QUARTER
Quarter 1
Reading
Strategies
READING STRATEGY
Reading Around the Text
Think Alouds
Quarter 2
Reading
Strategies
KWL
SQ3R
EXPLAINATION
EXAMPLE
Reading around the text can
include:

Pictures Cues

Captions

Maps charts and
Graphs

Big Ideas

First and last
paragraph of section

Questions
The purpose of the think aloud
strategy is to model for
students how skilled readers
construct meaning from the
text.
This strategy helps students to
monitor their thinking as they
read and improves their
comprehension.
Think Alouds teaches students
to re-read a sentence, read
ahead to clarify and or look for
context clues to make sense of
what they read.
The letters of KWL are an
acronym for “what we know”
“what we want to know” and
“what we learned”.
A KWL chart activates students
prior knowledge of the text or
topic to be studied. By asking
students what they already
know students are thinking
about prior experiences or
knowledge about the topic.
Using KWL allows students to
expand their ideas beyond the
text.
This reading strategy has 5
steps:

Survey or skim the
material

Question.
What is the chapter about?

Read

Recite or Recall
One example of using read
around the text in a music
class can be having the
students focus on the
dynamics of a piece they are
currently practicing.

Review
In a chorus classroom, a
think aloud can be used to
discuss the text of a choral
piece that students are
learning.
For an instrumental class,
students can listen to a piece
of music that is currently
being studied and discuss
how the music is a reflection
of what the composer is
trying to convey.
One way to use KWL in a
music classroom is in the
discussion of composers.
Students can easily create a
KWL chart about a composer
and label what they already
know about him/her, what
they want to know, and later
fill in what they learned.
In a jazz band class, students
can learn about Duke
Ellington by using this simple
strategy. Simply have a
hand out for the students to
quickly skim. Then, have a
question that they will need
to think about as they go
back and read the text for
further details. At this point,
the class can have a
discussion, which will
incorporate recalling the text
and question. In the end,
they can review by writing
an answer to the question
supported by details from
the text.
Quarter 3
Reading
Strategies
Quarter 4
Reading
Strategies
Venn Diagram
This is a simple compare and
contrast reading strategy.
By using youtube, (or any
other multi-media device)
you can easily have students
compare and contrast
musical selections of pieces
they are currently studying.
Word Walls
This is a literary tool composed
of an organized collection of
words that are displayed in
large, visible letters in the
classroom. It is designed to be
an interactive tool for students
to use and contains an array of
words that can be used in
writing or reading
In a beginning band or
chorus classroom, it can be
useful to have music terms,
such as dynamics, posted
throughout the room so that
the students can use them in
every class with a knowledge
of what they mean.
Reading category 2: Reading application:
LA6.1.7.2 The student will
analyze the author’s purpose
(e.g.: to persuade, inform,
entertain, explain) and
perspective in a variety of texts
and understand how they affect
meaning.
Students should be able to
answer why a composer
wrote a specific piece of
music. For example, the
students could do a study of
why the Star Spangled
Banner was written by
Francis Scott Key.
LA6.1.7.5 The student will
analyze a variety of text
structures (e.g.
comparison/contrast,
cause/effect, chronological
order, argument/support, lists)
and text features (main
headings with subheadings)
and explain their impact on
meaning in text.
One example of this reading
strategy is having students
do a compare/contrast
exercise of Debussy’s Claire
de Lune to Beethoven’s
Moonlight Sonata. This can
also lead into a discussion of
chronological order and
defining the musical periods
of Romantic and
Impressionistic.
FCAT 2.0 Question: Author’s
Purpose/Perspective
Reading category 2
FCAT 2.0 Question Text
Structures/Organizational Patterns