Reading Strategies that Foster a High Level of Student EngagementBy Michelle N. GibbsRDG 517/ M4Prof. K. HutterGrand Canyon UniversityAugust 10, 2011

Table of ContentIntroduction slide 4

Practical Applications slide 5

Start Here slide 6

10 Reading StrategiesThat Work slide 7

Creative Thinking

Reading Activity CT-RA slide 8

SPAWN slide 9

Familiarity Breeds Attempt slide 10

Chunking slide 11

Symbol System slide 12

Colorful Questions slide 13

Sticky Note Symbols slide 14

Table of Content cont..Copy- Pair-Share- Respond slide 15

Reading Strategies slide 16

Mental Modes slide 17

Wrap- Up slide 18

Applicative Activities slide 19

Mini Lesson: Reading Strategies slide 20

Reading Strategies: Appendix A slide 21

Sample Application: Footprints on the Moon Appendix B slide 22

Reading Strategy Practical Application: The Little Armored OneAppendix C slide 23

End of the Road slide 24

References slide 25

IntroductionThis presentation will provide you with ten reading strategies that are effective for students who wish to build upon the mastery of their reading abilities. Reading strategies are

practical applications for the development of literacy.◦ All of the reading strategies

will be sorted as what, why, and when they are utilized.

◦ Each reading strategy’s purpose will be explained (the how aspect).

Reading strategies are used in applicative activities that foster the mastery of literary skills.◦ Besides having obtained new

found knowledge of reading strategies, a brief mini lesson with the use of one strategy will be furnished at the end of this presentation for practical application.Constructive

Thinking Model

Practical ApplicationsPractical applications are strategies and techniques used to practice what it is you are learning.

As we all know, reading takes more than just the abilities to pick up a book and read the words in it. If one is to be a good reader, that person has to know how to apply reading strategies that will help them master what they are reading.

Before reading, know why, when, and how it is important to read well.

10 READING STRATEGIES THAT WORK

Below are ten reading strategies that will be addressed in this slide presentation. View the selected types as to what, why, and when they are utilized. The how will be conveyed individually for each reading type in the proceeding slides.

What

1. Creative Thinking – Reading Activity (CT-RA)

2. SPAWN3. Familiarity Breeds

Attempt4. Chunking5. Symbol System6. Colorful Questions7. Sticky Note

Symbols 8. Copy-Pair-Share-

Respond9. Reading Strategies10. Mental Modes

Why

1. Offers students time to brainstorm solutions to the topic at hand using

their everyday knowledge.2. Is good for struggling readers and

English Language learners who may benefit specifically from extra

attention paid to their particular life experiences.

3. To pre-teach new or difficult concepts as a strategy to reduce the anxiety

and stress often experienced by discouraged learners.

4. Assist students who learn best when information is presented in small

chunks (Forsten, p.g 59).5. Uses multiple intelligence activities to

develop vocabulary (pg. 66).6. Used for the management of

questioning a text.7. Used to engage and respond to text

through Post-it 8. Builds opportunities for peer response

during and after reading and writing.9. Used to emphasize how to read the

text.10. Used for sorting out important aspect

of the text.

When

1. Pre-reading2. During/

After Reading

3. Pre- Reading

4. During Reading

5. Pre-Reading6. During/Post

Reading7. During/Post

Reading8. During

Reading9. During

Reading10. During

Reading

CREATIVE THINKING – READING ACTIVITY (CT-RAA Pre-Reading StrategyOffers students time to brainstorm solutions to the topic at hand using their everyday knowledge.

Steps: Develop the rules for brainstorming:

◦ Think of as many ideas as you can.◦ No criticism of any ideas – even your own.◦ Go for any freewheeling thought – the wilder the idea the better.◦ Build on others’ ideas and combine ideas when you can.

When given a creative thinking task (only one), brainstorm for five minutes. For example, a task might be to estimate the amount of industrial toxins that seep into the local waterways or reservoir.

Share ideas in large group with other students in your class. Think of a single criterion related to the task to evaluate and and select an valid

conclusion or solution for it. For example, a student’s response could be: The Main Bridge Inc. announced that it only dumped the qualified amount of toxins into the James River, but the qualified amount of toxins caused more damage than expected because the blue shell fish became an endangered species since the company started dumping.

Share these responses.

SPAWNA During/After Reading ActivityIs good for struggling readers and English Language learners who may benefit specifically from extra attention paid to their particular life experiences.

S – special powers: students are given the power to change some aspect of the text or topic. Their writing should explain what was changed, why, and the effects of the change.

P-problem solving: students are asked to write possible solutions to problems posed or suggested by the books being read or material being studied.

A – Alternative Viewpoints: students write about a topic or retell a story from a unique perspective.

W – What If?: Students are asked to respond to a change the teacher has introduced in some aspect of the topic or story (an option similar to Special Powers).

N- Next. Students are asked to write in anticipation of what the author will discuss next, explaining the logic behind their conjecture.

FAMILIARITY BREEDS ATTEMPT

A Pre-reading strategy:To pre-teach new or difficult concepts as a strategy to reduce the anxiety and stress often experienced by discouraged learners.

When struggling students are given a preview of things to come, it enhances their confidence while building a can-do attitude (Forsten, p. 55). Students should always make it a habit of previewing the table of content, pre-faces, first and last chapters, and introductions of books opposed to passing them by. In those vital sections, students can highlight the important aspect of a book before reading the support that falls in the middle of any text.

CHUNKINGA During Reading Strategy:Assist students who learn best when information is presented in small chunks (Forsten, p.g 59).

Students might learn some concepts best when the concepts are presented in meaningful, bite-size chunks.◦ Several concepts or

subjects are blended together in an integrated format.

Language Arts and Literature Unit 1:

Overview

PremiseStory 1:Story II:Story III:Story IV:

ThemesStory I:Story II:Story III:Story IV:

MotifsStory I:Story II:Story III:Story IV:

CharactersStory I:Story II: Story III:Story IV:

Problem/Conclusion

Story I:Story II:Story III:Story IV:

Never chunk more than 7 bits of information at a time.

SYMBOL SYSTEM

A Pre-Reading Strategy:Uses multiple intelligence activities to develop vocabulary (Forsten, pg. 66).

For this strategy, students need to apply symbols to what they read by equating subjects, topics, premises, themes and motifs to:

1. famous paintings

2. dramatic performances

3. music4. meaningful

symbolism5. other texts6. everyday

life

COLORFUL QUESTIONS

A During/ Post Reading Strategy:Used for the management of questioning a text

•Green questions – factual info•Yellow questions – sequential info•Red questions – premise and support•Black questions – synthesizing and creative thinking

STICKY NOTE SYMBOLS

A During / Post Reading Strategy:Used to engage and respond to text through Post-its.

Other symbols could include: ; means the topic/subject: means the subtopic * means a premise in the text.# means the support of a premise in the text@ means setting changes( ) means the literary language within the text - means a pause or break in thought to emphasize an important aspect in the text.“ ” means an important quote to memorize.

COPY-PAIR-SHARE-RESPOND

A During Reading Activity:Builds opportunities for peer response during and after reading and writing.

A great journal writing opportunity while and after reading text. The best part about this strategy is students have to opportunity to share their ideas, thoughts, and beliefs about what they read through Socratic (in an objective and subjective manner) discussion.

READING STRATEGIES

A During Reading Strategy:Used to emphasize how to read the text.

This is a great reading comprehension strategy all students should master because it helps to alleviate test anxiety.

MENTAL MODES

A During Reading Strategy:Used for sorting out important aspect of the text.

Mental modes are learning structures. They provide a schema as to what we read. There are several types of mental modes. Here are three for

starters:◦ 5Ws&H: the who, when, where, what, why, and how factors to

consider when reading a text.◦ Plot Analysis: the exposition (the setting, characters, and

problem/situation), rising action (what happens in the beginning of the text), climax( the point of no return or most exciting part), falling action (when the problem or situations comes to be resolved or at an end), and conclusion/ resolution to consider when reading a text.

◦ Critical Thinking: the premise/s (a main idea/s), support for the idea/s, and conclusion/s (sometimes a text may provide more than one conclusion within a given story) to consider when reading.

Wrap – UpThe 10 reading strategies that best helps students read are so important and should be mastered as early as possible.

1. Creative Thinking – Reading Activity (CT-RA)

2. SPAWN3. Familiarity Breeds Attempt4. Chunking5. Symbol System6. Colorful Questions7. Sticky Note Symbols 8. Copy-Pair-Share-Respond9. Reading Strategies10. Mental Modes

It is recommended that students review all of the reading strategies presented in the start of the school year. In that way, they will be better able to apply them during the school year and master them by the end of the school year so that the following year they can learn other strategies to build constructive learning modes of thought.

ConstructiveThinking

Applicative ActivitiesApplicative activities allow you to apply the practical applications you have learned through exercise such as classwork, homework, quizzes, tests, and projects.

MINI LESSON: “READING STRATEGIES”SWAT: Apply reading strategies (before, during, and after) readingNJCCCS: 3.1.1.E.1-7

Anticipatory Set: When you know you have to read a passage and answer questions following the passage, what do you do in order to reach the highest level of mastery?

Vocabulary Preview:

1. extending -(transitive and intransitive verb) to stretch out into space, or stretch something out into space.; increase size of something.

2. fascinating -(adjective) captivating, inspiring a great interest or attraction.

3. elude – (transitive verb) escape or avoid; to escape from or avoid somebody or something by cunning, skill, or resourcefulness; escape somebody’s understanding or memory.

4. delicacies- (noun) something nice to eat; a delicious, rare, or highly prized item of food; sensitivity to feelings of others; need for tact.

5. immense- (adjective) huge, exceptionally great in extent or degree; excellent, very good or showing excellence.

6. intestines – (noun) digestive tract.

BY

a. Using a overhead projector, review the reading strategy application (appendix A) with that of the sample story, Footprints on the Moon. (appendix B), after distributing copies of the strategy and sample story. (whole class instruction)

b. Distributing the applicative activity, Little Armored One (appendix C), have students work in settings of their choice: independent, buddy system, or groups to complete the task.

Wrap – Up: When all of the students are finished or after 20 minutes has lapsed, have the students share their results to determine if they used the appropriate responses for the reading strategy. Assessment: Students’ work (application of the reading strategy technique )will be graded based on a percentage of 70% while 30% will apply to questions related to the practical application. Modifications/ Accommodations: provide ample time, allow peer support, repeat directions, and allow the use of a highlighter.

READING STRATEGIESAppendix A

Sample Application: Footprints on the MoonAppendix B

Reading Strategy Practical Application:The Little Armored OneAppendix C

Did I forget to tell you that your journey is not over? Take a rest because in the morning you have to start a new road. (LOL)

ReferencesAlvermann, D. E. Phelps, S. F. and Gillis, V. R. (2010). Content Area Reading and Literacy: Succeeding in

Today’s Diverse Classroom (6th ed.). Boston: Pearson. ISBN -13: 9780137145522.

Buecher, J. (2006). Ways of Reasoning: Tools and Methods for Thinking Outside the Box Merck Summer

Bioethics Institute Ed. NJ: University Publishing Solutions, ISBN 1-59271-660-1

Footprints from the Moon. Adapted from World and Space, Vol. 4 of Childcraft – The How and Why Library.

(1976). Field Enterprise Education Corporation. By permission of World Book, Inc. (1990) Science

Research Associates, Inc.

Forsten, C., Grant, J., and Hollas, B. (2002). Differentiated Instruction: Different Strategies for Different

Learners. NH: Crystal Springs Books, ISBN 1-884548-42-3

Guthrie, J. T. “Contents for Engagement and Motivation in Reading.”

http://www.readingonline.org/articles/handbook/guthrie (Posted 2000).

Payne, R. K. (1998). Learning Structures. TX: Aha! Process, Inc. , ISBN 1-929229-41-0

Ruddell, M. R. “Dot.com Lessons Worth Learning: Student Engagement, Literacy, and Project-Based

Learning.” http://www.readingonline.org/articles/ruddell/index.html. (Posted 2000).