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Reading Strategies

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					Reading Strategies
What are the Purposes for
Reading?
   Aesthetic reasons? (Relaxation)
   Efferent reasons? (You have to)
   To gather information?
Reading Prohibitors

   1. Fake reading (and getting away with it)
   2. Listening to music
   3. Watching TV and/or movies
   4. Proximity to other people
   5. Phone
   6. No aesthetic reading
   7. Never finishing what is started
What kind of reader are you?

   A. Resistive Reader – you can
    read well and understand what
    you have read, you just elect not
    to.
   B. Word Caller – you can
    decode the words, but you don’t
    recall what you read; fluency
    may not be the best.
What are Inferences?

   Inferences are abstract thinking.

   Still confused?
   Sometimes answers aren’t
    explicitly stated; therefore you
    have to read between the
    lines.
Example: You make the
inference…
   You are riding on the highway and
    you see a car parked on the side of
    the road with the occupants sitting
    on the shoulder.
       What do you infer?
            The car broke down and they are awaiting
             the tow truck?
            They are traveling a long distance and pulled
             over to take a break?
            That is the designated meeting spot for car
             pooling?
What can you
infer about the
little girl in the
picture?


What clues help
you come to
that?(details)


Why is she
smiling?(draw a
conclusion?)
What can you infer about the children in the picture?
What clues help you come to that? (details?)
How does each set of children feel? (draw a conclusion)
Inference & Opinion

   Good readers know the
    difference between an inference
    and an opinion. When inferring,
    they rely on information
    provided in the text to
    substantiate their thinking.
        7 Strategies used by
        Successful Readers.
   1. Use existing knowledge to make
    sense of new information.
   2. Ask questions about the text
    before, during, and after reading.
   3. Draw inferences from the text.
   4. Monitor their comprehension.
   5. Use “fix-up” strategies when
    meaning breaks down.
   6. Determine what is important.
   7. Synthesize information to create
    new thinking.
Reading?

   Read the text aloud and stop
    often to share your thinking
    (even if it means talking to
    yourself)
Reading?
   Point out the words in the text that
    trigger your thinking.
       Good readers connect new knowledge
        to known information.
       Good readers ask questions when they
        read in order to help themselves make
        inferences.
       Good readers STOP as soon as they
        are confused and clear the confusion
        BEFORE continuing to read.
       Good readers look for organizational
        patterns in the text; it helps them to
        predict.
Reading?

   Use a KWL Chart:
     What do I KNOW?
     What do I WANT to know?

     What did I LEARN?
Reading?

   Use QAR:
     Question what your are reading
     Answer your own questions

     What are the Relationships within
      what you are reading and how that
      relates to other content.
Reading?

   Use SQ3R:
     Survey what your are reading
     Questions on and in what you are
      reading
     Read

     Recite what you have read

     Review what you have read
      (summarize or paraphrase)
Reading?

   Use ACE:
     Answer questions on reading by
      restating.
     Cite specific details

     Explain how this connects back to
      the main idea.
Reading?

   Use SOAPSTONE:
     Who is the Speaker?
     What is the Occasion within the
      selected reading?
     Who is the Audience?
     What is the Purpose of the
      writing/selected reading?
     What is the Subject?
     What is the TONE?
Reading?

   Mark text:
     In the margins, write the
      relationships of the characters.
     In the margins, write connecting
      references.
     Highlight information that may be
      important and may come into the
      plot later.
Reading?

   Use Double-Entry Diaries:
     On the left side of paper copy or
      paraphrase relevant lines or
      paragraphs from the text.
     On the right side of the paper write
      inferential and critical thinking
      ideas.
Good Readers…

   …read for different purposes.
    Having a purpose helps readers
    remember what they read and
    what is important.
Good Readers…

   …know that in order to
    understand what they read, they
    must do more than pronounce
    words. They understand that if
    comprehension is to occur, they
    must engage in several thinking
    processes, i.e. analysis,
    evaluation, synthesis.
Good Readers…

   …don’t remember everything
    they read. They use tools to
    hold on to their thinking so they
    can return to it later. Access
    tools allow reader to use the text
    to justify and support their
    thinking.
Good Readers…

   …are flexible in their thinking
    and use different strategies for
    different types of reading.
Good Readers…

   …perceive reading as
    something they will do for their
    entire life, not just to pass a
    class!
Good Readers…

   …don’t ignore their confusion.
    They stop and ask questions –
    whether it be to themselves for
    clarification or to a teacher for
    guidance.
BREAKTIME!
   When you are looking at the words on the
    page, but you aren’t reading them.
   You can no longer visualize what is
    happening as you read.
   Your mind begins to wander and you start
    thinking about something far removed from
    the text.
   You can’t remember or retell what you
    read.
   You can’t answer your own questions
    about the text.
   Characters are reappearing in the text but
    you don’t recall who they are.
Myth

   Good readers read really fast.
       In fact, good readers read at
        varying paces. They adjust their
        rate to meet the demands of the
        text and task.
Good Readers…

   …know that sometimes the
    answers aren’t in the text or
    aren’t obvious within the text.
    Therefore, they recognize the
    need for further research (or
    reading) to get the answers.
Credits

   I Read It, But I Don’t Get It
   Cris Tovani
   Stenhouse Publishers, Portland,
    Maine
   2000
Credits

   Dara Laws
   Seaford High School English
    Teacher
   Seaford Teacher of the Year
   2006-2007

				
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posted:11/8/2011
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