reading: a comparison struggling readersgood readers fix-up strategies: teach your students how to...

Reading: A ComparisonStruggling Readers Good Readers

Fix-Up Strategies:Teach your students how to get “unstuck” when they come across text that they do not understand.

1. Make a __________________ between the text and your life, your knowledge of

the world, or another text.

2. Make a __________________.

3. Ask a __________________ and try to answer it.

4. __________________.

5. __________________ what you’ve read.

6. __________________ .

7. ________ down (when confused) or ________ up (when familiar or boring)

8. Read _______________.

9. Draw a _____________________ or diagram of the information.

10. Other:

______________________________________________________________

______________________________________________________________________

______________________________________________________________________

__

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Graphic Organizer for Today’s Workshop on ~ Reading Strategies for Social Studies ~

Strategy Page #

Why use it? How can I use it?

ABC

Brainstorm

2

RIVET 3

Word Sorts

4

Anticipation Guide

5

Fan N

Pick

6

Cubing

7

Graphic Organizers

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BR_ _ _ _ _

ABC Brainstorm

•At the beginning of a lesson, write a topic on the chalkboard and then tell students to write as many words or phrases (beginning with each letter of the alphabet) that are connected to the topic as they can. •After individuals try, you may want to allow them to “give one, get one” from other classmates.

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Before

During

After

X

RIVET

•Choose 3-4 key terms from the reading.•In a “hang-man” fashion, write the word using dashes.•One by one, add a letter until the students guess the word.•Discuss its meaning.•Continue until all key words are revealed.•Students read to find these words in the passage.

•RIVET Example:

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BR_ _ _ _ _

Before

During

After

X

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Word Sorts•The teacher provides a list of words, phrases, and/or pictures from a text.•Students work alone or in partners to arrange the words in an order that makes sense.•Ask a few students “read” their “story” aloud.•Students or the teacher read the text, stopping mid-point to rearrange the words according to how they have been used up to that point in the text. •After reading the entire text, partners scramble the words and rearrange them in the order according to the author’s version of the story (as a summary).

•Word Sorts Example

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equal rights

citizenship

ballot

Democracy

Wyoming

suffragist

justice

League of Women Voters

political freedom

Before

During

After

X

X

X

4a

Anticipation Guide•The teacher prepares a list of predictions for a passage and asks the students to respond to the predictions based on what they learn from the title, headers, and/or pictures. (Some of the predictions should be accurate, some highly probable, and others somewhat less probable.)•Students may work alone or in partners to answer “yes,” “no,” or “maybe” to the predictions. Tell the students to be prepared to give reasons for their choices.•Students read the text and check regularly for the accuracy of their guesses.•NOTE: Stress to the students that it is okay to guess incorrectly…good readers do it all the time.

•Anticipation Guide Example

5

Langston Hughes Biography

Langston Hughes was born in Missouri.

Hughes was an less-than-average student, but excelled in language arts.

Hughes became a sailor to earn money because his writing wasn’t supporting him.

His experiences in Africa and in nightclubs encouraged him to experiment with jazz and blues rhythms in his writing.

His work during the Harlem Renaissance made him rich and famous.

Before

During

After

X

X

5a

Anticipation Guide

5b

Fan N PickIn a team of four:

•Student “One” fans out the question cards.•Student “Two” picks a card and reads it out loud to the team.•After 5+ seconds of think-time, Student “Three” answers the question.•After another 5+ seconds of think-time, Student “Four” paraphrases, praises, or adds to the answer given.•Students rotate roles after each round.

•Higher-Level Thinking Questions Social Studies from Kagan:Table of Contents

1. Bill of Rights 9. Family2. Careers & Work 10. Government Issues3. Community 11. Historical Characters4. Cultural Geography 12. Historical Event5. Culture 13. Holidays6. Current Events 14. Native Americans7. Economic Geography 15. Physical Geography8. Explorers 16. Religion 6

Before

During

After X

This person has come back to visit

the President of the U.S. What

advice might the character give him? Why?

Consider the accomplishments of this person. If you

were this character, of what

accomplishment would you be most

proud? Why?

This person has been granted

three wishes to change today’s

world. What might they be?

Why?

Historical Character Question Cards

1 2 3

4 5 6

7 8 9

If the person was alive now, what might he or she

accomplish today? Why?

How is this person like or

unlike you? Why?

How might the world be different

today if this person never lived? Why?

One’s values are revealed by one’s

actions. What is the most important

value reflected by the actions of this

person? Why?

If you could ask this person two questions, what would they be?

Why do you want to ask them?

If there were one action of this

person you could change, what would it be?

Why?

6a

You have been granted one day

to go back in history to become this person. What

would you do differently? Why?

If the person took a two-week

vacation today, where might he or she choose to go

and why?

Describe the physical

characteristics of this person. If you could change one, which one would

you change? Why?

This person sits at home alone writing in a diary. He or she starts to write, “The

one thing that bothers me the

most…” Finish the idea and tell why.

Historical Character Question Cards

10 11 12

13 14 15

16 17 18

Suppose this person were

transported to the middle of World War II. What role

might he/she play? Why?

You’ve been granted special powers that make you invisible and let you travel

through time. What event in the life of the

person would you choose to observe?

Why?

You have opened a letter written to this person’s best friend.

It says, “My greatest regret is…” Finish this sentence

and tell why.

6b

6c

Historical CharacterJournal Writing Question

Write your response to the question below. Be ready to share your response.

Question:__________________________________________

_____________________________________________

_____________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

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____________________________________________________

___________________________________________________

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5

Cubing•Players take turn rolling the cube.•The player who rolls the cube begins by discussing the thinking question (TQ) that is face up.•While the TQ is discussed by all members of the group, the person who rolled the dice acts as the facilitator & summarizes the conversation before the next player rolls the cube.•Tip: To ensure individual accountability, each student works with a different colored pencil/marker to add to a group “web” of the concept being discussed. The web can be presented at the end of the discussion.•Variation: Use Fan N Pick rules.

Cubing Template:

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1

2 3

7

Before

During

After X

Cubing Examples:

Levels of Thinking

Cause & Effect

Describe it: What does it

look like?

Compare it: What other things is it

like?

Associate it: What does it

make you think of?

Analyze it: How is it

made or what is it

composed of?

Apply it: What can

you do with it?

Argue for or against:

Take a stand and list

reasons why.

What might be the

author’s purpose in writing the selection?

What major problem are

those involved

experiencing?

What are the causes of the

problem?

What has been done already to solve the problem?

What have been the

effects of any action taken

so far?

What might you suggest as a more effective

solution to the problem?

7a

1 2 3

4 5 6

1 2 3

4 5 6

Cubing Examples:

Previewing Cube

Connection Cube

As a whole group, list as

many questions as

possible about this topic.

Time limit: 3 minutes.

Invent two difficult

questions about this

topic.

What might be the most

interesting thing to learn

about this topic? What might be the most boring?

Each player in the group must list one

thing they already know

about this topic.

What interesting steps could you take to

learn about this topic? List at

least three ideas.

Give a few reasons why

it is important to learn about this topic?

List new ideas you

have about this topic that

you didn’t have before studying it.

Each player in the group names one

activity or job in which

knowing about this topic could be important.

Make a connection

between this topic and something else you know.

Think of four things you could do to learn more about this

topic.

Imagine that this topic doesn’t exist or never

existed. Describe two ways that the world might be

different.

Compare learning about

this topic to learning about something else

(in or out of school.)

7b

1 2 3

4 5 6

1 2 3

4 5 6

Cubing Examples:

The Whyzit Cube

Make Your Own Cube

What are the main purposes of this topic? What are the

most important things it is

supposed to do or be used for?

What is an unusual

purpose of this topic? How

could this topic be applied or

used in an unusual way?

When would it be wrong to

use this topic? When would it be misapplied

or out of place? Explain.

Brainstorm at least 4 ways to

change this topic to make it better, more interesting, or more effective.

Be imaginative!

How well does this topic work? List two reasons why this topic works well and

two reasons why this topic might

need improvement.

Identify two examples of this topic in action.

Think of situations,

instances, or places where people use or

apply this topic.

7c

1 2 3

4 5 6

1 2 3

4 5 6

Graphic Organizers•Graphic organizers…

are simple ways to organize information visuallyare nearly always appropriate because most people think in visual termscome in many forms; they are never right or wrong, only better or worse: some do a better job of presenting the same information than others.are not communicative, but conceptual: focus on using them as a way for students to learn, not as a way to express what they’ve learned to youare concept-driven: the form of the graphic organizer should follow its function, not vice versa.

A Lesson Cycle for Using Individual Graphic Organizers:Following a few simple steps will help your students get the most out of graphic organizers.

1. Familiarize yourself with the graphic organizer and the teacher notes (if any) for it.

2. Explain or review what graphic organizers are and why they’re worthwhile. Emphasize the importance of organizing information.

3. Present the specific graphic organizer. Point out its subject, its organizational framework, and the introduction, direction line, and questions.

4. Model using the graphic organizer. If the graphic organizer calls for them to choose its topic, provide them with options.

5. Assign the graphic organizer as an individual, paired, or group activity.

6. Review students’ work. Generate classroom discussion to extend individual student learning.

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Before

During

After X

X

X

Graphic Organizers for Reading Comprehension

Concept Definition Map

New Definition:_____________________________________________________________________________________________________

What is it?

What is it like?

What are some examples?

(category)

(property)

(property)

(property)

(property)

(illustration)(illustration)

(illustration)

(concept)

Synonym

Antonym

Before

During

After

X

X

X

Vocabulary Word Maps

Before

During

After

X

Before

During

After

X

X

X

X

X

Item/Person Criteria #1 Criteria #2 Criteria #3 Criteria #4 Criteria #5

Semantic Feature Map

Inquiry Chart

Before

During

After

X

X

X

Before

During

After

X

X

Modified K W L

Before

During

After

X

X

Character Diamonte

Before

During

After X

X

Character Sketch

Before

During

After

X

X

Circle Organizer

Before

During

After

X

Compare Chart

Before

During

After

X

Connections & Reflections

Before

During

After

X

X

Final Reduction

Before

During

After

X

X

Historical Character Map

Before

During

After

X

Making Movies

Before

During

After X

X

Picture Perfect

Before

During

After

X

X

Power of Point of View

Before

During

After

X

X

Puzzling

Before

During

After

X

X

Sense Chart

Before

During

After

X

Setting, Events, & Character Actions

Before

During

After

X

X

Supporting Similarities

Before

During

After

X

X

Visualizing Views

Before

During

After X

What is the Message

Before

During

After

X

X

What It’s All About

Before

During

After

X

X

What’s In A Name?

Before

During

After

X

X

X

Writing About What Happened

Before

During

After

X

X

Survey: Record important titles and subtitles from work.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Question: Write "Who, What, When, Where, and Why" questions from main top______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Read: Write answers to questions from above._________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Recite: Record key facts and phrases as needed for each question. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Review: Create a summary paragraph for each question._____________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(www.teach-nology.com)

SQ3R

Before

During

After

X

X

X

Prediction Chart

Before

During

After

X

X

X

Column Notes

Before

During

After

X

X

X

Fact or Opinion?

Before

During

After

X

Problem/Solution

Before

During

After

X

X

QAR: Question/Answer Relationships

Before

During

After

X

X

Thesis-Proof

Thesis-Proof-Refute

Before

During

After

X

X

X

Before

During

After

X

X

X

Compare & Contrast Diagram

Before

During

After

X

X

Event Pyramid

History Frame

Before

During

After

X

X

Before

During

After

X

X

Who, What, When, Where, How Event Map

Before

During

After

X

X

Who, What, When, Where, How Chart

Before

During

After

X

X

Main Idea & Details

Before

During

After

X

X

Cause & Effect

Before

During

After

X

X

Capturing Context Clues

Before

During

After

X

X

X

Perspectives in Contrast

Before

During

After

X

X

Perspectives, Events, & Support

Before

During

After

X

X

Triple Venn Diagram

Modified Venn Diagram

Before

During

After

X

Before

During

After

X

Venn Diagram with Summary Paragraph

Before

During

After

X

X

Sum It Up

Before

During

After X

Two Word Strategy

Name: __________________________

Text: ______________________________________________

Word 1 Word 2

I chose these words because... ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Before

During

After X

X

Graphic Organizers for the Social Studies

Comparing & Contrasting Then & Now

Major Periods in History

Major Events in History

What is Culture?

Locating a Place

Characteristics of a Place or Region

The Family

Major Steps in the Fight for Civil Rights

Representative Democracy in the U.S.

Who, What, When, Where, How Historical Period Map

An Ethnography

Biographical Profile

Amending the Constitution

Checks & Balances in the Federal Government

An Invention: Causes & Effects

Organization of the United Nations

Understanding Citizenship

Rights of Citizenship

Resources

Barnekow, Daniel. Graphic Organizers for Social Studies. J. Weston Walch: Portland, ME. 1998.

Billmeyer, Rachel & Barton, Mary Lee. Teaching Reading in the Content Areas: If Not Me, Then Who? McRel: Aurora, CO. 1998.

Jones, Raymond. ReadingQuest: Making Sense in Social Studies. Online at http://curry.edschool.virginia.edu/go/readquest.

Kagan, Miguel, Chapman, Christine, & Kagan, Laurie. Higher Level Thinking Questions Social Studies. Kagan: San Clemente, CA. 1999.

Teach-nology.com

Tovani, Chris. I Read It, But I Don’t Get It: Comprehension Strategies for Adolescent Readers. Stenhouse Publishers: Portland, ME. 2000.

Witherall, Nancy & McMackin, Mary. Graphic Organizers and Activities for Differentiated Instruction.

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