Reading Strategies
DRTA: Make prediction, read part of text, confirm or revise prediction, make new
prediction
3-Minute Pause: Pause during lesson. Give 3 minutes every 10 minutes to
1)
2)
3)
4)
Summarize learning
ID what was interesting
Ask questions about confusing information
Make a prediction about what you will learn next
Question the Author:Look at the author’s intent, craft, clarity, organization, is the
author clear.
Read a few paragraphs and then answer these questions:
1)
2)
3)
4)
5)
What’s the author trying to tell you?
Why’s he telling you that?
Does he say it clearly?
How could he have said it more clearly?
What would you do differently if you were the author?
Reciprocal Teaching: Teaching 4 key reading strategies: 1) Summarize main
content 2) formulate questions 3) clarify ambiguities 4) Predict
Model first, then together, then students lead discussion. Alternate student leaders.
Conclusion-Supported Notes: Helps students use evidence to develop and
support arguments. (Divide paper in half, write thesis/conclusion on left and
evidence on right.)
It Says, I Say, and So:
Question
It Says
I Say
And So
Write a question
Find information in
text to answer
What you know about
information
Combine text
information w/ prior
knowledge to make
conclusion
Why did Goldilocks
break Baby Bear’s
chair?
She sits in it but it is
not a baby chair.
Baby chairs are little.
She is bigger and
heavier b/c she’s not a
baby.
She is too heavy for it
so it breaks.
Say Something:
1) Assign partner.
2) Ss read portion of text.
3) When finished, turn to partner and say something about what they just read. (Have chart
to remind them of what to talk about.)
a. Predict what’s next.
b. Ask a question.
c. Clarify a misunderstanding.
d. Make a comment.
e. Make a connection.
4) When finished, keep reading.
GIST: Answer who, what (what happened), where, when why. Then use to write a 20-word
paragraph.
OR
1) Read 3-5 paragraphs.
2) Summarize w/ 20 words or less.
3) Repeat with next paragraphs, combining old and new info but sticking to 20 words or
less.
Possible Sentences (vocabulary or content instruction):
Activate and evaluate knowledge of a topic
1) Write a list of 10 words related to a lesson (some familiar and some unfamiliar)
2) Ss create 5 possible sentences by using 2 words in each sentence until all words are gone.
3) Teach the lesson.
4) After instruction, students go back and evaluate accuracy of sentences by placing a + or –
or ? next to sentences.
5) Correct inaccurate sentences.
Probable Passages (Previewing Text):
1) Write 8-14 words/phrases about characters, setting, problem, outcome, vocabulary on
board.
2) Worksheet- place words in the category you think they tell about.
3) Write prediction statement and “To Discover Questions”
4) Groups share predictions aloud.
5) As class: Brainstorm what they want to discover while reading.
6) Read text.
7) Discuss into what categories author would have placed words.
Somebody Wanted But So (Goal/Outcome):
Somebody
Character
Wanted
Goal/motivation
But
Conflict
So
Resolution
Tailgate Party (Preview text):
Write an interesting quote from a story on a notecard. Each kid should have a card. Walk around
and share cards with as many classmates as possible in 3 minutes. Share card. Then discuss
predictions based on what it says.
After share time, Ss get in group and use what they heard from cards to write a “We think”
statement, making predictions about the story.
Story Frame:
Title:
In this story the problem starts when…
After that…
Next…
Then…
The problem is finally solved when…
The story ends when…
Sketch to Stretch:
Read selection, draw several pictures to represent events, reactions, connections,
visualization. Can include captions.
1) Allow discussion of events (using another strategy such as 3- minute pause)
2) Ss represent understanding with sketches after discussion
1-Sentence Summary:
1)
2)
3)
4)
5)
Read a selection of text.
Put aside, write 4 or 5 keywords from reading.
Use words to make 1-sentence summary
Read summary and delete unnecessary words.
Reflect: How did putting the book aside and making the list help you write a
1-sentence summary.
Concept of Definition Map (Templates are online.)
Word in middle of map. Around word, write properties, category the word is in, comparison to
another word, examples.
Read, Cover, Remember, Retell
READ only as much as your hand can cover.*
COVER the words with your hand.
REMEMBER what you have just read. (It is okay to take another look).
RETELL what you just read inside your head or to a partner.
*While reading, you might want to code text as follows:
* I already knew this!
+ New information
! Wow
?? I don’t understand
Open Mind Portrait: Create a visual representation of meaning gained from text.
1) Draw and color a portrait of a character from a story or a person from a biography.
2) Students cut out the portrait and use it to trace on one or several sheets of paper to create one
or more blank head shapes.
3) Staple the color portrait and the blank sheets together.
4) On the blank pages, students draw or write about the person’s thoughts or feelings throughout
the text.
5) Share open-mind portraits in class.
Vocabulary Self-Collection:
1) Students go through a text and choose vocabulary they feel will be important. (in groups)
2) Groups share their words with the class. Compose a class list. Teams must tell why they think
the word is important to know. Teacher adds words if necessary.
3) Discuss meaning of words as a class. Use reference materials to find definitions if necessary.
4) Students record definitions of final class list in journal.
Vocabulary:
Students use their dictionary to find the
meaning of each word in bold type (below) so they can answer
the questions. Then, on the back of the paper, they explain their
reasoning for answering the questions as they did.
1. Could you barbecue a query? ________________
2. Could you take fauna along on a raft trip down a river? _______
Vocabulary Maps:
Semantic mapping
1. Place the target concept at the center of a diagram.
2. Elicit related key words and concepts from students and place them radiating out from the central
concept, grouping them into related categories.
3. Introduce new words and related concepts attached to those known by students.
Frayer Model: (template on internet)
Word in center. Students write definition, characteristics of the word, examples of the word and nonexamples.
Picture Sorts- Beginning readers
1)Select two or three consonants with very distinctive sounds to be sorted.
2)Collect approximately four picture cards for each category, plus one card that will serve as the
exemplar.
3)Before beginning, review the name of each picture card with the child. Be sure the child can
easily name and pronounce the words indicated by each picture.
4)Lay out the three exemplar cards and name them emphasizing the beginning sound.
5)Model the procedures for sorting. Lay one picture card at a time under the corresponding
exemplar. As each card is placed in a column restate the word for each picture in the column,
plus the exemplar, emphasizing the beginning sound for each.
6)Continue the process until all pictures have been sorted.
7)When it is the child’s turn to perform the sort, correct errors the first time, but on subsequent
sorts leave the errors. Demonstrate how to check for errors by reading the names of the pictures
going down each column, again emphasizing the beginning sound. Then ask the child if any
errors were detected and allow the student to make necessary changes.
8)Create opportunities for the child to have multiple encounters with the same sort.
Open Sorts: Open sorts are sorts that are asking the children to engage in inductive thinking.
Students classify words according to shared features that they themselves discover. For example,
students can find words that have an ed and learn that some of those words have a consonant that
is doubled before the ed.
A Six -Step Process for Teaching New Terms from BUilding
Background Knowledgefor Academic Achievement by Robert Marzano (2004)
Introducing the term:
Step 1: Explain -Provide a student-friendly description,
explanation, or example ofthe new term.
Step 2: Restate -Ask student to restate the description,
explanation, or example in their own words.
Step 3: Show -Ask student to construct a picture, symbol, or
graphic representing the term.
Reinforcing the term:
Step 4: Discuss -Periodically ask students to discuss the terms
with one another.Refine and reflect -Engage students periodically
in activities that help them add to their knowledge ofthe tenus.
Step 5: .Refine and reflect -Engage students periodically in
activities that help them add to their knowledge ofthe terms.
Step 6: Apply in Learning Games -Involve students periodically in
games that allow them to play with terms.
Semantic Feature Analysis:
How to Use Semantic Feature Analysis
1.
Choose a text. This strategy works best with expository texts.
2.
Create a grid. Put the vocabulary words you want students to focus on vertically down one axis.
List features or ideas associated with those words horizontally across the other axis.
3.
Have students complete the grid. Students complete the grid by indicating with a check mark
() or minus sign (-) whether each word possesses the stated features or is related to the ideas. A
check mark indicates that the word does possess the feature (or is related to the idea), and a minus
sign indicates that it does not.
When students do this depends on the function you want the grid to serve.
Completing the grid before reading: If you want to elicit students’ prior knowledge, have students
complete the grid before they begin reading the text. Then, after students have read the text, they
can come back to the grid and see if they have changed their minds about any of their decisions. If
you use the grid in this way, you might want to provide students with a place to indicate their
responses for both before and after reading:
Feature/
Idea #1
Before After
Feature/
Idea #2
Before After
Feature/
Idea #3
Before After
Feature/
Idea #4
Before After
Feature/
Idea #5
Before After
Before
After
Before
After
Before
After
Before
After
Before
After
Before
After
Before
After
Before
After
Before
After
Before
After
Before
After
Before
After
Before
After
Before
After
Before
After
Before
After
Before
After
Before
After
Before
After
Before
After
Word
#1
Word
#2
Word
#3
Word
#4
Word
#5
Completing the grid during and/or after reading only: If you choose to have students complete the
grid during and/or after they read, you will be providing them with a purpose for reading and giving
them a tool they can use to monitor their comprehension.
4.
Discuss completed grids with students. Regardless of when students complete the grids, it is
important to discuss their grids with them after they are finished reading. Doing so will allow
students to learn from one another, and will reinforce the ideas in the grid.
Steps to Discussion Webs:
1. Distribute a selected reading to the class. Be sure to select a controversial document that
elicits clearly defined opposing viewpoints.
2. Ask the class to identify the main question of the text. Once consensus is reached, post
the question for quick reference.
3. Divide the class into small groups of 3 or 4 students. Provide the groups with the
Discussion Web graphical organizer (see below).
4. Ask the groups to write down at least 3 reasons for answering the question "Yes" and 3
reasons for answering the question "No."
5. On a simple "T-chart," record students' positive and negative responses. Use this list to
promote discussion. Have students evaluate each reason ("pro" and "con") objectively
and fairly.
6. After discussing the individual reasons, encourage each student to decide on a position on
the general question. Point out that understanding both sides of an argument does not
preclude taking a stand.
7. Have each student write his final conclusion on an index card. Collect the cards and tally
the responses. Share the results with the class and list the most common reasons ("pro"
and "con") for these decisions on a shared Discussion Web form.
Inquiry Chart: Write questions across top of chart. In first row, students write prior knowledge. In each
of the following rows students enter information from one source to answer each question. Use several
sources. Each source gets its own row.
KWL Plus
Step K - What do I know? Before students read, the teacher presents a concept from the text and poses
the "Know" question. As the class brainstorms, the teacher lists responses on a strategy sheet beginning
with a column labeled "K - What we know." Students and teacher categorize this list into information
they predict will be in the text. The teacher becomes aware of students' level of prior knowledge.
Step W - What do I want to learn? The teacher elicits student questions stemming from their interests,
curiosities, or unanswered questions about the concept. These are listed on the strategy sheet under a
column labeled "W - W hat do I want to learn." Students read sections of the passage individually
(broken into manageable segments for struggling readers) and check for answers to the questions.
During reading, additional questions can be added and answered as a group.
Step L1 - What Did I learn? Both during and after reading, students write what they learned in a third
column "L - W hat I learned" and check which questions were unanswered.
Step L2 - Mapping. Students refer to the K step to categorize what they learned. Placing the title at the
center of the map, they form categories as major branches, and add explanatory concepts. Students can
refer to the map to create exam or study questions.
Step L3 - Summarizing. Students number the concepts on the map based to order points they choose to
make in a written summary. The summaries become a useful summative evaluation for teacher and
student as they evaluate their comprehending.
EXTENDED ANTICIPATION GUIDE
Part 1: DECIDE
Agree
DECIDE
Disagree
STATEMENT
RE-EVALUATE
Agree
Disagree
1. Winning the
Lottery is always a
good thing
X
X
X
X
X
2. It is all right to
follow authority
without question.
3. People are not
always what they
seem
4. What has worked
in the past will
always work in the
future
X
X
X
SUPPORT YOUR VIEW
I used to only think that winning the
lottery would get you something good, like
money. It can really be used just to pick
one person out though, for something
good or bad.
The other places did the right thing when
questioning the reason behind the
tradition. Even though this town looked
down upon it, it stopped people from
needlessly being killed in those other
communities.
I usually think of the villains as looking evil,
but this story takes a completely different
turn. The children at the beginning seem
so innocent, gathering rocks. It was not
until I got to the end that I saw they were
only gathering rocks in anticipation for
stoning a person.
Well I know that things don’t stay the
same. My dad has an old computer and it
never works. I really wished we had a new
one, to replace the old. This is like how the
town’s traditions no longer work and
should no longer be used.
X
5. All traditions are
important and
should never be
forgotten
X
Traditions to me were things like x-mas
and family dinner. I never thought that it
could be a bad thing. This stoning practice
should be forgotten because there is no
reason for it and it hurts people.
Talking Drawings
Purpose: To activate and evaluate student knowledge of a topic.
Description: In this activity, students will activate prior knowledge by creating a
graphic representation of a topic before the lesson. After engaging in learning
about that topic, students will re-evaluate their prior knowledge by drawing a
second depiction of their topic. They will then summarize what the different
drawing say to them about what they learned.
Procedure:
1. Ask students to close their eyes and think about topic X. Using the Talking
Drawings worksheet, have students draw a picture what they saw while they
were thinking about topic X.
2. Teach cognitive portion of your lesson.
3. At the end of the lesson, ask students to elaborate upon their initial drawing by
creating a new drawing that incorporates what they learned about topic X
during the lesson.
4. Have students share their before and after drawings with a partner. Students
should discuss the differences between the two depictions of topic X.
5. Finally, have students respond in writing at the bottom of their Talking
Drawings worksheet. What do the two drawings tell them about what they
learned during the lesson?
Wood, K. (2001). Literacy strategies across the subject areas. Needham Heights, MA: Allyn &
Bacon.
List-Group-Label-Write (Taba, 1967): Vocabulary
1. I will select a main topic or concept from Ellis & Esler’s (2005) World History: Connections to
Today.
2. Students will list all words they think relate to World War II on the provided chart.
3. Students will take these words and generate meaningful lists for these words to be grouped
under.
4. Students will label each group with a clear and descriptive title or heading.
5. Students will write reflections on why they created their specific categories.
Read-Recall-Check-Summarize
1.
Read a selection together. Then, as a whole class, recall information you’ve read.
List the information on the board.
2.
Reread the piece to check for accuracy of recalled information.
3.
Cluster the recalled material into logical groupings using a concept map.
4.
Delete any unimportant ideas from this information.
5.
Write the summary together.
Teacher’s Guide for Power Thinking
Claudia Cuartero FDLRS/Crown
The Power Thinking strategy helps students differentiate between
main ideas and details (Miller, 1985; Sparks, 1982). The process of
Power Thinking is straightforward and less complicated than outline
format. For instance, when writing outlines a Roman Numeral I must
have the Roman Numeral II, and an A requires a B. On the other hand
Power Thinking is easy for students to understand because main ideas
and details are simply assigned numbers. Main ideas are Power I ideas,
while details are either Power 2, 3, or 4 ideas.
When introducing this strategy of moving from general to specific it is
my recommendation to start with thinking organizers entitled, Word
Power. Emerging readers-writers will need many examples of thinking
organizers more mature reader-writers will only need a few.
First, create simple thinking organizers. Choose a word in the
student’s realm of prior knowledge to begin to categorize. Accept only
three responses. (Cookies- chocolate chip, oreo, fig newton)
Secondly, when students understand that all the words they give for
grouping and categorizing must talk about the original word presented,
introduce them to the numerical structure of Power Thinking. The
following are some graphical representations of Power Thinking.
Power 1
Snacks
2
popcorn
2
apple
2
cookies
Thirdly, teach power sentences using 1-2-2-2 sets. First, model a
sample Power Sentence like the one below. Next, allow the students to
try using their Power Word Sets from previous Power Thinking Lessons
to create their own sentences. A wonderful accommodation for
students who have difficulties writing is to print the information on
magnetic paper, cut up the phrases and let the students manipulate the
information. Examples of this process follow:
My favorite snacks are popcorn, apples and cookies.
Expand with examples so they can see the process of the powers going
from Power 1 to Power 3.
My favorite snacks are movie butter popcorn, Granny Smith Apples and
chocolate chip cookies.
Power 1 Snacks
o Power 2 Popcorn
 Power 3 Movie Butter
o Power 2 Apples
 Power 3 Granny Smith
o Power 2 Cookies
 Power 3 Chocolate Chip
Next, pick a Power 1 idea on a familiar topic, such as sports and let
your students expand it. Continue to practice.
Finally, when you feel they have the basic understandings of Power
Writing pull this same concept into their reading. Ask your students if
they see a power one sentence in their science or social studies
reading. Inquire how they may use power structures to transform
information more effectively. The Selective Highlighting strategy is
very effective with this process.
Question-Answer Relationships
Page 1 of 2
What Is It?
Question-Answer Relationships, or QAR, is a reading comprehension strategy developed to
"clarify how students approach the tasks of reading texts and answering questions" (Raphael
1986). It encourages students to be active, strategic readers of texts. QAR outlines where
information can be found "In the Text" or "In my Head." It then breaks down the actual questionanswer relationships into four types: Right There, Think and Search, Author and Me, and On My
Own.
For example, these are questions at each level:
In the Text
1. Right There: Who is the main character?
2. Think and Search: How did the character return home?
In My Head
1. Author and Me: Would you have made the same choice the character made?
2. On My Own: Do you know what it's like to feel jealousy?
Why Is It Important?




Students often follow an extremely literal or "in their head" approach when answering
questions about what they have read. Understanding question-answer relationships helps
students learn the kind of thinking that different types of questions require, as well as
where to go for answers in the text. It encourages students to be more efficient and
strategic readers.
Teaching students about question-answer relationships can help them to ask effective
questions as they read and respond to the text.
Teachers use questioning strategies to guide and monitor student learning and to promote
higher-level thinking in their students. Teaching students the QAR strategy encourages
teachers to be aware of, and, it is hoped, improve the types of thinking they are requiring
of their students.
Understanding how the question-answer relationship works is an important component of
comprehending text. According to research cited by the National Institute for Literacy,
teaching about question-answer relationships is an effective strategy for improving
comprehension when used as part of a multiple-strategy model (2001).
How Can You Make It Happen?
The levels and types of comprehension questions are described below.
1. In the Text
The answers are right there in the text. These types of questions are literal.
o
Right There
The answer is in one sentence of the text; the question and answer usually have
the same wording. Answers usually are one-word or short-phrase responses.
There is usually only one right answer to Right There questions.
Some examples of phrases used for Right There questions:
Who is....?
Where is...?
What is...?
When is...?
How many...?
When did...?
o
Think and Search
The answer is found in several parts of the text. The question and answer have
different wordings. Answers are usually short answers.
Some examples of phrases used for Think and Search questions:
For what reason...?
How did...?
Why was...?
What caused...?
2. In My Head
Students must use their prior knowledge to answer these types of questions.
o
Author and Me
The answer to the question comes from both clues in the text and students' prior
knowledge. Students must synthesize the text to fully understand the question.
Some examples of phrases used for Author and Me questions:
Would you...?
Which character...?
Did you agree with...?
What did you think of...?
o
On My Own
The answer comes entirely from students' prior knowledge. These questions
require inferential and evaluative thinking. Answers do not require information
from the text but do require that students make some type of judgment about or
relate to the topic of the text.
Some examples of phrases used for On My Own questions:
Do you know...?
Have you ever...?
Would you ever...?
Taffy Raphael, who developed QAR, suggested the following lesson progression for teaching the
strategy (1982).




When introducing QAR, start with short, narrative reading texts. Ensure that students are
able to identify and write questions. Introduce the two levels of questions, In the Text and
In My Head, and explain that they tell where students can find the answers to questions.
Next, introduce the two types of questions at each level. Model an example of each type
of question, thinking out loud so students can "see" your thought process as you
determine the relationships.
Then, generate one of each of the four types of questions and provide the answer to the
questions. Have students categorize the question-answer relationships and explain their
thought processes. This part of the process can be easier for students if they begin by
working in cooperative groups and then transition to working independently after they
show a thorough understanding of this strategy. In cooperative groups, have students read
a short passage (50-75 words) and give them one of each type of question. Have each
group answer the questions and categorize the question-answer relationships, explaining
their thought processes. Provide each group with immediate feedback.
After students have been introduced to the QAR concepts, provide them with several 75100 word reading passages and a question and answer for each passage. Have students,
individually or in cooperative groups, read each passage, identify the question-answer
relationships, and explain their thinking. Ask, "Why do the questions represent one
question-answer relationship and not another?" Continue to give students immediate
feedback.
As students become proficient with this strategy, use more expository and functional
texts. Provide them with a 150-600 word reading passage divided into four sections. Give
students one of each type of question for each section. Have students answer each
question, identify the question-answer relationship, and justify their thinking.


After they have mastered this, present a longer reading passage and in small cooperative
groups have students write one of each of the four types of questions. Have each group
share its questions. Ask the other groups to answer the questions, categorize each
question-answer relationship, and explain their thinking.
Finally, assign a reading passage and have students independently write four questions,
one of each type. Direct students to exchange questions with a partner, answer each
question, and categorize the question-answer relationships.
Read more on TeacherVision: http://www.teachervision.fen.com/skill-builder/readingcomprehension/48699.html#ixzz1RGTNJJ9I
PAVE (Vocabulary Strategy)
(Prediction, Association, Verification, Evaluation)
This vocabulary strategy encourages students to predict an unknown word’s
meaning by using
context clues, and to verify it through the use of a dictionary. It also asks
students to create a
personal visual clue to help them remember the definition.
1. Introduce the PAVE procedure to the students.
2. Have the students write the sentence that contains the vocabulary word on
the worksheet.
3. Isolate the vocabulary word by having the students write it inside the box
on the worksheet.
4. Predict the meaning of the vocabulary word based on the context clues
provided.
5. Write one good sentence using the word that demonstrates an
understanding of its meaning.
6. Verify the meaning of the word by looking it up in the dictionary and
writing its definition
down on the worksheet.
7. Have the students write another good sentence using the vocabulary word
based on the
verified definition.
8. Finally, have the students draw a personal association or symbol for the
word to help them
remember its definition in the box on the worksheet.
Constructiong an Analogical Guide- Vocabulary Development
Readence, Bean and Baldwin (1995) suggest the following three important steps in
constructing an analogical guide:
1. The teacher analyzes the reading task that is required of the students. The teacher
does this by identifying the concepts the students are to acquire from their reading.
In this video lesson all of the concepts are related to energy.
2. The second step is to create appropriate analogies that will help the students relate
to the new science concepts. In the video lesson, the teacher chose the analogy of
eating in a restaurant for the analogical guide in the energy lesson.
3. The third step is to explain how students can use the analogical guide to help them
understand the science concepts and vocabulary that will be encountered.
As with any method or technique for supporting reading content area text, options or
variations in using the literacy strategy can be used to best meet the needs of the students.
Concept of Definition Map- Project Criss (Example online)