Reading Strategies

Strategy
(Tcnica)
Reciprocal Reading
with a buddy
(Palinscar &
Brown)

Purpose
(Propsito)
Reading
comprehension.

Procedure
(Procedimiento)
1. With a classmate,
decide who will
begin.
2. Each person will
take turns reading a
paragraph.
Student A reads the
first paragraph.
Student B listens to
student A read then
summarizes what was
read. Student B asks
student A a question
to clarify reading.
Students B reads next
paragraph while
student A listens.
Repeat process.

Application
( Aplicacin en el aula)
Students collaborate to
develop comprehension

Thinking NotesMetacognate
Markers

Reading for
comprehension as
well as addressing
confusion or good
ideas.

Use this strategy to

develop close reading
skills.

Zooming In

Reading

As you read, label

certain parts.
!- I love this part
?- Raises a question/
possible discussion
point for class.
?? Something is
unclear or I need to
ask about this. Assign
students a text to
read. As they read,
have them use these
labels. As a class,
review the labels
students addressed in
the text.
The author begins

The author wants you

comprehension

Save the Last Word

for Me

Literature Circles

Encourages
meaningful
classroom
conversations by
prompting different
opinions and
interpretations of
the text.
Stimulates
reflection and helps
to develop active
and thoughtful
readers. Prompts
classroom
interaction and
cooperative group
discussion.
Develop

with a birds eye view

(scans) then focuses
on the thing or
person.
Start as mini lesson
(no more than 10
minutes).
Day 1 Students zoom
into books participate
in class discussion.
Day 2 Students write
about what they see.
Day 3 Students select
one piece of their own
writing. As they read
it, they are asked to
keep in mind a place
where they can insert
more
detail/description.
Then, zoom in to that
place and add more
detail to the
description.
1. Highlight 3
important points.
2. Reader reads.
3. Everyone takes
turns and states why
they think that point
is important.
4. Reader shares why
s/he selected that
passage.

to feel, see, and hear

though the illustrations.
Students use it when
revising their work.

Each group member

Reading

* While reading a story,

novel, professional
article, or chapter of
text
* After completing a
reading selection that
could be debatable or
thought-provoking
* Before students
debate a topic
* When teaching fact vs.
opinion and how to
support an opinion
As a researching or
note-taking tool before
writing a paper

comprehension
through
assignments

Cornell Notes

Helps students take

organized notes.

is assigned a role.
1. Summarizer prepare summary of
reading
2. Questioner
/Discussion Director
Develop a list of
questions that your
group might want to
discuss about this part
of the book.
3. Connector Find a
connection between
the text and yourself,
and between the text
and the world.
4. Illustrator Draw
some kind of picture
related to the reading
you have just done.
5. Travel Tracer
Carefully track where
the action takes place
during todays
reading.
6. Word Wizard Be
on the lookout for a
few words that have
special meaning in
todays reading
selection.
7. Literacy Luminary
Locate a few special
sections or quotations
in the text for your
group to talk over.
1. Dive paper into
three sections

comprehension
through collaborative
conversations.

Students can use

Cornell Notes when
studying for a test or to
organize their notes on
different topics.

Read Around
Groups

Each person in a
group is assigned a
task for editing
drafts.

Say, Mean, Matter

Develop

2. At the top of each

page, write
subject/unit, date,
and topic.
3. Begin writing notes
on the right side
making sure you skip
a line between ideas
and topics.
3. Use shorthand
writing (ex.
abbreviations)
4. Review and clarify
any ideas.
5. At the bottom of the
page, write a
summary of the main
ideas.
1. Assign a role to
each group member.
2. Students establish a
rotation with each
person focusing on
their role.
Roles:
1. Focus on word
choice (verbs,
dialogue, details).
2. Focus on sentence
structure/punctuatio
n
3. Focus on
spelling/accents
1. Students will create

Students build
comprehension
through collaborative
conversations

After reading an

Chart

comprehension of
assigned text.

Jigzaw

Engage in
cooperative
learning and
develop
comprehension.

a chart with three

columns. The columns
will be titled Say,
Mean, Matter
2. Student will write
an important idea that
the author says in
column 1. In column
2, students will write
what that idea means.
In the last column,
students will write
why that idea matters.
1. Divide students
into groups.
2. Students will be
divided into groups
and become resident
experts on the
particular subject or
topic assigned to that
group.
2. The
groups must study
and discuss what the
important take away
ideas are of their topic
and how to teach that
information to their
peers later.
3. After each group
has had the time to
become an expert over
their topic, the teacher
now creates new
groups of students so
that their is one expert
for each of the
assigned topics in
each group.
4. Now, the new
group relies on the
expertise of each

assigned text, students

complete chart.
Students can lead
discussion of what they
wrote in each column
in small groups.

Each student becomes

an expert on a given
topic and is responsible
for teaching other
group members about
this topic.
* Building background
knowledge on a unit of
study
* Conducting an author
study before beginning
a new novel
* Learning about
different viewpoints on
a historical event or
discovery
* Focusing on
complementary or
divergent concepts in
a unit of study
* Reviewing different
aspects of a unit of
study to prepare for an
assessment

Text Talk

Increase students
comprehension and
vocabulary.

student to teach and

help the rest of the
group know and
understand the
important concepts
and information
needed to know from
each of the assigned
topics.
1. Introduce the story
2. Stop and ask open
ended questions
3. Follow up on
students responses
(ex. reread section)
4. Strategically use
pictures
5. Wrap up
6. Vocabulary

A read aloud approach

used to increase
students
comprehension and
vocabulary acquisition.