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Culture Documents
Lesson 3
Lesson 3
READING STRATEGIES
• Activating prior knowledge • Finding important/main ideas
• Predicting • Summarizing
• Visualizing • Synthesizing
• Questioning • Monitoring comprehension
• Drawing inferences • Evaluating
STAGE 1: PREREADING
Pre-Reading Strategies Include:
• Activating Background Knowledge • Going on a Picture Walk
• Setting purposes for reading • Making a KWL map
• Making predictions and previewing a book • Questioning and making predictions about a story
During reading a number of strategies are used to help students develop comprehension skills. By way of example, view the guided
reading video clips and observe how a variety of strategies are employed at various stages of the reading process by both the teacher
and student.
Making Connections
• Students relate to what they read by making connections to their own lives, to other texts they have read and to the things or events
that occur in the world.
• They compare themselves with the characters in the text and recall similar situations or experiences.
• Encouraging students to make connections helps the reader to stay engaged and to see the connections between reading and
everyday life.
• Capable readers use previous personal experiences, prior knowledge, and opinions to make sense of what they have read.
• Capable readers make text-to-self, text-to-text, and text-to-world connections.
• In the guided reading clip, the child makes text-to-self and text-to-text connections. Notice that the teacher prompts her to make
connections at certain points, but the child also offers connections without being prompted.
To encourage students to make connections you can provide them with some prompts:
⎯ “This reminds of the time that …”
⎯ “I had a similar experience …
⎯ “I remember when…”
Predicting
• Making predictions or “best guesses” about what will happen in a text is an important literacy strategy and skill.
• Students’ predictions are based on their prior knowledge and experiences about the topic, the genre, and what has happened so
far in the text (using both the print text and illustrations).
• Having students make predictions engages them in the reading task and encourages them to become active participants in the
learning.
• After reading:
⎯ The student compares the predictions to what the text says.
⎯ Students can record their predictions on a chart as they read and they can see how accurate they were when they finish reading.
Synthesizing
• Readers synthesize by summarizing information into key points and combining their ideas into a main idea.
• Synthesizing helps the reader to make generalizations and develop opinions and to integrate new information with prior knowledge.
• Readers need to be encouraged to stop and reflect on what they have read, to identify and select and summarize important
information and to merge new information with existing knowledge to gain new insight.
• Being able to summarize is very important because big ideas are easier to remember than a lot of small details.
• In the guided reading clip, the teacher provides the child with an opportunity to summarize the main idea of the story.
During Reading
a. Each group member reads a selected portion of the text silently
b. Teacher directs the students’ reading by suggesting what they might look for in each paragraph
c. Teacher selects appropriate reading strategies and focus questions
After Reading
a. Reflect on reading strategies
b. Discuss characters, setting, plot, genre as a group
c. Discuss vocabulary
d. Teach mini-lessons based on the needs of those in the group
e. Develop reading skills and strategies
f. Responding and Extending:
i. Build comprehension by discussing the text in more depth (explore theme, character development, make connections)
ii. Respond to the text in writing, orally, visually, dramatically
iii. Compare earlier predictions to actual events in the text
iv. Complete the graphic organizer
ANCHOR CHARTS
• The teacher and students record students’ thinking about a text, lesson, or strategy by creating an anchor chart.
• The charts can be returned to help students remember the process.
• They serve to connect past teaching and learning to future teaching and learning.
• All of the students in the class are involved in the process of constructing meaning.
• ALL grade levels can have similar charts in student/grade-level friendly language. That the purpose of developing a common
language or strategy that is used across the district.
• Strategies do not change as students change grade levels - the material becomes more complex.