Reading
2.1The Four "A"s
Basics
3. After all questions have been answered, have student reflect on this process, their answers, and "How does this process help us as readers?"
When/Example
School Reform Faculty. (n.d.). Four “A”s Text Protocol. National School Reform Faculty. Retrieved March
26, 2014, from http://www.nsrfharmony.org/protocol/doc/4_a_text.pdf
- Time Needed: 30 minutes
- Room Arrangements: If done as a whole class, no special arrangement needed. If done in small groups, arrange desks into small groupings, so each group member has a desk.
- Materials: Text, highlighters and Sticky-Notes
- Students read text on their own, highlighting or underline key points and taking notes in the margins on sticky-notes while reading, as they look to answer of the Four "A"s.
- What are the Assumptions of the author?
- What do you Agree with in the text?
- What would you Argue with in the text?
- What parts of the text do you Aspire to?
3. After all questions have been answered, have student reflect on this process, their answers, and "How does this process help us as readers?"
When/Example
- Use this strategy during reading to increase student's comprehension of text.
School Reform Faculty. (n.d.). Four “A”s Text Protocol. National School Reform Faculty. Retrieved March
26, 2014, from http://www.nsrfharmony.org/protocol/doc/4_a_text.pdf
2.2 Close Reading
Basics
Filkins, S. (n.d.). Close Reading of Literary Texts - ReadWriteThink. Retrieved March 27, 2014, from
http://www.readwritethink.org/professional-development/strategy-
guides/close-reading-literary-texts-31012.html
- Time Needed: Time will vary
- Room Arrangements: No special arrangements needed.
- Materials: Text, pencil (to underline or take notes), highlighter
- Chose text or passage to use for Close Reading. Text should be complex enough (i.e. words with multiple meanings) to require multiple readings. Ask, "What is happening and how do I know it?"
- Students read through the text once for an overall understanding. While reading take notes or highlight key terms and elements.
- On the second reading, students pay attention to the author's craft and intent for writing. Ask, "Why did the author make these choices and how do they help me to better understand the text the second time?"
- On the third reading, students focus on the theme of the text and make connections between the text, real-world situations, and other texts. Ask, "What does this text make me think about and how does this connect to what I already know?"
- Use this strategy while reading to increase students' comprehension of a text and reading fluency.
Filkins, S. (n.d.). Close Reading of Literary Texts - ReadWriteThink. Retrieved March 27, 2014, from
http://www.readwritethink.org/professional-development/strategy-
guides/close-reading-literary-texts-31012.html
2.3 Reciprocal Teaching
Basics
Reading Rockets (n.d.). Reciprocal Teaching. Retrieved March 27, 2014, from
http://www.readingrockets.org/strategies/reciprocal_teaching
- Time Needed: 20-30 minutes
- Room Arrangements: Arrange desks in groups of four.
- Materials: text, one note card per student, sticky notes
- Establish groups of four students.
- Assign each student a role: Summarizer, Questioner, Clarifier, and Predictor.
- Students read a short portion of the text, using sticky notes to take notes as they read (this will better prepare the students for discussion).
- After everyone in the group has finished reading, the Summarizer provides a summary of the main points of the passage.
- Next the Questioner asks questions based on the reading. The questions should be over unclear or puzzling areas of the text or should make connections to known concepts.
- Based on the questions asked, the Clarifier will attempt to answer the inquiries and provide clarity.
- Finally the Predictor will make predictions about what the author will share next or what will occur next in a narrative passage based on what has been read.
- Members then switch roles to the right and repeat the process until they finish the text selection.
- Use this strategy during and after reading.
- This strategy helps students to think about their understanding and thought process while reading. It also can be used by students to monitor their comprehension.
Reading Rockets (n.d.). Reciprocal Teaching. Retrieved March 27, 2014, from
http://www.readingrockets.org/strategies/reciprocal_teaching
2.4 Reader's Theater
Basics
Reading Rockets (n.d.). Reader's Theater. Retrieved March 27, 2014, from
http://www.readingrockets.org/strategies/readers_theater
- Time Needed: Time varies
- Room Arrangements: A open space for the readers' performance
- Materials: Scripts for each reader
- Choose a script or story that can be easily divided into character parts.
- Assign a role to each reader.
- Have students practice reading their parts aloud.
- After practicing, have students read their parts in front of an audience.
- This strategy can be used during reading in small groups.
- The strategy also builds readers' fluency and reading confidence.
Reading Rockets (n.d.). Reader's Theater. Retrieved March 27, 2014, from
http://www.readingrockets.org/strategies/readers_theater
2.5 Paired Reading
Basics
Reading Rockets (n.d.). Paired (or Partner) Reading. Retrieved March 30, 2014, from
http://www.readingrockets.org/strategies/paired_reading
- Time Needed: Time varies
- Room Arrangements: Need space for two students to sit next to each other as they read
- Materials: One copy of text for each reader
- Students are paired with a reading partner. Partners should be partnered with one higher-level reader and one lower-level reader. This can be easily done by dividing a list of readers ranked by reading ability. Pair the top students from the top half of the list with the top student on the bottom level of the list. Adjust partners if necessary.
- Reading pairs follow an established reading routine. This may have students reading aloud simultaneously, taking turns reading a page or paragraph, or a combination of these variations.
- Students read in their pairs. As their partner reads, students provide each other with feedback, praise, and support.
- Use this strategy during reading to build reading fluency.
Reading Rockets (n.d.). Paired (or Partner) Reading. Retrieved March 30, 2014, from
http://www.readingrockets.org/strategies/paired_reading
2.6 Story Glove
Basics
Bex, M. (2011). Story Elements Glove. Retrieved March 29, 2014, from
http://martinabex.com/2011/12/20/story-elements-glove/
- Time Needed: 5 minutes
- Room Arrangements: No special arrangement needed.
- Materials: A story glove (get directions to make your own here: http://gofigurewithscipi.blogspot.com/2012/01/give-reading-helping-hand.html)
- Students use a story glove to help them in retelling a narrative story.
- The thumb represents the main characters. Students recall who were the main characters in the story.
- The second finger represents the setting. Students state where the story took place and why the setting is important to the story.
- The third finger represents the problems. Students summarize the main problem in the story.
- The fourth finger represents the beginning, middle, and end. Students retell what happened in the beginning, middle, and end of the story.
- The fifth finger represents the solutions. Students remember the solution to the story's problem.
- Lastly, the palm represents the "heart of the story". Students share what they think is the overall point or theme of the story.
- Use this strategy after reading to summary a narrative text and review the main points.
Bex, M. (2011). Story Elements Glove. Retrieved March 29, 2014, from
http://martinabex.com/2011/12/20/story-elements-glove/
2.7 3-2-1
Basics
Weimer, M. (n.d.). Reading Informational Texts Using the 3-2-1 Strategy. Retrieved March 29, 2014, from
http://www.readwritethink.org/classroom-resources/lesson-plans/reading-informational-texts-using-
951.html?tab=1#tabs
- Time Needed: 20-30 minutes
- Room Arrangements: No special arrangement needed
- Materials: Article or passage of a text to read and pencil or highlighter
- Students read an article or passage from a text, underlining or highlighting key and important points as they read.
- After finishing reading through the article, readers identify "3 things discovered" through their reading. Students should refer to the portions of the text they have underlined/highlighted to help them with this point. (Note this can be done individually, with a partner, in a small group, or as a whole class.)
- Next, students identify "2 interesting things". This can be any two points or ideas they found interesting in the text.
- Finally, have students think of "1 question" they still have on the topic. This can be a starting point for further research and investigation on the topic.
- Use this strategy during and after reading to increase students' comprehension of an informational text.
Weimer, M. (n.d.). Reading Informational Texts Using the 3-2-1 Strategy. Retrieved March 29, 2014, from
http://www.readwritethink.org/classroom-resources/lesson-plans/reading-informational-texts-using-
951.html?tab=1#tabs
2.8 SQ3R
Basics
Mind Tools (n.d.). SQ3R: Studying more effectively. Retrieved March 29, 2014, from
http://www.mindtools.com/pages/article/newISS_02.htm
- Time Needed: Time varies depending on length of text passage
- Room Arrangements: No special arrangements needed
- Materials: Text and sticky notes
- SQ3R stands for the 5 parts of this reading strategy, which can be used while reading.
- Survey The reader skims through the text to find an overview of the topic or theme. The reader should note chapter titles, introductions, headings, and bolded terms.
- Question The reader begins to form questions about the text based on their survey or questions they already have on the topic.
- Read The reader begins to read through the text, searching for the answers to their questions. Students can take notes on the text or mark the answers to their questions using sticky notes in the margins.
- Recall After reading, the readers thinks back through the text and recalls the most important points.
- Review Finally the reader rereads through the text or their notes. Also it is very helpful if the reader has a conversation with someone else about what they have read (use a strategy such as Think-Pair-Share, Jigsaw, or another cooperative learning strategy). If the student regularly reviews this information (one a week or once a month), it will help them to remember the information in the long-term.
- Use this strategy during reading to increase the reader's comprehension of the text.
Mind Tools (n.d.). SQ3R: Studying more effectively. Retrieved March 29, 2014, from
http://www.mindtools.com/pages/article/newISS_02.htm