J.Sullivan
February 2013
RVCC
Reading Strategies/Examples
Quick Reference Guide
Vocabulary Preview
Strategy: Possible Sentences
Steps:
1.) Select 6-8 vocabulary words from text with brief definitions
2.) Select 4-6 more words that are familiar
3.) Students write sentences containing 2 or more words
4.) Review sentences after reading
Vocabulary Preview
Content Area: Psychology
Strategy: Analogies
Targeted Words: Sample, Scaled-Response Question
1.) __________________is to measurement of intensity as questionnaire is
to measurement of feedback. Scaled-Response Question
2.) __________________is to population as data is to an experiment.
Sample
Vocabulary Preview
Strategy: Word Splash
Steps:
1.) Teacher picks 8-15 words and displays them before reading
2.) Students write a prediction about meaning of words/phrases
J.Sullivan
February 2013
RVCC
Pre-Reading Strategy
Strategy: Tea Party
Steps:
1.) Teacher lists out several lines or phrases from the text
2.) Students select phrases and predict how they might be related.
3.) Students will check predictions after reading
Pre-Reading and After Reading Strategy
Strategy: Skimming
Steps:
1.) Remind students to read headings, subheadings, key words, etc.
2.) Make predictions about what the chapter will be about
3.) Record ideas about what is already known and how it might relate to the
new topics being discussed in the reading
After Reading Strategy
Strategy: Summarize
Steps:
Using their notes, students should practice summarizing the key parts of the
chapter in their own words (Partner Activity During Class)
References
Alvermann, D.E. & Phelps, S.F. (2005). Content reading and literacy: Succeeding in today’s diverse
classrooms (4th ed.). Boston, MA: Pearson.
Beers, K. (2003). When kids can’t read what teachers can do: A guide for teachers 6-12. Portsmouth, NH:
Heinemann.
Wiliams, B.T. (2005). Are we having fun yet? Students, social class, and the pleasures of literacy. Literacy
and Identity, 48(4), 338-342.
Rasinski, T.V, Padak, N.D., & Fawcett, C. (2010). Teaching children who find reading difficult (4th ed.).
Boston, MA: Pearson.