RED 4350
Strategy Presentations
Template for Strategy Presentations
You will present a strategy in class using the following template.
Please remember that your presentation must teach the class the strategy by
having the class “do” the strategy. DO NOT SIMPLY COPY THE
STRATEGY FROM THE BOOK, BUT WRITE THIS IN YOUR
OWN WORDS SO STUDENTS WILL UNDERSTAND HOW TO
IMPLEMENT IT IN THEIR CLASSROOM. After you have created
the following template, you must run it through TurnItin.com and print a
copy for the entire class. Any worksheets that you will use during your
presentation must also be printed out for your classmates. (You must also
supply the content area text that students are required to read.) You must
also turn in an electronic copy.
RED 4350
Strategy Presentations
McLaughlin, M. (2010). Content Area Reading: Teaching and Learning in an Age of Multiple Literacies.
N.Y: Pearson.
Article:
Neilson, D. (2014, August 17). Why is literacy so important? Retrieved November 17, 2015, from
http://www.3plearning.com/literacy-important/
Presented by: Sarah Nicholas
Reading Target:
Use:
____Before Reading
Vocabulary
X During Reading
Comprehension
X After Reading
Explain the Teaching Idea/Strategy:
Before reading the text, each student would be provided with a book mark (you may also use a
notecard, post-it note, piece of colored paper, etc.) The student would then begin reading the
article and find a vocabulary word that they are not familiar with (students may also be assigned
words). When the student finds a word that they are not familiar with, they will write it on the
bookmark. After writing the word, the student will then write what they think the meaning of the
word is, along with the page number and paragraph that they found the word in. Later on, you
would have the students find the actual meaning of the word in a dictionary and write it down.
You would have the students compare their initial definition prediction with the dictionary
definition that they found.
Student Practice:
Students will be given all of the necessary materials, and then they will be assigned vocabulary
words from the article. The students will be put into groups for the presentation of this strategy. I
will then ask the students to begin reading the article, and when they come to the word that they
were assigned, they will stop and write it down on their bookmark. The students will then pause
and take some time to discuss what they think that the meaning of the word is. Once they settle
on a definition, the students will write down the definition and the page number and paragraph
that they found the word in. Once everyone has read the article and found their word, the
students will share the word and definition that they wrote on their bookmark. The students will
also discuss the article and any thoughts or feelings they had toward it.
How will you have students reflect?:
Students will reflect in multiple ways.
1. Students will work with a partner to discuss the meaning of the unknown word that they
are assigned.
2. Students will share their definitions that they came up with, with the other students in the
class.
3. Students will discuss the article.
4. After students have found the actual definition of the word, the students will compare and
contrast their definitions.
Technology Integration:
After the students have shared their definitions with the class, the students will be given the
opportunity to use dictionary.com to look up the definition of the word that they were assigned.
As an extension of the activity, the students can put their word and dictionary definition onto
quizlet.com, which will create vocabulary flash cards that all students in the class will be able to
access.