help.
• Teachers should use picture-walks when reading
  to their class.

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Reading aloudcomprehension questions

• A teacher needs to keep in mind two important
  guidelines when asking questions to check
  comprehension.
• They need to make sure that they avoid asking
  one-word answer questions.
• They should avoid asking only memory-level
  questions.
• Who, what, when, where, or why
• Both of these types of questions require barely
  any thinking and tell you little about the
  students comprehension.

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Reading aloudActivity

• Listening-prediction activity
• Why prediction?
• Thinking creatively
• Keep up interest level
• Whole class
• None/few have read the story
• Show cover/title
• Students make predictions in journal
• Check throughout
• Correct
• Wrong
• Revise

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Sustained silent reading(SSR)

• Set time everyday for students to read silently
  in class.
• They chose the books
• Five Finger Model (William Powell)
• open book near the center to a page with no
  pictures
• read it to yourself
• come to a word that you do not know put up one
  finger
• at the end of the page if you have reached five
  fingers or more the book is too difficult
• Book reports and comprehension tests are
  considered harmful to this time

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Guided Silent Reading

• Student reads on their own, but the teacher
  initiates conversation and probes deeper thinking
  questions. (Activity similar to whole group
  prediction activity.)
• Structure
• Pre-Read (discussion/predictions)
• Guided Reading (asking questions/ keep on task)
• Post-Reading (discussion/conclusions)

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Individual oral reading

• Small group reading with teacher
• Read silently before
• Read sections out loud
• Individual reading with teacher
• Running records
• Students progress

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Cunninghams six guidelines to oral reading

• Except when assessing, always have a child read a
  book or passage silently before reading it
  orally.
• Oral reading should be done with a book or
  passage that is fairly easy.
• Children who are listening should never correct
  another readers mistakes.
• Ignore errors that do not change meaning.
• When a reader makes a meaning-changing error,
  wait.
• If waiting doesnt work, give sustaining
  feedback.

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Group oral reading

• Helps involve every student in improving fluency
• Choral Reading
• Reading together (or certain parts)
• works very well with poems or other rhyming works
• Readers Theater
• Read piece multiple times
• get in groups
• pick a passage
• assign parts
• choral read
• read their part privately
• present their play to the rest of the class
• works on reading with expression(radio play)
• Story Theater
• similar to readers theater, but more acting
• mimes/readers (switch)

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Reference

• Anderson, N.A. (2006). Elementary Childrens
  Literature The Basics for Teachers and Parents
  (2nd ed.). Boston, MassPearson.