reading strategies

Topics: Flowchart, Textbook, Meaning of life Pages: 103 (31400 words) Published: November 22, 2014
T H I N K L I T E R A C Y: C r o s s - C u r r i c u l a r A p p r o a c h e s , G r a d e s 7 - 1 2

Reading Strategies
Introduction to Reading Strategies
Getting Ready to Read:
Previewing a Text
Analyzing the Features of a Text
Finding Organizational Patterns
Anticipation Guide
Finding Signal Words
Extending Vocabulary (Creating a Word Wall)



Engaging in Reading:
Using Context to Find Meaning
Reading Between the Lines (Inferences)
Most/Least Important Idea(s) and Information
Sorting Ideas Using a Concept Map
Making Notes


Reacting to Reading:
Responding to Text (Graffiti)
Drawing Conclusions (I Read/I Think/Therefore)
Making Judgements (Both Sides Now)


Reading Different Text Forms:
Reading Informational Texts
Reading Graphical Texts
Reading Literary Texts
Following Instructions
Posters for Instruction: Reading
Before Reading - Ask Questions
During Reading - Ask Questions
During Reading - Understand the Text
During Reading - Make Inferences
During Reading - Visualize
During Reading - Make Connections
During Reading - Think to Read
During Reading - Take Good Notes
After Reading - Ask Questions
After Reading - Find the Main Idea(s)
After Reading - Think About the Text


T H I N K L I T E R A C Y: C r o s s - C u r r i c u l a r A p p r o a c h e s , G r a d e s 7 - 1 2

Introduction to Reading Strategies


As students progress through school, they are asked to read increasingly complex informational and graphical texts in their courses. The ability to understand and use the information in these texts is key to a student’s success in learning. Successful students have a repertoire of strategies to draw upon, and know how to use them in different contexts. Struggling students need explicit teaching of these strategies to become better readers.

Struggling readers need:
knowledge of different types of texts and the best strategies for reading them. multiple and meaningful opportunities to practise reading in subject-specific contexts. opportunities to practise reading with appropriate resources. opportunities to talk about their reading and thinking.

background knowledge in subject areas.
expanded sight vocabularies and word-solving strategies for reading subject-specific texts. strategies for previewing texts, monitoring their understanding, determining the most important ideas and the relationships among them, remembering what they read, and making connections and inferences.

strategies for becoming independent readers in any context.

Common Understandings About Reading
Reading is the active process of understanding print and graphic texts. Reading is a thinking process. Effective readers know that when they read, what they read is supposed to make sense. They monitor their understanding, and when they lose the meaning of what they are reading, they often unconsciously select and use a reading strategy (such as rereading or asking questions) that will help them reconnect with the meaning of the text. Reading skills and strategies can be taught explicitly while students are learning subject-specific content through authentic reading tasks. Effective readers use strategies to understand what they read before, during, and after reading. Before reading, they:

use prior knowledge to think about the topic.

make predictions about the probable meaning of the text.

preview the text by skimming and scanning to get a sense of the overall meaning. During reading, they:

monitor understanding by questioning, thinking about, and reflecting on the ideas and information in the text.
After reading, they:

reflect upon the ideas and information in the text.

relate what they have read to their own experiences and knowledge. •
clarify their understanding of the text.

extend their understanding in critical and creative ways....

References: Strong, Mike. Shark! The Truth Behind the Terror. Mankato, Minnesota: Capstone Press, 2003.
Good readers ‘wake up’ and use the information they have about a topic in order to help them understand what they are reading. (Cris Tovani, 2000)
Graffiti is a collaborative learning strategy that can be used before or after an assigned reading
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