Open-minded Portraits
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Purpose: to help students think more
deeply about a character and reflect on story
events from the character’s point of view.
Rationale: if the students understand the
character and motivation they will develop
deeper meaning.
Procedure:
1.
2.
3.
4.
5.
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Have students draw and color large portrait of
head and neck of character in a book they are
reading.
Have students cut out portrait and attach with
a brad or staple to another sheet of drawing
paper.
Have students trace around character’s head
on 2nd page.
Have students lift portrait and draw and write
about characters’ thoughts on 2nd page.
Have students share portraits with the class
and talk about words and pictures they chose
to include in mind of the character.
Strengths: helps clarify what
things/thoughts are important to the teacher,
promotes Multiple Intelligences.
Weaknesses: drawing may be difficult for
some students
Reading Conferences
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Purpose: to engage students in
meaningful dialogue about books.
Rationale: the more effective
reader, the more comprehensive
and better writers.
Procedure:
1. Group students for the year.
2. Explain to them that they will meet
about the books they are reading.
3. Have a question for the week that
the students write about.
4. Have students bring their literature
logs to conferences.
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Strengths: sense of
accomplishment
Weaknesses: Grouping and
student follow through
Story Quilts
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Purpose: picking out moral of the story,
individualize engagement of the story for
each students while they move to symbolic
drawings.
Rationale: motivation-the more involved in
the story the students are, the more they will
want to read further.
Procedure:
1.
2.
3.
4.
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Each student picks a quote that sums the
moral of the story up for them.
They then make a symbol to represent the
quote.
Using these symbols and quotes, the students
will then make a quilt square on paper or
cloth.
After all the squares are completed, assemble
the quilt on a bulletin board or into the quilt (if
using cloth)
Strengths: can make a risk free project
Weaknesses:
1.
2.
3.
be prepared to teach quilting.
time consuming
breaking risk barrier with students could be
problematic.
Cloze Procedure
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Purpose: a strategy to help determine if the
reading level is suitable or not; also can be
used as a test of comprehension of the text
being studied.
Rationale: when the students are able to fill
in the blanks, the book is suitable for the age
level.
Procedure:
Select the passage from a textbook.
Retype the passage. The 1st sentence is
typed as it appears in original text. Replace
every 5th word with a blank.
Students read passage 1st. Then guess what
belongs in each blank.
Score the work, 1 point for each correct
answer.
Compare the percentage of word replacement
with this scale:
1.
2.
3.
4.
5.
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61% correct independent
41-60% correct instructional
below 40% frustration!
Strengths: an alternate way of assessing
needs.
Weaknesses: some word processing
Reader’s Theater
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Purpose: to involve students in the
text and to aid in the interpretation of
the text, while students internalize the
information.
Rationale: the more engaged the
students are in the text, the more they
comprehend; also a good way to
motivate students to read more
because it is fun.
Procedure:
1.
2.
3.
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Select a story for script. Have students
volunteer for parts.
Rehearse production. Students decide on
how to use their voice, gestures and facial
expressions to portray character they are
reading.
Stage the production. May be informal. Act
the story in class or in front of an audience.
Strengths: helps understanding of
characters and their situations; fun!
Weaknesses: time and behavioral
management may be an issue.
Quickwrites and
Quickdraws
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Purpose:
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Before: to activate prior knowledge
After: assists in clarifying meaning and
arrange information
Rationale: by having students write or
draw, enhances understanding of topic
being covered or gives the teacher an
idea what a student may know before
the topic is covered.
Procedure:
1.
2.
Ask students to write or draw on a topic for
5-10 minutes. Encourage them to focus on
interesting ideas, make connections to
topic, and to own lives, and reflect on their
reading or learning.
After students write, they usually share
quickwrites/draws in small groups or during
big group, entire activity can be finished in
about 20 minutes.
Quickwrite and
Quickdraws, cont.
• Uses:
– entry for reading logs
– define or explain a word on the word
wall
– theme of story
– about a favorite character
– comparing book and film versions
– about a favorite book during author
study
– about a project students are creating
• Strengths: helps students
organize and identify thoughts;
aids in comprehension
• Weaknesses: ?????
SMART
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Purpose: the students will use this
strategy to help in reading
comprehension
Rationale: students will be aware of
what they are reading and works on
their comprehension.
Procedures:
While reading, put a:
1. “X” in the margin if they understand what
they just read or a “?” in the margin if they
don’t understand what they just read.
2. When finished reading, explain what they
just read. If they don’t understand, have
them try to explain why.
3. After all this, if students still don’t
understand, just skip it.
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Strengths: could help with
comprehension by showing students
where they got lost.
Weaknesses: takes time to work
through this strategy.
Inserting symbols
• Purpose: to use symbols while reading to
help categorize information
• Rationale: to help students to become more
efficient readers
• Procedure: while reading any text use the
following symbols to describe what was read,
using pencil of course! ***or use any other
symbol that is comfortable to you***
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Knew it= ^
Don’t think so= X
New knowledge= +
NEATO Please Remember= !
I wonder= ?
Don’t understand= ??
Really understand= **
• Strengths: helps students be more efficient
by categorizing the information they have
just read
• Weaknesses: rules about writing in the
school/library books—may need to
encourage use of pencils
Re-quest
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Procedures/instructions:
1. Both the students and the teacher
silently read a common segment of
the text selection. It is
recommended that you read one
sentence at a time for students with
lower comprehension. However,
text passages of varying lengths are
suitable in application to a
classroom. For example, both
teacher and students begin by
reading a paragraph or two.
2. The teacher closes the book and is
questioned about the passage by
the students.
3. Next there is an exchange in roles.
The teacher now questions the
students about the material.
4. Upon completion of the studentteacher exchange, the next segment
of text is read. Steps 2 & 3 are
repeated.
Re-quest, cont.
5. At a suitable point in the text, that
is, when the students have
processed enough information to
make predictions about the rest
of the assignment, the exchange
of questions stops. The teacher
then asks prediction questions:
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“What do you think the rest of the
assignment is about?”
“Why do you think so?”
“What else will happen?”
“Why did you say that?”
“Did you find that information in the
text?”
6. Students are then assigned the
remaining portion of the selection
to read silently.
7. The teacher facilitates follow-up
discussion of the material.
SQ3R
Procedures/instructions:
1. Choose a chapter from the text.
2. Teacher and students together examine the
chapter while teacher starts by showing
students how she/he surveys the chapter
looking for center, side, and paragraph
headings.
3. Next, she/he uses a blank transparency
(lined to look like notebook paper) on the
overhead projector.
4. Turn the heading into a question and place
it in the left column of the transparency.
5. Read the text that follows the heading.
6. Teacher then explains her/his thought
process in answering the question
suggested by the heading and writes the
answer in the right column of the
transparency.
7. Repeat this process until you are sure the
students understand the process.
OR
1.
2.
Choose a chapter from the text.
Teacher goes through attached handout
that outlines step-by-step SQ3R.
Literature Journals/
Reading Logs
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Purpose: To write reactions and
opinions about books they are reading.
Rationale: By engaging in this
process students become reflective
readers. It also aids in comprehension.
Procedure:
1.
2.
3.
4.
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Make logs by stapling notebook paper
together or staple paper to a file folder.
Write name of book on a page, name of
chapter and chapter number
Write reflections on the chapter. Relate
book to own lives or other literature.
Monitor entries. Check to make sure they
are completed. Comment on reflections.
Strengths: Students learn to reflect on
their own reading, asking questions
and making comments.
Weaknesses: Time consuming to write
feedback in each journal. Check once
a week to reduce grading or develop a
simple scoring rubric such as the one
that follows.
Journal Entry Scorecard
Points
Criteria
4
Response…
answers question thoroughly.
is organized and clearly presented.
shares personal feelings and insights.
is free of errors in grammar and spelling.
3
Response…
answers question in a basic way—some points need elaboration.
is organized and clearly presented.
shares personal feelings and insights.
has a few (1-2) errors in grammar and spelling.
2
Response…
answers question in a basic way—some points need elaboration.
is somewhat disorganized and/or not clearly presented.
shares few personal feelings and insights.
has a several (3-5) errors in grammar and spelling.
1
Response…
is not really clear—question not addressed or answered.
is disorganized and/or not clearly presented.
shares few personal feelings and insights.
has a more than five errors in grammar and spelling.
0
Response…
is not attempted.
Note: This scorecard will be used as a guide for you to write your
responses and for me to grade. You do not have to have all of the
criteria in one category to receive that score. For instance, you
may have a very well-develop response that shares your feelings
and insights, and for the most part is well-organized, but your
response has five or more grammar/spelling problems resulting in
lower grade on the scale.
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Story Maps and
Frames
Purpose: Uses graphic organizers to
work with story structure for
comprehension.
Rationale: As students see
organization and relationships between
story parts, they then have better
comprehension and are more able to
make inferences.
Six Types:
1. Beginning, middle, end—examines plot.
2. Character clusters—examines traits of main
characters.
3. Venn diagrams—comparisons.
4. Sociograms—explores relationships
between characters.
5. Plot profiles—examines tension.
6. Clusters—probe many dimensions of a story.
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Strengths: Helps the students examine
the different components of the story.
Weaknesses: ???
Story Boards
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Purpose: To work with story structure
for comprehension.
Rationale: As students see
organization and relationships between
story parts, they then have better
comprehension and are more able to
make inferences.
Procedure:
1.
2.
3.
4.
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Using paper, have students fold the paper
into 3 sections.
In each section, have students draw
pictures of the beginning, middle, and end.
The students then write sentences about
each picture they have drawn, describing
what it is about.
The students then share their story boards.
Strengths: Students get more practice
at identifying the beginning, middle,
and end.
Weaknesses: Drawing may be difficult
for some students. So, grade on the
ideas not drawings.
Learning Logs
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Purpose: To record the information they
are learning, write questions and
reflections about their learning.
Rationale: By putting their thoughts down
on paper the students gain a different
perspective on the reading material.
Procedure:
1.
2.
Have students make learning logs at the
beginning of a theme study.
Plan activities for logs:
*note-taking
*drawing diagrams
*quickwrites
*clusters
3.
4.
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Impromptu writing is the basis for writing.
Monitor entries. Respond to questions and
clarify confusions.
Strengths: Students think about what
they are reading.
Weaknesses: Could be time consuming
when having to respond to all the
journals/logs. Rubric highlighted earlier
could easily be adapted.
PReP(Prereading Plan)
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Purpose: To diagnose students prior
knowledge and provide necessary background
knowledge so students will be prepared to
understand what they will be reading.
Rationale: A diagnostic and instructional
procedure used when students read
informational books and content area
textbooks.
Procedure:
1.
2.
3.
4.
5.
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Introduce key concepts to students using a word,
phrase, or picture to initiate a discussion.
Have students brainstorm words about the topic,
and record their ideas on a chart. Help make
connections among brainstorm ideas.
Present additional vocabulary and clarify any
misconceptions.
Have students draw pictures and/or write a
quickwrite about topic using words from the
brainstorm list.
Have students share quickwrites and ask
questions to help clarify and elaborate
quickwrites.
Strengths: To help the students learn about a
subject before starting a lesson.
Weaknesses: Classroom management during
brainstorming session. Need to be clear on
classroom rules for sharing ideas generated
during PReP.
Assisted Reading
Strategies
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Purpose: To provide support to students
in reading through extension in time or
giving a support person who is a fluent or
equal reader.
Rationale: Research shows reading is an
interactive and social process. With
reading, a partner is beneficial for some
students.
1.
READ ALOUD (story telling)
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2.
Purpose: To enjoy a story with no
responsibility of text. Lends support to
language structure and reading as a
process.
Procedure: Gather class as a group and
read aloud.
DEAR Time (Drop Everything And Read)
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Purpose: Provides time for students to read
a selection of their choice.
Procedure:
a) Everyone read, including teacher.
b) No Interruptions!
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Weakness: Need to find a time to
pick a book beforehand.
Assisted Reading, cont.
Shared Reading (big books)
3.
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Purpose: To make text big enough for all to see.
Procedure:
1.
2.
3.
4.
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Gather around book (or overhead if necessary)
Talk about author, title page, publishers, copyright
page.
Students join in reading story.
Discuss punctuation
Strengths: Class is together learning about
books.
Weaknesses: Behavior management. Sight
problems
Paired Reading
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4.
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5.
Purpose: To help less fluent reader by having a
better reader assist.
Procedure: *read together aloud at the same
time OR *switch off, 1 reader reads a passage,
other picks up where other left off
Strengths: Socialization
Weakness: Better reader may take over
Buddy Reading
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Purpose: To help two equal readers attain more
fluency.
Procedure: Same as paired reading.
Running Record
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Purpose: To observe individual students
read aloud while teacher assesses their
reading fluency.
Rationale: To be able to assess the
reading level using misuse analysis.
Procedure:
1. Choose book. Then choose excerpt
of 100-200 words and retype
2. As each student reads aloud make
running record using the following
score:
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if the word is read incorrectly, write the
word said above it.
self-correct-write the original word said
then “SC”
attempts at a word-record each attempt
above the word
skips a word-draw a dash through the
word
adds word-draw a ^ and record each
added word
teacher helps with words-draw a T over
the word helped with
repetition-draw an “X” over repeated
words
Running Record, cont.
3. Calculate % of miscues
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85% correct is instructional
95% correct is independent
4. Analyze miscues.
• Strengths:
1) Point out where skills are
weak.
2) Shows improvement
3) Good assessment tool
• Weaknesses: Time consuming to
make the record.
***Hint***
Video Tape session for later
analysis!
MENU
(This one is just good management.)
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Purpose: A menu shows the class and
instructor when a certain activity is
planned. It also helps students organize
their time. Also can help with collecting
absent students’ work. A class secretary
can be selected to copy the menu and
collect/document assignments done that
day.
Rationale: The menu system will develop
time management as well as help the
teacher and students to stay on task. By
checking off each section, the students will
have a sense of accomplishment.
Procedure:
1.
2.
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Before the day starts, teacher should write
the day’s plan, as well as the time each
subject will be covered.
Check off each subject as it is
accomplished.
Strengths: Helps organization of time for
teacher and student. Helpful with absent
students. Can be a praise system by
checking off time.
Weaknesses: Need to remember to be
flexible!! (so students remember not to be
too rigid)
DTLA-Directed Listening
Thinking Activity
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Purpose: The DLTA is used to engage
students in text which is above their
independent and/or instructional
reading level. It is used to1.
2.
3.
4.
5.
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determine the purpose for reading
extract, comprehend, and assimilate
information
examine reading material based on the
purpose for reading
suspend judgments
make decisions based on information
gleaned from the reading material
Rationale: As students develop
strategies for actively engaging in text,
they become increasingly independent
in their own reading and are
empowered to monitor and control their
own reading behaviors to enhance
their comprehension of the text they
have read.
DLTA, cont.
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Procedure:
1.
2.
3.
4.
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The teacher reads the title to the student
and asks what the story might be about.
Record predictions on a chart or
blackboard.
Read 1st paragraph or the 1st section of the
text and tell students that their predictions
will be confirmed, rejected, or modified. Ask
the students if they still think the same as
they did earlier.
Continue through the text-predicting,
reading to students, and reacting to their
predictions.
After reading the story, the focus is on
specific skill development and vocabulary.
Students are invited to focus on words and
phrases which puzzle or intrigue them.
Strengths: Develops early critical reading
skills. Helps students develop their own
reading comprehension. Engages
students in text which is too difficult for
their current reading ability
Weaknesses: Students who have already
read or heard the text are not able to
engage in strategy effectively. Classroom
management can be problematic.
DRTA-Directed Reading
Thinking Activity
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Purpose: This strategy is used to
help students:
1.
2.
3.
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determine the purpose for reading
use prediction when reading text
make decisions based on readings
Rationale: As students develop
more strategies for reading, the more
independent readers they will
become.
Procedure:
1.
2.
Direct students to read the title and
brainstorm what the story might be about.
Record the answers on the board.
Read 1st section. Ask the students if their
prediction was confirmed, rejected, or
modified. Only the student that made the
prediction may change their answers.
DRTA, cont.
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Procedure, cont:
3. Repeat step 2 until the class
has finished with the reading.
4. Have the students justify their
predictions by having them
think aloud.
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Strengths: This helps
develop critical reading skills.
Also helps students develop
reading comprehension.
Weaknesses: Only useful if
students have not read or
heard the text being used.
Classroom management may
become a problem.