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Super Six Reading Strategies

Super Six Reading Strategies. Bilingual/ESL Department Dr. Romeo Romero. Bilingual/ESL Department Goal. Institute English/Reading proficiency as the standard for transition. The Big Picture.

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Super Six Reading Strategies

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  1. Super Six Reading Strategies Bilingual/ESL Department Dr. Romeo Romero

  2. Bilingual/ESL Department Goal Institute English/Reading proficiency as the standard for transition

  3. The Big Picture Understanding the key areas of reading must be a part of every aspect of teaching reading. Comprehension or strategic understanding must be the pillar of support for the other four; vocabulary, fluency, phonics, and phonemic awareness.

  4. Objectives • Identify six key comprehension strategies to teach to mastery • Use multiple ways to teach the six strategies to application and synthesis stage • Utilize fiction and nonfiction text during the mastery of comprehension strategies • Understand the importance of using visual organizers as a learning tool not a teaching tool

  5. Strategy #1 Teacher models the Monitoring Comprehension Strategyso that students can monitor their own reading and clarify what they do not understand. • Were the students provided opportunities to reread the selection? • Were the students using visuals to help with comprehension? • Were the students provided with opportunities to ask for help when not understanding? • Were the students provided with opportunities to resolve problems such as looking forward in the text to resolve the difficulty?

  6. Strategy # 2 Teacher models the Make Connections Strategy so that students will add to their understanding of the passage • Were students provided with opportunities to practice text to text connections? • Were students provided with opportunities to practice text to world connections? • Were students provided with opportunities to practice text to text to self?

  7. Strategy #3 Teacher models the Visualization Strategy so that students can visualize the actions and ideas of a text. • Were students provided with opportunities to draw using story maps, story boards/chain of events and Venn-diagrams? • Were students orally retelling what they saw when reading a passage? • Were students provided with listings of sensory images to help with visualization?

  8. Strategy #4 Teacher models the Self-Questioning Strategy so that students can have deeper processing of information. • Were students provided opportunities to practice questioning the text before reading for better understanding of the selection? • During reading? • After reading?

  9. Strategy #5 Teacher models Predict and Infer Strategy to build students’ expectations, clarify their thoughts and promote deep engagement. • Were students provided opportunities to practice making predictions (such as, “I think that …will happen next.” before reading? • During reading? • After reading?

  10. Strategy #6 Teacher models the Summarizing Strategyso that students can sum up important information as they read. • Were students provided with opportunities to identify the most important information? • Were students provided with opportunities to recognize the less important information? • Were students provided with opportunities to paraphrase?

  11. Reference Ms. Linda Furey, National Educational Consultant Comprehension Clinic: Diagnosis, Remedies, Results

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