Strategies
Before Reading Strategies
Anticipation Guide 8
Anticipation guide helps teach the kids to anticipate what the text is going to be about. It is a set of teacher generated generalizations related to the theme of the poem (Appendix 1). The statements should be something students have to think about their belief before they answer. Students activate prior knowledge by deciding if they agree or disagree. This strategy gives students the chance to interact with the poem prior to the initial read. Then students can discuss their initial responses. After the discussion students should read the poem. While they read they should make notes about the issues related to the anticipation guide. After they read students should refer back to the guide to see how their responses have changed.
Probable Passage 9
This strategy is a different way of making a prediction. You will pick about ten words out the poem for students to place in different categories. The categories are characters, setting, problem, outcomes and unknown words. After students place the words in either category they make put the words together in a gist statement. Doing this forces students to think about the words in the categories prior to reading the poem. Which gives them an insight on what the poem may or may not be about but now they are intrigued to read the poem to see how accurate their prediction was.
Tea Party 1 0
This strategy gives students an opportunity to consider parts of the text before they read it. Essentially they will predict what part of the text is going to entail by actively engaging with their peers. Teacher will place quotes from the text on index cards. Students will move around the room discussing what is on their card and explaining how they think the text on their card relates to the text that is on their peers' card. Then students will be placed into groups to discuss what they think will happen in the text. Students will be asked to record their predictions by making we think statements. Each group will share their "we think" statements to the class and tell the class how they reached their prediction. Then they will read the selection and confirm or alter their group prediction.
During Reading Strategies
Say Something 1 1
This strategy helps students focus on what they are reading by interrupting them and giving them the opportunity to think about what he or she just read. Getting into groups of 4 students will alternate reading stanzas and pause occasionally to Say Something. They will Say Something by making a prediction, asking a question, clarifying something that was misunderstood, making a comment, or making a connection. If students are unable to do 1 out of the 5 they need to reread the text. If students need help Saying Something they can use stem starters (Appendix 2).
Rereading 1 2
Often times struggling readers read a text once and think they do not have to reread the text. They think they observe other students reading the text once but proficient readers reread text often. Especially since rereading does not look any different from reading something the first time. Proficient readers often pause, reread a portion, mirror and continue slowly. After students have been given a poem they will be asked to read it 3 times. Each time they will be asked to rank their level of understanding. Teacher will model what it looks like to reread. Together students and teacher will make a list of when it is important to reread a text.
Think Aloud 1 3
When I model think alouds for my students I am showing them what I am thinking while I read. This strategy helps readers comprehend what they are reading while they are reading. When students practice this aloud it helps the teacher understand why the student may or may not understand something. Using this strategy, Kylene Beers suggests we use the same strategies in Say Something. Make a prediction, visualize a picture, compare the text to something, monitor your reading for comprehension, repair comprehension if you don't understand something, connect to what you do not know and question what you still wonder about 1 4. Doing this aloud either with the teacher, individually or with a partner will help students monitor comprehension.
After reading strategies
It Says I Say 1 5
This strategy helps students organize their thoughts with what is in the text. Students will use a two column graphic organizer. In the first column they will quote a line from the text. Then in the second column they will explain their interpretation of the line means to them (Appendix 3).
Graphic organizer
Graphic organizers are used for students to organize new information. They can use graphic organizers to help understand material presented. They can be used in all phases of learning from brainstorming ideas to ordering new findings. This strategy is known to help the brain recall information better when personal creativity is involved. KWL and Venn diagram are examples of graphic organizers used during this unit.
Daybook
Ralph Fletcher states a daybook is your personal space to write badly 1 6. My students use daybooks as their safe space to record thoughts, feelings, highlights, low lights, newly learned concepts, notes from the board, formulation of plans for potential writing pieces, handouts from class etc.
Turn and Talk
Students will turn and talk to one another throughout various activities within the unit. The feedback from a peer is essential for students to be comfortable with one another. Their feedback is imperative for the thinking and writing process. Peers have just as much impact on each other's growth as the teacher does. So it is important that they are comfortable receiving peer feedback. Additionally, peer feedback gives them the opportunity to learn how to take and use constructive criticism.
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