Beruflich Dokumente
Kultur Dokumente
Reading Strategies
Leslie Bragdon
Tarleton University
READING STRATEGIES
2
Table of Contents
Pre-Reading Strategies
Character Quotes
Room Raiders
Seed Discussion
Tea Party
10
Word Splash
12
16
Paragraph Shrinking
19
Reciprocal Teaching
21
Semantic Gradient
24
Story Maps
27
Post-Reading Strategies
Collaborative Annotation
31
Frozen Tableau
33
Socratic Seminar
35
37
Visual Imagery
40
Vocabulary Strategies
Ask a Question
43
45
READING STRATEGIES
KIM
48
Rivet
52
Talk Fast
54
ELL Strategies
ETR
58
GIST
61
Paired Storytelling
64
Realia
67
Think-Alouds
69
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Pre-Reading Strategies
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Character Quotes
Teach For America. (n.d.). Building comprehension through pre-, during-, and
post-reading
READING STRATEGIES
Possible quote from Charles Dickenss A Christmas Carol: What are you doing, Cratchit?
Acting cold, are you? Next, youll be asking to replenish your coal from my coal-box, wont
you? Well, save your breath, Cratchit! Unless youre prepared to find employ elsewhere!
(Dickens, 2010).
Character Traits
Play?
He seems to be a boss. He is
to Cratchit.
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Room Raiders
Barrera C., B. C. (n.d.). Reading strategies before, during and after reading... (G.-T. Program,
Producer)
Retrieved
January
28,
2013,
from
SlideShare:
http://www.slideshare.net/pilibarrera/before-during-and-after-reading-strategies
Description:
This pre-reading strategy is used to introduce new terminology while making the process less
tedious. It is a super easy and fun strategy. The instructor post new terms throughout the
classroom. Students then raid the room gathering definitions. When all terms have been
collected a class discussion is held to discuss the vocabulary.
Steps:
Teachers should choose several new vocabulary words from a reading selection to
be studied.
Then using a piece of paper (Post-it pads work well) write the term on the face
MERELY
ADV. NO MORE
THAN; SIMPLY
READING STRATEGIES
CIVILIZATION
ANY TYPE OF
CULTURE, SOCIETY,
ETC., OF A
SPECIFIC PLACE,
TIME, OR GROUP
Seed Discussion
READING STRATEGIES
Beacon Learning Center. (2005). Seed discussion. (R. Educator, Producer, & Beacon Learning
Center) Retrieved January 26, 2013, from Reading Educator:
http://www.readingeducator.com/strategies/seed.htm
Description:
Introducing new content, at times, can be stressful for students. Seed Discussion breaks down
content for easier acquisition. Students have a chance to make meaningful connections, and have
discussions with peers pertaining to the content.
Steps:
Organizer.
Teachers should model how the organizer is used for their students.
Students should be given an appropriate amount time to read the information and
prompt.
Students should record their top findings on the classroom copy of the seed
discussion organizer.
A class discussion should be held to discuss the findings and give children the
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This is a very thorough strategy. It engages students to think critically while simplifying
information acquisition. Seed Discussion can be used in any content area with everything from
vocabulary to more abstract information. Students in 5th to 12th can benefit from Seed
Discussion.
Example:
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Tea Party
Education, Hawaii Department of. (n.d.). Tea Party. Retrieved January 26, 2013, from
Reading Strategies for All Learners:
http://spedlit.k12.hi.us/Strategies/TEA PARTY.htm
Description:
Tea Party is pre-reading strategy where students work together to develop an idea of what they
will be reading. Teachers prepare a list of words and phrases from the reading to be circulated in
their class, and through teamwork develop a synopsis.
Steps:
Out of the chosen reading material the instructor selects significant words,
quotes, sentences, phrases, and copies them onto notecards or slips of paper.
Chooses enough for half of the class so each student will have their own.
The teacher should clarify the cards have different information on them and
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The Tea Party strategy is specifically geared for middle school and up. I think it is a great
thinking strategy, because students can bounce ideas off of one another. They have to use the
power of deduction and prediction by connecting the terms given. Unfortunately it is limited in
the area of literature and history. I would also say this strategy is a bit time consuming, and
probably would be best used before starting a major section.
Example:
I used quotes and vocabulary out of S.E. Hintons book The Outsiders.
Stay gold, Ponyboy, stay
gold.
DisgraceRoguishlyloss playfully
of respect,
honor mischievous
or esteem; shame
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Word Splash
Holt McDougal. (2001, May). Word splash. Retrieved January 28, 2013, from
www.mcdougallittell.com:
www.mcdougallittell.com/ml_data/pdf/states/OK/newsletter/0501/WordSplash.pdf
Description:
This is a fun and simple strategy to use introducing new content. Teachers gather keywords or a
passage from the new topic and arrange them in a random way on a piece of paper. A super easy
to use online tool called Wordle makes this even more fun.
Steps:
Gather the information you want to use. It can be a passage from a textbook, novel,
http://www.wordle.net.
Click on Create your own.
Place the collected information in the textbox, or if it is a website there is a place
for a URL.
Press Go or Submit, and let Wordle do the rest.
When students have had a few minutes to view the word splash have them guess
what they will be reading or how the words might be used.
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Wordles textbox appear larger on the finished project enabling the reader to pull out the most
important information easily. The colorful designs make the words very attention grabbing.
Word Splash with Wordle is appropriate for all grade levels.
Example:
I used a passage from The Lightning Thief (Riordan, 2006).
Here is a brainstorm and synopsis by a 6th grader based on the above Word Splash:
14
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The teacher should begin the activity by guiding students through the planning
phase:
Students should ascertain the subject.
The class begins creating questions they would like answered about the
topic.
Teachers should have students gather materials and make an I-Chart.
Engage the students by having them:
Think of what they already know about the topic
Discuss facts they find interesting
Read the information several times
Teachers should then model how students should assess and combine the
information by:
Shortening and analyzing the information
Exploring and finally recording their findings
Teachers can either provide a printed inquiry chart, or have the students make their own on a
sheet of paper. Questions the students have decided on should be placed at the top of each
column. Found information and prior knowledge should be recorded in the rows on the left side.
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Students should use the last row for a general summary of ideas they have gathered. Teachers
can then use the I-Chart to have students resolve conflicting information the multiple sources
might contain or develop more questions.
Strengths and Weaknesses:
Inquiry charts are versatile. Teachers can use them with the whole class or break the students
into various sized groups, or even individually. This strategy strengthens reading skills,
encourages critical thinking, and serve as a good assessment tool. The versatility of this strategy
allows teachers to scaffold a differentiated class as much or as little as needed. It can be used in
any content area. While this strategy is flexible it is a bit complex, and students will need the
teacher to guide them through a few times.
Example:
Obtained from: http://www.adlit.org/pdfs/strategy-library/ichart.pdf
Name
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Topic
Questio
n1
Questio
n2
Questio
n3
Questio
n4
Other
Interesting
Facts
New
Questions
What We
Know
Source 1
Source 2
Source 3
Summarie
s
Paragraph Shrinking
AdLit.org. (2013). Paragraph shrinking. (WETA) Retrieved February 15, 2013, from
AdLit.org: http://www.adlit.org/strategies/23331/
Description:
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This is one of the Peer-Assisted Learning Strategies (PALS) a peer-tutoring program. Students
are paired off and they share the responsibility of reading, pausing, and summarizing the focal
points of each section of the reading. Students then communicate ideas obtained from the
reading to one another.
Steps:
words or less.
When the pair reaches their goal of the strategy they earn points.
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The teacher divides the class into groups of varied skill levels. He or she also
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The instructor should model the strategy first for the whole class. The strategy
steps are as follows:
Have the class predict what they think the text is about. Use investigating
terms in questioning to help activate their thinking.
Continually ask the students to question the text such as, questions with
obvious answers in the reading, questions that require inference, and
critical thinking questions.
Make sure students note items that might need clarification for example,
words they are unfamiliar with or thoughts about the text that may be
muddled.
In groups, students should summarize the text verbally. Also, a word or
phrase map can be utilized to point out specific points obtained by the
group members.
Students can continue working through the text, after the teacher has modeled the
technique, in their groups utilizing the above steps.
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Example:
Obtained from: http://www.learningwithmrss.com/?cat=3
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Semantic Gradients
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Reading rockets. (2013). Semantic gradients. (WETA) Retrieved February 13, 2013, from
readingrockets.org: http://www.readingrockets.org/strategies/semantic_gradients/
Description:
This strategy helps students with language acquisition by heightening their understanding of
connected words. It helps students differentiate between varying meanings of words.
Steps:
list.
Students should arrange them in a way that shows how each word is connected.
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Example:
26
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o, here is a helpful video I found on readingrockets.org: http://bcove.me/vsw4w406
27
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Application:
I used the vocabulary word Luminous from p.584 in my 10th edition Prentice Hall Literature
Language and Literacy book. I looked up antonyms and synonyms for the word, wrote them on a
piece of paper, and cut them out. I jumbled them and had my 11 year old put them in order.
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Story Maps
AdLit.org. (2013). Story maps. (WETA) Retrieved February 14, 2013, from AdLit.org:
http://www.adlit.org/strategies/22736
Description:
Story mapping is used to help students learn how to condense main ideas, settings, plots, and
characters in an assigned text. It utilizes critical thinking skills and visual aids to help with
comprehension. They are a very flexible as far as what information should be discovered by the
students.
Steps:
The teacher needs to choose what text to use and what essential elements the class
one on the Internet appropriate for the type of material they will be covering.
The strategy should be modeled for the class to insure understanding.
The teacher needs to present the text to the class. They can begin filling out the
map with the title, and continue on with the characters, setting, plot, and theme.
After the maps are filled in students can converse, with partners or in groups, why
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teacher in helping struggling readers with more one on one help. It could be utilized in multiple
content areas, and most grade levels. There are many story map formats to choose from o the
Internet. Younger children might have a difficult time, but I believe it could be varied to benefit
them as well. It could become a bit mundane, so it shouldnt be used exclusively.
Example:
From Our Classroom Strategy Library
Story Map
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Title:
Setting
Where?
When?
Main Characters
Problem
Event 1
Resolution
Event 2
Event 3
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Post-Reading Strategies
Collaborative Annotation
MetaMetrics. (n. d. ). The lexile framework for reading in action. Retrieved March 22, 2013,
from www.georgiastandards.org:
https://www.georgiastandards.org/resources/Lexile_in_Action/SES2_Collaborative
%20Annotation_Description.pdf
Description:
This technique is used after the students have finished the assigned reading, and made their own
annotations. Collaborative Annotation is meant to promote critical thinking and group
discussion. This strategy is used to culminate varying perspectives of a text to encourage
comprehension.
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Steps:
Students work on the assigned reading by themselves first. They need to make
notes of what they do not understand and important ideas. If the assignment is for
a specific purpose such as, finding literary devices those should be noted as well.
The teacher then breaks the class into differentiated groups.
Students pass their annotated paper to the other kids in the group. Each student
then comments or questions the previous annotations, and passes the paper on.
The next student will provide a comment or question to all the previous notes.
When the paper ends back at the owner, he or she has several classmates thoughts
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Frozen Tableau
Annenberg Learner. (2005). Workshop 5: historical and cultural context. (Thirteen/WNET)
Retrieved March 21, 2013, from Teaching Multicultural Literature- A Workshop for the
Middle Grades:
http://www.learner.org/workshops/tml/workshop5/teaching.html
Description:
Students use scenes from a text to create a frozen human portrait when using Frozen Tableau.
This strategy aids students in making deeper connections to a text, which will elicit
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comprehension. There are many variations to this strategy, and many are mentioned on the linked
page provided. I have listed a simplified version below.
Steps:
Teachers select a text to be used. Videos and pictures should be utilized when
available, in order to give students a more thorough idea of what the scene is
groups.
The instructor then reads the passage, or has students read the passage to be used.
After the selection has been read the teacher can show pictures or videos
are feeling, how they fit into the scene, and what they think might happen next.
In the end the teacher holds a class discussion on how the strategy helped them
connect with the story.
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reading and history content areas, and it is time consuming. Another thought is some students
will be more reluctant to participate due to shyness.
Example:
From: TheRightBrainInitiative.org
Also here is a video with more information and examples: Frozen Tableau
Socratic Seminar
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Filkins, S. (2013). Socratic seminars. (NCTE) Retrieved March 21, 2013, from
www.readwritethink.org: http://www.readwritethink.org/professionaldevelopment/strategy-guides/socratic-seminars-30600.html
Description:
Socratic Seminar is a useful after reading strategy. The strategy requires higher thinking from
students, and respect for their peers. It aids students in learning how to ask important questions.
It also opens students up to see other perspectives of a text. The instructor should remember this
strategy is not to label right or wrong answers. It is about developing skills needed in critical
thinking.
Steps:
The teacher selects a text or texts to work with. Also they should decide whether
to break the students into groups or have the whole class together for the
discussion.
Teachers should inform the class to be prepared to participate in the strategy.
Students should have ample notification of this so they can diligently read the
is to be an observer.
Students should be instructed that there are no right or wrong answers. They are to
communicate openly their ideas. Teachers should set clear guidelines to the
discussion, such as: no interrupting when others are speaking, there are no right or
wrong answers, it is not a debate, be respectful, ask questions, and participate.
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Teachers should keep track of each students participation, and possibly some of
the conclusions that resulted from the discussion. At the end of the seminar
students should be asked to write a reflection paper about their experience, and
what they feel they would do differently in the next seminar.
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Macon, J. M. (n. d. ). Adolescent literacy somebody wanted but so... (Learning Point
Associates) Retrieved March 24, 2013, from Learning Point Associates:
http://www.learningpt.org/literacy/adolescent/strategies/butso.php
Description:
This strategy is used to organize elements in a text. This ultimately helps students with
comprehension in order to write well-developed summaries for stories. A printed graphic
organizer can be used, or students can make four labeled columns on a sheet of paper for this
strategy.
Steps:
The instructor should model the technique prior to students using it to make sure
they grasp the concept. The teacher should read a selection for the class, and then
utilize a graphic organizer with four labeled columns. The labels should be:
Somebody (character column), Wanted (for the goal and motivation section),
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important information they have read. The strategy also utilizes a class discussion at the end that
will help students develop a more thorough comprehension of the text. I didnt find a suggested
age range, but my guess would be it could be used from second or third grade on up. I think it is
an easy concept for students to grasp, and be able to use on their own. One weakness is I think it
would be limited to literature and the history content areas, but I didnt find that listed either.
Also, it isnt very versatile or exciting, so it probably shouldnt be used often.
Example:
Application:
This organizer was used with William Shakespeares Romeo and Juliet.
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Visual Imagery
Reading Educator. (2005). Visual imagery. Retrieved March 28, 2013, from
www.readingeducator.com: http://www.readingeducator.com/strategies/visual.htm
Description:
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Visual Imagery uses a students prior knowledge to help them connect with the text, by having
them create a mental picture. When finished reading students draw a picture or pictures of what
they imagined.
Steps:
Teachers should choose a text filled with sensory (sight, taste, smell, touch,
sound) details.
The instructor then models this technique for the class by reading a passage aloud,
and then drawing a picture of what saw. Then, the teacher should read another
passage aloud, while the students follow along, and instruct them to draw a
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READING STRATEGIES
Vocabulary Strategies
44
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Ask a Question
ESA 6&7, S. D. Dept. of Educatiom. (2006). On target: strategies to build student
vocabularies. Retrieved April 13, 2013, from www.oldmiss.edu:
http://www.olemiss.edu/celi/download/vocabulary/StrategiesVocabulary-080808.pdf
Description:
Ask a Question is a game based strategy for vocabulary acquisition. It is set up much like the
popular television game show Jeopardy.
Steps:
Using the chosen vocabulary words, the teacher creates a page of cells with six
rows and columns. This page can be hand drawn or preferred software can be
used to make it. The unit, subject, or name of the book being covered will be the
title. The top row will be used to make the categories, and below the categories
the speaker must say the corresponding definition in the form of a question.
The teacher uses his or her discretion in deciding if the answer given fits the
vocabulary word, and awards points if the answer is correct. The team with the
most points wins.
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I feel Ask a Question is a very fun way of learning. It can be used in all content areas, and I
think all grade levels would benefit from such an activity. Kindergarten and 1st grade students
might have a difficult time understanding how to answer, but with help or modification they
could still play. At this time I cannot think of a weakness other than the small age limitation. It
can be used anyway a teacher wishes such as on an overhead, smartboard, whiteboard, or
computer program.
Example:
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How Well Do I Know These Words?
Arch Ford Education Service Cooperative. (2013). How well do I know these words? Retrieved
April 20, 2013, from Arch Ford Education Cooperative:
http://www.afsc.k12.ar.us/pages/uploaded_files/How_Well_Do_I_Know.pdf
Description:
This is a pretty basic strategy. It uses a template or graphic organizer for students to fill in. The
organizer can be hand drawn columns or it can be printed. The organizer acts as something
tangible for students and the teacher to gage understanding.
Steps:
The teacher chooses the vocabulary words, which will be used in the unit being
the class to reevaluate the words as they read and after they read the text.
The instructor then continues with the lesson as planned.
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After the lesson students revisit their words and reclassify them as needed in the
bottom columns.
Example:
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column that best describes what you know about the word. Discuss the words with your
partner and move them to another column if possible.
Dont know at all
Have seen or
hearddont
know meaning
I know a meaning
WORDS:
Part II (During/After Instruction) Directions: As you read/listen and encounter the words,
your understanding of the words should change. Write the words in the column that best
describes what you know about the word after your lesson(s).
I still need help
understanding this word
I know a meaning
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KIM
Anchorage School District. (2013). KIM vocabulary. Retrieved April 15, 2013, from
Anchorage School District:
http://www.asdk12.org/middlelink/HighFive/KIM/lesson_plan.asp
Description:
KIM uses an organizer to aid students in vocabulary comprehension. KIM is an acronym for key
idea, information, and memory clue. It can be used at all grade levels, and across all content
areas.
Steps:
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their own or make a project out of it on posterboard. This is a basic strategy, but it accomplishes
the task at hand.
Example:
K
(Key Word)
(Information/Definition)
(Memory Clue/Picture)
Your Sentence:
Applied:
This paticular application shows how KIM can be created in a word document using the Internet.
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(Key Word)
(Information/Definition)
(Memory Clue/Picture)
Laboratory
(Key Word)
(Information/Definition)
(Memory Clue/Picture)
Microscope
Your Sentence: The scientist discovered the creature when he looked through the microscope.
K
I
M
(Key Word)
(Information/Definition)
Beaker
(Memory Clue/Picture)
(Information/Definition)
Magnifying Glass
Your Sentence: The magnifying glass made Julies nose look huge!
M
(Memory Clue/Picture)
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Rivet
The instructor chooses the vocabulary corresponding with the new section being
taught.
Next, the teacher begins with number one on the board (whiteboard, smartboard,
or overhead can all be used), and draws blanks for each letter of the word. This
board.
When the game is complete a class discussion can be held for students to predict
how the words fit into the upcoming text.
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There are no bells and whistles with this strategy. It is straight forward, but an entertaining way
of learning. It can be modified in several ways, and used through all grade levels and content
areas. The pitfalls of Rivet are that it doesnt cover the definitions of the words. Im sure there
is a way of implementing them though. Also, filling the words in as students guess each letter
could be time consuming. If I were to use it I would make adjustments by writing the definition
or partial definition under the blanks, and it would probably be used as a time filler if I needed it.
Example:
RIVET
1.
__ __ __ __ __ __
1.
C __ __ __ __ __
1.C A __ __ __ __
1.C A N __ __ __
1.C A N N __ __
1. C A N N O __
1. C A N N O N
Talk Fast
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This strategy requires some teacher preparation before using. Category sets are
needed for all students in the class. When a topic, unit, subject, etc. has been
chosen the teacher needs to make cards (index cards work well) with the
vocabulary words. An example of categories for a reading teacher to use would
be: Types of Writing, Parts of a Story, Literary Devices, Sound Devices, and
Figurative Language.
The teacher separates the students into groups of four or pairs, and passes out the
category sets. Groups get category sets equaling the number of students in the
group. For instance, if there are four members in a group they receive four
category sets.
Each group will be assigned a talker to begin. The talker is the one who gives
hints to the group called guessers. The talker changes when moving to
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included in the category title. As soon as one word is guessed the talker moves
on to the next word until the category is complete or the timer goes off.
At the end of the round points are awarded for each guessed word, and the role of
talker is transferred to another member who will use the next category.
Example:
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ELL Strategies
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ETR
Deegan, J. (2006). Experience text relationship. Retrieved April 11, 2013, from
www.teacherweb.com:
http://teacherweb.com/PA/NazarethAreaMiddleSchool/TheSpecialistTeam/ExperienceTe
xtRelationship.doc
Description:
This strategy was designed with ELL students in mind. It has students relying on their prior
knowledge to learn words and content in a text. The instructor helps students by guiding them
through the connecting process of their personal experiences and what they are reading.
Steps:
The strategy begins with the teacher choosing a text that is interesting. It needs to
be something that appeals to the students and can be discussed at length. The
instructor reads the text prior to introducing the text in class so he or she can pick
out the important elements. These key points are used to make the discussion
questions.
After the general preparation the teacher initiates a class discussion about the
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The students then read part of the text to see if they are on the right track with
their predictions.
The teacher asks the class what they have learned based on their comparisons.
The instructor continues with the lesson pointing out any additional information,
and alternating silent reading with intermittent discussions until the reading
selection is complete.
After completing the reading the teacher can fill in any other information the
students will be held accountable for, and compares the text to the students
experiences. He or she should also summarize the process again and recommend
students to use the strategy on their own.
Example:
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GIST
Macomb Intermediate School District. (2002). Making content comprehensible for english
language learners-siop model sheltered instruction-for academic achievement. Retrieved
April 20, 2013, from www.misd.net: http://www.misd.net/bilingual/ELL.pdf
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Description:
Generating Iteractions between Schemata helps students make sense of what they are reading by
summarizing. It is a simplistic approach to understanding what is being read. The ease of this
strategy makes it a key component in teaching ELL students.
Steps:
After reading a passage the instructor, with the aid of the class, choose roughly
ten words and/or concepts that appear to be the most important to understanding
the reading.
The teacher puts the choices on the board, and the class writes a summary.
The class continues these steps a few times before being placed in groups or pairs.
The groups continue the exercise, and eventually the students should be able to
complete the task individually.
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Applied:
The article below can be found at: http://kids.discovery.com/tell-me/health/staying-healthy/whatare-allergies
What are allergies?
The human body is incredible. It has all sorts of ways to defend itself against foreign invaders.
When something gets in your nose that doesn't belong, you sneeze. Your eyes water to flush out
alien objects. Your skin swells to combat invasions such as a bee sting.
But sometimes your body gets just a little carried away and overreacts. It thinks that something is
attacking, when it's really not, and it goes a little bonkers.
All around you there are things that can get on or in your body. They don't do any real harm. But
your body may react to them. Some people's bodies react to dust or cat dandruff (called dander).
In your case it's pollen.
In the spring and fall, primarily, grains of pollen float through the air from trees and flowers.
Your body has an oversensitivity to pollen. When pollen enters your nose, your body believes it's
under seige and starts to manufacture antibodies to attack. The antibodies make other chemicals,
such as histamines. The work these chemicals do is generally valuable. But in this case, the
histamines unnecessarily make the inside of your nose swell so that it's hard to breathe, your
nose gets stuffed up, your eyes begin to tear and you develop all the symptoms that you were
describing.
People have always had allergies. If yours are really bad, your doctor may prescribe an antihistamine to combat your body's reaction to pollen. But, it's far more likely that your best bet is
to keep an extra tissue around and wait for allergy season to pass.
The GIST:
During allergy season, fall and spring, our bodies can overreact to pollen from trees and flowers.
Our bodies see these foreign materials as harmful and create antibodies and histamines. We can
get medicine from doctors to help us feel better.
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Paired Storytelling
Muskingum University. (n. d. ). Learning strategies database. Retrieved April 22, 2013, from
www.muskingum.edu: http://www.muskingum.edu/~cal/database/general/reading.html ESL
Description:
Paired Storytelling encourages ELL students to use past experiences and information when
discovering a new text. This strategy combines writing and reading skills with group activities.
Steps:
First, the class is divided into pairs, and the teacher writes the topic on the board
as an introduction.
The instructor guides the class through a brainstorming session, focusing on deep
thought questions, such as:
How does the article relate to personal experience?
Does the class have any prior knowledge of the topic?
It should be stressed there are no correct answers. The instructor is just looking
to activate usage of prior knowledge so the class will predict what will happen in
the text. Also, the teacher uses this time to accesses the students knowledge.
the text.
The paired students exchange lists, and reflect and relate them to what they read.
At this time they can seek additional clarification on misunderstood items from
their peer or the teacher.
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Using the part he or she has read, along with the key words provided by the
partner, the students write what they think happened in the missing portion.
When done the students read what they have wrote to each other. If a teacher has
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Realia
READING STRATEGIES
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University of California Santa Cruz. (n. d. ). Realia strategies. Retrieved April 20, 2013, from
people.ucsc.edu: http://people.ucsc.edu/~ktellez/50strats.PDF
Description:
Despite the impressive name, Realia simply means using concrete objects whenever possible in
teaching. It is extremely beneficial for students learning English to have something tangible in
connecting words. This concept is great in all academic areas.
Steps:
The instructor is to seek out every available opportunity to use physical objects in
a lesson.
Once a teacher has items corresponding with the reading assignment, he or she
should introduce the vocabulary or concept. During this time the instructor passes
around the object or objects for the class to inspect. Holding, using, and playing
READING STRATEGIES
Example:
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READING STRATEGIES
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Think-Alouds
Reading Rockets. (2013). Think-Alouds. (WETA) Retrieved April 19, 2013, from
www.readingrockets.org: http://www.readingrockets.org/strategies/think_alouds/
Description:
Think-Alouds utilize the verbalization of the mental process while reading. It teaches students
how to be aware of and use metacognition. Essentially, it teaches students how skilled readers
think.
Steps:
The teacher models the strategy by reading and verbalizing his or her thought
process throughout. They should pay special attention to challenging areas. For
instance, they should show students how they use context clues to figure out
vocabulary words.
Next, the passage should be introduced with an explanation of the think ThinkAloud purpose. The instructor should have a set of questions made up to go with
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The teacher reads out loud as the students silently follow in their text. The
instructor stops periodically articulating their thought process and answering
Example:
Think Aloud Checklist
Make a tally mark every time you hear one Tally Mark For Each
Cue Words
READING STRATEGIES
of the following: Strategy Think Aloud
Predicting
Questioning
Visualizing
Personal Response
Clarifying
Summarizing
Reflecting
Making Connections
personal connections
text-to-text connections
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Time Strategy Used
I predict
In the next part I think
I think this is
Why did
What did
How did
Where was
Should there
I see
I picture
I feel
My favorite part
I liked/disliked
I got confused when
Im not sure of
I didnt expect
I think this is mainly about
The most important idea is
I think Ill next time.
Maybe Ill need to next time.
I realized that
I wonder if
This is like
This reminds me of
This is similar to
If it were me
Template based on activity in Schoenbach, R., Greenleaf, C. L., Cziko, C., Hurwitz, L. (2000). Reading for Understanding: A
Guide to Improving Reading in Middle and High School Classrooms. San Francisco, CA: Jossey-Bass, 78. Adapted by CAST
http://www.cast.org