...3-12 Reading Strategies 3-12 Reading Strategies __________________________________________________________________________________ VIRGINIA P. ROJAS Language Education Consultant (732) 940-1860 VPRojas@aol.com 3-12 Reading Strategies Anticipation Guides (Barton & Heidema, 2000) - Anticipation guides have two columns labeled ‘me’ and ‘text.’ Before reading the text, students place a check next to any statement with which they agree. After reading the text, students compare their opinions with information contained in the text. Examples: An example for a math anticipation guide on statistics might look like the following: Me ___ ___ ___ ___ ___ Text ___ ___ ___ ___ ___ 1. There are several kinds of averages for a set of data. 2. The mode is the middle number in a set of data. 3. Range tells how far apart numbers in a data set can be. 4. Outliers are always ignored. 5. Averages are always given as percentages. An example for a science anticipation guide on matter might look like the following: Me ___ ___ ___ ___ ___ Text ___ ___ ___ ___ ___ 1. 2. 3. 4. 5. Matter is made up of elements. An element is made up of many different atoms. An element is the same thing as a compound. Most compounds are made up of molecules. Elements are represented by chemical symbols. Check Those Facts! (Stephens & Brown, 2005) - This strategy serves a dual purpose: to help students become better judges of internet information and to allow students to explore an area of interest related to...
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...Early Reading Strategy - Help for Children With Reading Difficulties This report opens with a firm conviction: "A child's success in school and throughout life depends in large part on the ability to read. Educators in Ontario have the profound challenge of making reading a reality for all children." Many young children experience some kind of difficulty learning to read. For many children, reading difficulties can be identified in Kindergarten or Grade 1 and can be prevented or substantially reduced, but often they are not. Research findings on early reading difficulties are very clear: children who continue to experience difficulties in Grade 3 seldom catch up in later grades. The consequences are well documented. These children are at risk of failing school and dropping out, and they may have limited career opportunities in adulthood. Therefore, it is important to have the conditions and resources – including time, manageable class size, materials, and learning opportunities – that enable teachers to meet the challenges of ensuring that all children learn to read. The Nature of Reading Difficulties The foundations of good reading are the same for all children. All readers, regardless of their age, gender, or aptitude, need to develop fluency, comprehension, and the motivation to read in order to become successful readers. Children who experience reading difficulties are no exception. They too must develop the basic foundations for reading, and they require the same types...
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...worry about my student and hope that they will continue to read during the summer. I have started a "READ" Campaign and hope you will join me. Each student in my older grades had the opportunity to create a mini "READ"poster. They will go home in every student report at our school! Whether you are a parent, librarian, or teacher, these ideas will help you with your summer reading program. Let's get started with some ideas for an amazing individualized program! Get the word out! Along with the mini READ posters my colleague and I have inserted a letter to encourage students to read. We have also included the stats for summer reading provided by Big Universe! IMG_0611.jpg Reading Logs. Students need accountability. By providing a summer...
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...story of Yen Sen: A Cinderella Story,by: AI-Ling Louie. They will order, recall, retell and recreate this story to form their own comprehensive perspectives. K What I Know | W What I Want To Learn | L What I Have Learned | Name ____________ Word Bank Word | Definition | Picture | Connections | Word | Definition | Picture | Connections | Word | Definition | Picture | Connections | Word | Definition | Picture | Connections | Date _________________________ | Subject: Reading Questioning/Answering | | Reading Comprehension As students read the story then I will ask them to draw attention to a few vocabulary words by inserting short definitions. I would also ask open-ended questions in which children must provide explanations rather than one-or two-word responses. After reading, we will discuss vocabulary words in the context of the story and in other contexts. Facts: | Brown Bear, Brown Bear What Do You See by: Bill Martin | | Brown Bear is going on an adventure. He will be exploring the jungle and viewing it through his own eyes. As you read this story you will be focusing on the events that happen as Brown Bear travels. There will be pages that may not have any words on them. You will need to study the pictures and add your own comprehension of the story. | | Question: | Questions to process thinking: | ...
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...When looking into the reading and math programs that are mentioned above for students with Specific Learning Disability you can see many similarities. The similarities of the “Read Naturally Program”, and “Traper Reading Comprehension Strategy”, are that both programs offer students to self-regulation by giving effectives strategies that the students can easily follow and understand. The difference among these two programs is that “Read Naturally Program is more detail and specific helping the students in many area of reading such as vocabulary words, fluent reading, comprehension, decoding strategies, teacher feedback, and be modified to the student grade level. As for “TRaper Reading Comprehension Strategy” fewer strategies are being used...
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...Collaborative strategies reading students first able to bring their background knowledge and predict based on the whole component of the reading text. Second do the “click and clunk” strategies to understand the sentences, and the word meaning of a word that they are not able to understand. Third used the “gist” strategy to point out the most important part of the reading by answering in their own words “who or what is it about”, “what is most important about information about the who or what” as mentioned in the chapter. Last do the “wrap-up” step, where they will come out with questions and responds about the main idea of the text, to be able to see if the students comprehend and is able to recall what they have read. Throughout these steps students will work in groups by each student as mentioned in the chapter taking a role as a “leader, clunk expert, announcer, encourager, reporter, and timekeeper”. I think that the CRA is a great evidence-based practice, it tell students directly how are will they be able to come out with the main idea of the reading text by following simple steps that are easy to follow. If you look in figure 8-17 an example of CSR learning log, this example is helping students to have an idea of what they need to do and look when they are reading, especially a student with a learning disability I think it is easier for them to maintain a learning log like this that’s very detail and easy to...
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...Associate Level Material Appendix F Reading Strategies Worksheet Identify two reading goals, one short-term and one long-term. • Long-term reading goal: Become proficient and efficient reader • Short-term reading goal: Determine what reading strategies work for me and which do not. Write a 100- to 150-word response to each of the following questions: • How do you currently approach the weekly readings in the course? Currently my approach is a bit lazy. I will skim through each chapter and pick out the important parts. Those parts I will read, after reading a question I will go back to the reading and re read what I need to. I think I might have to reconfigure my approach and just read through the material the first time, take notes and use highlighting methods to comprehend the readings more. I find that the readings have been fairly easy so far and that may be giving me a false sense of confidence, so rather than being hit by surprise later I will be proactive and start using these methods now. • How might you incorporate three of the suggestions covered this week into your study time? I learned a lot about reading strategies and the best one I see that can be incorporated immediately is highlighting key sentences or phrases. I can also use the reading with concentration method, by removing myself from any and all distractions while reading I believe I will comprehend more information that I read. Last note taking and using flash cards...
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...THE EFFECT OF THINK ALOUD STRATEGY TOWARD STUDENTS READING SKILL: STUDY AT 9TH GRADE SMP NEGERI 19 MATARAM IN ACADEMIC YEAR 2013/2014 CHAPTER I INTRODUCTION This chapter presents the discussion on the background of the study, statement of the problems, objective of the study, scope and limitation of the study, significance of the study, assumption of the study, and definition of key terms. 1.1. Background of the Problem Language is one of the most important things in communication and it is used as a toll of communication among the nations in all over the world. As an international language, English is very important and has many interrelationships with various aspects of life owned by human being. In Indonesia, English considered as the first foreign language and taught formally from elementary school up to the university level. The most often become to complain is the teachers ability in applying appropriate approaches, methods, strategies or techniques in teaching or learning. So, many students are not interest in learning English. Therefore, the English teach suggested in order to be able mastering of method, such as, Nababan (1991: 4) notices that a qualified teacher is the teacher who is able to suit best method or technique to the material that is being taught. In English, there are four skills that should be mastered, they are: listening, speaking, reading, and writing. The reading skill becomes very important in the education field, students need to be exercised...
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...University of Phoenix Material Reading Strategies Worksheet Identify two reading goals, one short-term and one long-term. • Long-term reading goal: Become an active reader. Use the new strategies from this week to complete all my required reading for future courses. • Short-term reading goal: Use new strategies to complete the required for this course. Read at least 2 hours a day. Write a 100- to 150-word response to each of the following questions: • How do you currently approach the weekly readings in the course? When I look at what I have to read for the week, I start to feel overwhelmed. I think that there is so much to read and not a lot of time to read it. I am not an active reader; never liked to read, so I often procrastinate. Honestly, I hardly ever complete the reading requirements. I will just try to skim through looking for what I think might be important things to read. And when it is time for a test, I would quickly try to review the chapters again. I also become easily distracted because most of the reading is not very interesting to me. I know that reading has never been my strongest attribute, therefore, I am determined to improve. • How might you incorporate three of the suggestions covered this week into your study time? To incorporate the three techniques explained this week, I will print out the required chapters for the week so that I can have them readily available. The three strategies I will use are skimming, mapping,...
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...Associate Level Material Appendix F Reading Strategies Worksheet Identify two reading goals, one short-term and one long-term. • Long-term reading goal: • Short-term reading goal: Write a 100- to 150-word response to each of the following questions: • How do you currently approach the weekly readings in the course? Since I have started college I have always approached my weekly readings by reading the entire chapter according to what I have to learn. I try to read everything at once and get a good understanding of the chapter. If there is something I am unclear about I always go back to reread that paragraph or page. When doing discussions I love to read what other people write when reffering to something that is in the chapter because it gives me different view points of the information. I am a fast reader which can be a bad thing at times. There are times where I read fast to the point to where it is easy to forget what I read about something within an hour. So usually by the time I am done reading the chapter I usually go back to the beginning and skim through what I read to refresh my memory. • How might you incorporate three of the suggestions covered this week into your study time? Well I think skimming would help me a lot. I know my fiancé does this when she is about to read a chapter, I always told her that was a waste of time when you are just going to read the entire thing anyways. But from reviewing the toolwire I...
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...Associate Level Material Appendix F Reading Strategies Worksheet Identify two reading goals, one short-term and one long-term. • Long-term reading goal: I would like to make better use of my time spent reading. • Short-term reading goal: I plan to adhere to an Active Reading strategy. Write a 100- to 150-word response to each of the following questions: • How do you currently approach the weekly readings in the course? I currently spend the first day of each week reading all of the related materials for class. I may also read them again at random times during the week so I feel I could do better at retaining information from the first reading. I really feel that I’m using up too much of my time reading if I have to go over them a few times. I am sure that by employing the techniques we covered this week I will be able to adapt an effective strategy that will minimize my time and maximize my comprehension. • How might you incorporate three of the suggestions covered this week into your study time? I will start by previewing the materials and asking myself what I need to learn from this reading. That will give me a basic idea of what the overall concept or idea the material is conveying. That will help me to identify the key information in the text. I will be sure to read the summary to help clarify what I have come up with by previewing the material. Using this first strategy will give me a good idea of how I should be marking...
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...University of Phoenix Material Reading Strategies Worksheet Identify two reading goals, one short-term and one long-term. · Long-term reading goal: Become a more efficient reader, learn and use the different strategies described in the reading from this week. · Short-term reading goal:Successfully finishing the requirements for this course. Write a 100- to 150-word response to each of the following questions: · How do you currently approach the weekly readings in the course? · As I currently approach the weekly readings thinking there is so much to be read in a short amount of time, like I am overwhelmed. The reading seems like so much to comprehend in the short time I have to read. I do not read often and currently attending school, reading weekly for assignments, I find it difficult to concentrate. Also I find that I am not very interested in the subjects we have to read about which causes me to be easily distracted. I complete the reason only because it is required. I know my approach is not the best for completing required reading but I complete the reading. · How might you incorporate three of the suggestions covered this week into your study time? The skills covered in the reading this week are very helpful and the three suggestions I look to incorporate are; previewing, marking, and reviewing. I would incorporate these skills by printing out the book on campus. I will preview my reading before I begin to read it all. There is a short amount...
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...The course Reading and Writing across the curriculum was expectedly an eye opener for me. As per usual with courses taught by Dr. Saul and Mrs. Rock, I expected to be involved in activities which showed the importance of reading and writing across all subject matter in the curriculum. My first thoughts of reading and writing were that it was linked exclusively to Language Arts but this course has shown the importance of reading and writing throughout the curriculum. The first topic that intrigued me was Chall’s Stages of Reading Development. These six (6) stages show step by step the process of reading development a child undertakes straight up to adulthood. By having an understanding of these stages and the characteristics that children portray in each, a teacher can effectively cater to the needs of the children. For example, in the first stage, the Pre-Reading Stage, aged six (6) months to (6) years, children garner information via being read to by an adult, who responds to and warmly appreciates the child’s interest in books and reading and via play with books, pencils, paper and blocks. This stage creates a foundation for reading and writing as children identify letters and understand words they hear even though they can read few if any at all. Teachers or adults can let children choose books of interest and read them to them consistently to aid in retention of knowledge. Knowledge of Chall’s Stages of Reading Development is also immensely useful when dealing with children...
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...Instruction Grand Canyon University: RDG 512 August 27, 2014 Abstract The purpose of this paper is to gain an understanding of how phonemic awareness and phonics impacts reading and writing for beginning readers. A definition of both phonemic awareness and phonics will be given as well as strategies to teach both. Developmental stages, appropriate ages for teaching these skills and strategies, and the purpose of both will be explained. Different assessment options will also be discussed. Introduction Children begin learning sounds and words from the time they are born. They are even exposed to hearing their mother’s voice while still in the womb. It is important that children are exposed to letters and words at an early age as well as have books read to them. These are factors in learning how to read. Two of the most important elements that emerging readers need to know in order to successfully read are phonemic awareness and phonics. These two concepts are different, but must work as a team for one to read. In the beginning grades, teachers must concentrate greatly on both of these concepts to make sure that the students have the foundation that is needed in order to begin reading. In this paper, definitions of both phonemic awareness and phonics will be shared along with strategies that can be explicitly taught to assist in learning how to read. The sequence of developmental stages, the appropriate ages for both concepts, and the purpose for using them...
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...the time. That is how they began to connect words to items and ideas. The stage know as beginning literacy children learn phoneme-grapheme correspondences as they begin to decode and spell words. I work with my kindergartener everyday helping her practice her sight words and singing her songs to spell her colors. The stage known as fluent literacy children have learned how to read and write and now can concentrate more on comprehension in reading and composing paragraphs in writing. 3.) Some strategies teachers use in teaching reading and writing are shared reading, the language experience approach and interactive writing. Shared reading is an interactive reading experience that occurs when students join in or share the reading of a big book or other text while guided by a teacher. Cross-aged reading buddies is another way teachers use shared reading. This is when older students are paired up with younger students to read to each other .I think this is a very effective strategy to help younger children become more confident in reading aloud. These...
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