Reading Resources
Transcript: “Anticipation Guide” Strategy: Teachers identify major concepts of a text, create four to six statements that support or challenge the students’ beliefs and experiences about the topic. Students are then asked to react to each statement, formulate a response to it, and be prepared to defend their opinions (Teaching Reading in the Content Areas, Rachel Billmeyer, Ph.D, Mary Lee Barton, M.Ed., McREL, 1998). Assign each student a section to research and then have each student report out to the class. To make this more effective, give a short quiz at the end. (Aronson, E. et al. The Jigsaw Classroom. Beverly Hills: Sage Publishing Company, 1978). The Three S's Have the students draw and write a sentence about each event. Paired Summarizing Getting the Gist SQ3R Summarizing Sequencing is a comprehension strategy that helps the "students gain a deeper understanding of the story by exploring its sequence." Lesson Plan: Sequencing using a story quilt “Alphaboxes” Strategy: Students are asked brainstorm words for each letter of the “Alphaboxes” chart to activate prior knowledge and serve as a formative assessment for the teacher (Revisit, Reflect, Retell: Strategies for Reading Comprehension, Linda Hoyt, Heinemann, 1999). “K-W-L” Strategy: Helps students to use their prior knowledge while reading and gives them specific purposes for reading (The Reading Teachers Survival Kit, Wilma H. Miller, Ed.D., Jossey-Bass, 2001). (In Arlington's Book it is stated that a teacher needs to read the story several times before applying the sequencing strategy.) Putting First Things First Students identify journalism's "5 Ws and 1 H" (who, what, when, where, why, and how) and complete a template with the corresponding information they have found in the article. Finally, students use their notes to write a 20-word summary called a gist. (Cunningham, J. Generating Interactions Between Schemata and Text. New Inquiries in Reading Research and Instruction. Washington D.C.: National Reading Conference, 1982) Jigsaw Immediately after reading, a student writes a retelling of the selection. When finished, the students exchange papers with their partners. Partner A writes an abstract of Partner B's retelling and vice-versa. When the abstracts are completed, the pair discusses the retellings and abstracts. During the discussion they do each of the following: specify what each understood as readers of the retellings. identify what they collectively cannot come to understand in the passage of story they read to create their individual retellings. formulate questions for their classmates and teacher. When the students have completed these tasks, they convene as a class to discuss the questions prepared by each pair of students and/or to share the abstracts they have written. (Vaughan J. L. & Estes, T. H. (1986). Reading and reasoning beyond the primary grades. Boston: Allyn & Bacon) Before Reading: Activating Prior Knowledge Give each students 6 pieces of construction paper in dirfferent colors and holes in them. Schema “Knowledge Rating” Strategy: Key vocabulary words from a text are selected and discussed to activate prior knowledge and develop a purpose for reading. (Comprehension Strategies for the Elementary Grades, Johns/Lenski/Berglund, Kendall/Hunt, 2006). Ask the students to pay special attention to the sequence of the events in the story. “Word Prediction” Strategy: Teachers guide students in predicting words they might expect to see when they read after looking at pictures, diagrams, and headings of a text (Solutions for Reading Comprehension, Linda Hoyt, Heinemann, 2003). Have students tie the pieces together with yarn to make the quilt. Sequencing In the SQ3R strategy, students use five steps: survey, question, read, recite, and review. By doing this, they learn to read and review information in content-area reading assignments. (Armbruster, B., Anderson, T., Armstrong, J., Wise, M., Janisch, C., & Meyer, L. (1991). Reading and questioning in content areas. Journal of Reading Behaviour, 23, 35-59). Schema Bibliography Reading Strategies After Reading: Write the events on the board during a discussion with students. Summarizing GIST