Reading Strategies

1. Reading Strategies We are going to learn the effective strategies before, during, and after reading for the texts. Teacher Maria Tariq

2. Introduction:

3. Some teachers complain that most students are not able to understand what they read . .

4. To monitor understanding of what we read and how we read it! Reading Strategies help us….

5. Before Reading Strategies! Pre-reading strategies guide the reader to make important decisions before reading takes place.

6. Preview • Read headlines and subtitles   • Look at pictures and other graphics; read captions • Skim side bars   • Read section outline in textbooks and articles

7. Activate Prior Knowledge consider what you already know about the subject   think about connections to other knowledge you possess

8. Activating Prior Knowledge • It helps readers to be more informed and aware of what they are reading. • Readers can gain prior knowledge from previous lessons or personal experiences. • Any connections can be made!

9. Questions • make predictions about information you expect to find    • write down things you wondered while previewing • create questions you think might be answered by the text

10. Predicting From images of the text From samples of the text • Readers can predict specific ideas or the main idea of a text through images. • Readers can predict specific ideas or the main idea of a text through sample previewing. • The images might include cover (front and back) as well as preview images from inside the text. • A teacher could read aloud a specific passage and ask students to share or write their predictions. • Readers can write and share • Predictions can range from specific predictions. points of a text to the main idea.

11. Increasing Text Interest • Make a personal connection with the text such as sharing personal experiences. • Recommended strategy from Bursuck and Damer (2011, pg. 290). • State future goals for applying the new information such as class projects, field trips, or • Provide reasons why students should be excited to learn the topics in the text. experiments. • Search information or play interactive games online.

12. New Vocabulary • It is another type of frontloading strategy (2011, pg. 289). • Reviewing new vocabulary from the text will enable readers to further grasp what information they will learn. • Taking time to review new terms before reading creates more time for critical thinking during and after reading.

14. During Reading Strategies! During-reading strategies help the reader focus on comprehending the content.

15. Graphic Organizers • Graphic Organizers can be used to help the reader monitor what they read as they read! • They can be created or based on prior templates. • The reader writes new information about the text into the organizer. In a class, they can be used formatively or summatively. Individually, a student can use them as an independent checking, system.

16. Monitoring Text: • Readers are taught how to check their own reading and when to check their own reading. • “Monitoring text is not a natural process, but research demonstrates that it can be taught” (2011, pg. 295). • “Is what I’m reading making sense?”

17. Fix Up Strategies Fixing Up Terms Fixing up Comprehension • “Sounding out unknown words” • Checking the internet for related information from the text to clear confusion. (2011, pg. 296). • Looking up a word or name with the use of internet, dictionary, or • “Talking to another person other media source. about a difficult section about the book (2011, pg. 296). • Slowing or increasing reading rate to match material. • Taking notes and reviewing organizers.

18. Questioning the Author (QtA) • During reading, readers can ask and answer specific questions related directly to the author. • “What is the author trying to tell me?” • “How could the author have said things more clearly?” • “Why did the author tell me this?” (2011, Bursuck & Damer) • The reader can think about the answers or write them.

19. Making Inferences Inferring happens in the mind! A reader makes inferences by … • Taking the clues the author has given them, • Mixing it with personal experience, • Figuring out what the text is saying or will say.

20. After Reading Strategies! These strategies help the reader consider what they have read and how they can apply it.

21. Main Idea • Describing the main focus, or central idea, helps the reader to focus the main idea of the text. • Developing the main idea is not summarizing! • The main idea of a text can be a word, a phrase, or a sentence about the topic of a text. • Main ideas can also be created for (paragraphs or passages).

22. Summarizing • Summarizing a text or passage helps students focus on remembering what they read. It can also be used to help develop the main idea (2011, pg. 293). • Summarizing can be written as a paragraph to help recall information. • It can be a series of questions that readers will answer for review. • It can be a discussion.

23. Reflection • Reflection takes places when readers consider how the material affects them. • How did the text improve my knowledge on a topic? • How do I feel after expanding my knowledge? • Did I understand what the author was telling me?

24. Critical Thinking • Applying connections with new and previous material or previous experiences. • The reader performs critical thinking when the reader analyzes information gained through the text and • Making connections across subject areas. other reflections. • Questioning why material is • Critical thinking takes the presented in a certain way. “what I have read” to “how can I use what I have read.” • Considering different opinions.

25. Application Application strategies involve • Performing activities to express what the student has learned. the actions that apply the knowledge of what the reader read! • Conducting experiments. • Creating essays. • Evaluating.

27. 1. Play word games. • 2. Read aloud every day • 3. Model reading as an enjoyable activity. • 4. Listen to books. • 5. Read to your child every night • 6. Engage student’s senses while learning. • 7. Mumbling • 8. Underlining key words/rereading • 9. Start the conclusion

28. • Reading on a walk • Stopping at predetermined reflection points • The Special Reading Place • Reading aloud to someone  • Someone reading aloud to you • Skimming/Reading • Marginal Notes: Talking with the text • Annotating a text • A reward • Hearing the text inside your head

29. • Talking through a text • Reading and rereading • Spotting with key words • Twenty details • End of text summary • Mapping a text

30. Lip Reading Activity Pronunciation Practice

31. Preparation •Find a partner. •Stand facing your partner. •Do not talk to your partner. •One partner is Partner A. One partner is Partner B. •Raise your hand if you are Partner A.

32. Directions •You are going to see a series of short sentences and phrases. •Partner A is going to choose one sentence or phrase. •Partner A is then going to “say” the sentence or phrase without actually speaking. Just move your lips!

33. Directions •Partner B is going to watch Partner A’s lips and guess which sentence or phrase they are “saying.” •Keep “saying” your sentence or phrase (silently) until your partner can guess which one you are saying. •Switch roles. Partner B chooses a sentence and Partner A guesses.

34. Reading Stations Reading, Comprehension, Analysis, Structure, Grammar, Team Work

35. Preparation •Make groups of 4-5 students •Put the Reading passage’s envelopes on tables in a ground •Explain the activity.

36. Directions Station 1 As per number of groups, envelopes would be placed on Station 1 table. 1 sentence of the passage is cut word by word. Groups will arrange them in correct sequence. Teacher will check and approve. They will move to station 2

37. Station 2 Sentences of a paragraph are in cuttings, students will read and arrange the sentences to form a correct paragraph. Teacher will approve. They will move to station 3

38. Station 3 Paragraphs of the whole reading comprehension are in cuttings, students will read and arrange the paragraphs to form a correct and complete comprehension passage. Teacher will approve. They will move to the final destination.

39. Final Destination Students will read the whole passage and summarize it in the given box matrix given to them by the teacher. The best summary and the fast solvers win. Teacher should give them any incentive to the winners according to their age.

40. Thank You for Reading! References Bursuck, W. D. & Damer, M. (2011). Teaching reading to students who are at risk or have disabilities. Pearson: NY. All images are directly from ClipArt. The Template was taken by PowerPoint™, 2013.