AUBREY D.

ARUGAY
BSEd – ENGLISH

1. Give 4 activities / strategies that promotes

a. pre reading.

• Pictures
Select three or four pictures that relate to the topic of the reading. Ask the students to
make small groups and give each group a copy of the pictures. The learners should
work together to connect the pictures and to try to guess what the reading will be
about. Each group takes it in turns presenting their ideas.

• Pictionary
Select some of the key words from the text. Put the class into two or three groups. In
turn, a learner from each group (at the same time) comes to the whiteboard. They are
told the word and they have to draw that word. They are not allowed to use letters or
numbers in their drawing. The other students try to guess the word and earn points for
their team. This can get very lively indeed!

• Videos
There is so much good free content available these days. First, find a short video
relating to the topic of the reading. I would suggest something around three minutes
long. After watching the video yourself, prepare some simple discussion questions.
Play the video and then ask the students to talk with a partner about what they saw.

• Preview the text (by surveying the title, illustrations, and unusual text structures) to
make predictions about its content.

b. while reading

• Predicting
When students make predictions about the text they are about to read, it sets up
expectations based on their prior knowledge about similar topics. As they read, they
may mentally revise their prediction as they gain more information.

• Questioning
Asking and answering questions about text is another strategy that helps students
focus on the meaning of text. Teachers can help by modeling both the process of
asking good questions and strategies for finding the answers in the text.

• Visualizing
• Studies have shown that students who visualize while reading have better recall than
those who do not (Pressley, 1977). Readers can take advantage of illustrations that are
 embedded in the text or create their own mental images or drawings when reading
text without illustrations.

• Making connections (text-to-text, text-to-self, text-to-world)

c. post reading

• Think-Pair-Share
This strategy promotes critical thinking, conversation, and collaboration, and is
best used after a whole group reading comprehension lesson. In this manner, a
whole class of students can respond to a text by participating in a think-pair-share
exercise. A think-pair-share means exactly what it sounds like it means. After
hearing any piece of text, teachers provide students with a question stem or
prompt for students to individually think about and answer on their own. Then,
they pair up with a partner to share their thinking with each other before the
partners share their responses out to the entire class.

• Retelling/Summarizing
Retelling and summarizing are post-reading comprehension strategies students
can use to show their full understanding of a text. While both comprehension
strategies focus on highlighting the sequence, characters, setting, problem, and
solution of a text in any genre, there are also a few differences.

• Exit Tickets
Exit tickets are another way to quickly check post-reading comprehension skills
and strategies after a whole group or small group literacy lesson. An exit ticket
consists of one or two questions to evaluate a child’s understanding of the text.
The question is most often found to be in the form of multiple-choice, true or
false, a cloze sentence, or a short answer response. Exit tickets can quickly
identify the students who fully comprehend a reading standard or objective after
reading a text.

• QAR (Question Answer Relationships)

• Questioning is a key strategy in comprehension, and the QAR model helps
children understand question and answer relationships in a variety of text. This
strategy can also be used after a whole group or small group lesson and can
certainly be implemented after independent reading.